preparing school leaders… …”to address the needs of all students in effective inclusive...

PREPARING SCHOOL LEADERS……”to address the needs of all students in effective inclusive schools.”

Tom Bellamy June 25, 2005

Theory of Action 1:To make schools effective, principals need expertise in leading instruction Principals need instructional and interpersonal expertise to influence instruction in the school

Expertise for instructional leadership develops over an extended time and mostly on the job as individuals assume challenging responsibilities

Leading teaching and learning involves both direct action by the principal and shared leadership in the school

Implications and Challenges

Opportunities and pathways for teacher instructional leadership

Instructional leadership expertise as a criterion for admission to leadership programs

New conceptualizations of principal development

Conventional Design for Principal Preparation

School District

University/Leadership Development Organization

Recruitment

Internship

Preparation Courses Licensure

Recommendation

Selection and Placement

Induction and MentoringTeacher Workforce

Induction Support

School Leadership Pathways

Teacher Administrative

Support

Teacher Instructional Leadership

Principalship

Curriculum, Assessment,

PD Specialists

District Administration and Technical Support

University Support for Academic Learning and Candidate Assessment

Accomplished Teaching

Accomplished Teaching

Accomplished Teaching

Accomplished Teaching

District-Operated Leadership Development Pathways

Theory of Action 2:To make schools inclusive, leaders to expect problems and be ready with alternative operating models

Even the best “tier 1” school structures, routines, and leadership strategies do not work for everyone

Inclusion depends on: rapid identification of problems and exceptions as they

emerge

capacity to organize and respond differently when normal systems are not sufficient

Implications and ChallengesA school-wide norm of doing whatever it takes

Bi-modal and tri-modal operating structures

Focus on problems, collective mindfulness, resilience

Assume that alternatives are needed for every aspect of the school

Theory of Action 3:Effective and inclusive leadership depends on knowledge structured around a theory of action for achieving student outcomes

From curriculum that covers the standards to comprehensive theories of action for leading student learning

Aligning theories of action across district improvement agendas and preparation program curricula

Framework for School Leadership Accomplishments

Implications for Leader Development

Redesigning curriculum to link knowledge with effective and inclusive practice

Major accomplishments that can be met in many different ways

For each accomplishment, knowledge from several sources informs: Success criteria for the schoolLeadership action repertoire

Theory of Action 4:Specialized Preparation is Needed for Local Special Education AdministratorsRange of principal responsibilities means that expert technical assistance is important in serving students with disabilities

District structures, routines, and capabilities greatly affect principals’ ability to lead effectively and inclusively

Local administrators as consultants to principals in providing effective and inclusive services for all students

Implications and ChallengesConstructing a leadership pipeline within special education--opportunities and pathways for leadership by teachers and related services

Creating program capacity for administrative leadership preparation

Policy strategies to encourage and sustain administrative leadership capacity

Conventional Design for Principal Preparation

School District

University/Leadership Development Organization

Recruitment

Internship

Preparation Courses Licensure

Recommendation

Selection and Placement

Induction and MentoringTeacher Workforce

Induction Support

WSL Leadership Pathways

Teacher Administrative

Support

Teacher Instructional Leadership

Principalship

Curriculum, Assessment,

PD Specialists

District Administration and Technical Support

University Support for Academic Learning and Candidate Assessment

Accomplished Teaching

Accomplished Teaching

Accomplished Teaching

Accomplished Teaching

District-Operated Leadership Development Pathways