Revisioning Leadership Preparation in Higher Education

1. Revisioning Leadership Preparation in Higher Education Michelle D. Young University Council for Educational Administration (UCEA)

2. UCEA Commitments Include: • Improving Educational Leadership Programs, • Supporting Research that Fosters Program Improvement, and • Increasing and Improving Understanding Regarding the Preparation Field and How to Improve It.

3. Critiques of Leadership Preparation • What We Know About Successful Educational Leadership and Effective Leadership Preparation • Understanding Degrees, Degree Production, and Institutional Capacity/Purpose • Revisioning Leadership Preparation

4. Professor Qualifications Faculty Size Adjunct Usage/Quality Admissions Standards Student Quality Curriculum Textbooks Teaching Methods Clinical Experiences Program Delivery Candidate Assessment Program Evaluation Program Size (number students served) Program Purpose Institutional Capacity Research Production Critiques of Leadership Preparation

5. UCEA’s Concerns • Quality Candidates • Standards and Research-Based Curriculum • Praxis Based Programming • Quality Program faculty • Appropriate Enrollments • Program Evaluation and Improvement • Institutional Capacity • Program Approval & Accreditation • Licensure

6. UCEA’s Concerns Quality Candidates Standards and Research-Based Curriculum Praxis Based Programming Quality Program faculty Appropriate Enrollments Program Evaluation and Improvement Institutional Capacity Program Approval & Accreditation Licensure Levine’s Concerns Low Admission and Graduation Standards An Irrelevant Curriculum Inadequate Clinical Instruction A Weak Faculty Inappropriate Degrees Poor Research A Comparison

7. Program Issues • Research Base on Leadership and Preparation • Evaluation Research • National Standards • Accreditation • Program Purpose • Program Approval and Institutional Drift

8. What We Know About Successful Educational Leadership and Effective Leadership Preparation

9. What we Know about Successful School Leadership • Administrators and teacher leaders provide most of the leadership in schools, but other potential sources of leadership exist • A core set of practices form the “basics” of successful leadership (setting directions, developing people, etc.) • Successful leaders respond productively to challenges and opportunities created by the accountability-oriented context • Successful school leaders respond productively to the challenges and opportunities of educating diverse groups of students. • Leadership has significant effects on student learning

10. What We Know about How Leaders Make a Difference • Most of leaders’ influence is indirect, through others, by: • Developing teachers’ efficacy in curriculum and instruction • Engaging and motivating staff • Fostering a shared purpose • Creating conditions for effective teaching and learning • Fostering program coherence • Fostering organizational learning, through feedback, direction and communication

11. Significant Leadership Practices • Communicating a clear vision and priorities • Focusing time & attention on what matters most • Enable teachers to develop their instructional & content skill & capacity • Providing instructional guidance • Empowering others to make significant decisions • Addressing supportive structures and resources • Developing school improvement plans • Providing instructional guidance & coherence • Engage the larger school & district community • Act ethically • Engage in continuous learning and growth

12. Efforts to Build the Research Base on Preparation • Individual Scholars • Evaluation Research Taskforce • UCEA, AERA-A, AERA-TEA Sig, NCPEA Joint Research Taskforce on Educational Leadership Preparation • Handbook of Research on Leadership Education • Journal of Research on Leadership Education

13. National Leadership Standards • Interstate School Leadership Licensure Consortium (ISLLC) Standards • American Association of School Administrators (AASA) Standards for School District Leaders • Technology Standards • National Council for Accreditation of Teacher Education’s Educational Leadership Constituent Council (NCATE/ELCC) Standards • UCEA Program Standards for Doctoral Programs in Educational Leadership

14. ELCC Nationally Recognized Programs in Illinois Data Source: ELCC Approved Program List, 2005

15. UCEA Member Programs in Illinois • University of Illinois- Urbana-Champaign • Illinois State University • Northern Illinois University

16. Theory of leadership* Student selection* Program focus and organization Collaborations* Content* Instructional approach* Supportive structures* Field experience* Feedback Evaluation Post-program experiences Faculty Attributes of Effective Programs * Supported by Research

17. Understanding Degrees, Degree Production, and Institutional Capacity/Purpose

18. Purposes of the M.Ed, Ed.D & Ph.D in Educational Leadership: Thumbnail Sketches

19. Important Differences Between the M.Ed. and Ed.D

20. Important Differences Between the M.Ed. and Ed.D

21. Important Differences Between the Ed.D and Ph.D.

22. Important Differences Between the Ed.D and Ph.D.

23. Capstone/Thesis/Dissertation

24. Program Growth from1993 to 2002 Data Source: IPEDS Degree Completions Files

25. Degree Production Shifts Data Source: IPEDS Degree Completions Files

26. Doctoral Program Growth, 1993-2003 Data Source: IPEDS Degree Completions Files

27. Doctoral Degree Production Shifts, 1993-2003 Data Source: IPEDS Degree Completions Files

28. Who is Producing Doctorates in Educational Administration? Data Source: Survey of Earned Doctorates

29. Selectivity of Doctoral Programs Data Source: Survey of Earned Doctorates

30. California New York Texas Florida Illinois Massachusetts Pennsylvania Ohio 9. Michigan 10. N. Carolina 11. Indiana 12. Virginia 13. Georgia 14. Maryland 15. New Jersey Top 15 doctorate-granting states, 2003 (All Degree Areas)

31. DePaul U. (4) Ill State U. (45) Loyola U. (84) National Louis (9) Northern Il (58) Northwestern (10) Roosevelt (6) Rush U. (1) Southern Il U. (30) U. of Chicago (11) U. Il- Chicago (19) U. Il-Urbana-Champaign (68) Total Doctorates Produced in Illinois, 2003 (All Educ)

32. Doctoral Production Shifts in Illinois Data Source: Survey of Earned Doctorates

33. Doctoral Production Shifts in Illinois Data Source: Survey of Earned Doctorates

34. People Issues • Quality Faculty • Appropriate Selection of Candidates • Candidate Intentions -V- State and School Needs • Illinois Leadership Production/Demand Picture

35. Educational Leadership Faculty • Faculty within preparation programs should make significant efforts to identify, develop, and promote relevant knowledge focused on the essential problems of practice. • programs should involve a critical mass of full-time tenure-track faculty members with appointments are in the department in educational leadership and who exhibit excellence in scholarship, teaching and service. A majority of leadership coursework must be taught by these full-time faculty. • programs should make use of an advisory board and involve practicing Leaders in program planning, teaching, and internships. • programs should engage in collaborative relationships to inform program content, promote diversity, and generate sites for clinical study and applied research.

36. Selection Criteria • Graduate School Requirements • Program Requirements: • Application, including purpose statements, letters of reference, and record of teaching success • Interview • Assessment Center, which includes inbox exercises, presentations, and interviews • Teaching Observations

37. The Illinois Staffing Picture Data Source: NCES Common Core of Data

38. Illinois Degree Production/ Demand Ratios Data Source: NCES Common Core of Data and Survey of Earned Doctorates

39. What is Your Vision for Revision? • What kinds of leaders do you need? • How many leaders do you need? • Where should they be prepared? • How many programs do you need? • What resources are available to support quality preparation? • What will you do about low quality programs? • What do programs need to do to improve themselves? • How do you effectively differentiate the roles and responsibilities of Illinois’ universities?

40. Revisioning Educational Leadership Preparation: Working from Knowledge in Planning for the Future

41. Learning Environments

42. Recommendations for Programs • Focus Entrance standards on strong analytic ability, high administrative potential, and success in teaching • Rigorous methods for screening in cooperation with district partners • Cap the number of leadership candidates • align curriculum with a national set of standards and ground in the problems of practice • Enable specialization at elementary, middle and high school levels • Establish a signature pedagogy • Provide full-time, well-planned and supervised internships Data Source: UCEA Reform Agenda, 2005

43. Recommendations for Colleges • Ensure that educational leadership programs are well resourced • Vigorous recruitment strategies be mounted to attract a strong faculty • Develop effective ways to prepare a new generation of professors • Establish an environment in which program evaluation and improvement is expected and supported. • Support research on leadership development • Establish a set of core courses for all Graduate students enrolled in the College of Education focused on instructional and distributive leadership Data Source: UCEA Reform Agenda, 2005

44. Recommendations for States • Develop a budget that reflects the resources needed to prepare educational leaders adequately • establish minimum selection criteria for state approved programs that are linked to success in school leadership • Emphasize Preparing A Quality Cohort of Leaders Rather than Large Quantities • develop and update a set of state leadership standards that can guide practice, preparation, and programing • use state standards to review, support program improvement and close programs • Strengthen State Licensure Policies. • Invest in the Development of a Rigorous and Useful Program Evaluation System for leadership preparation programs Data Source: UCEA Reform Agenda, 2005

45. Develop a State-Wide Master Plan “A well conceived and supported plan of reform can prompt change more effectively than can a reliance on market or professional incentives” (Hale & Moorman, 2003, p.9).

46. Revisioning Educational Leadership Preparation in Higher Education Michelle D. YoungExecutive Director, University Council for Educational Administration