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Internships invite candidates enrolled in educational leadership certificates to reflect upon culture, language, race and ethnicity, gender differences, exceptionalities, multicultural and global perspectives on learners and learning, and the histories and experiences of students and families systems. These clinical experiences have been designed to help candidates receive feedback and assess their proficiency as leaders in diverse settings.

Lifelong learning

Hargreaves (2004) restated the nature of leadership for school administrators in the current era of accountability, assessment, and appraisal. Their challenge is to take a radical, long-term view that enhances the intellectual and social capital of schools. This can only be done through collaboration with every sector of the school community, argues Hargreaves, and, in the end, schools will change to communities that promote learning, excellence and leadership. These sentiments were echoed in a policy paper issued by the National Governors’ Association (2007). The paper argues that school administrators require skills that can resolve problems presented by hard-to-serve schools and areas of teacher shortage. They are challenged by the need to enhance learning for students who will be employed in what is now a global society, where students must be proficient in language, multicultural awareness, and technology skills. To do this school administrators require support—i.e., training and the flexibility to experiment in contexts that are diverse. These new ways of visualizing educational leadership have implications for certification programs that prepare educational administrators. Professional education when thus redefined asserts the importance of lifelong learning in new ways. One is able to take a comprehensive perspective that extends beyond individual experiences; to contribute to new knowledge as one benefits from training; and to form alliances with leaders of many different organizations and professions and learn from their experiences redefine professional development and assert the importance of lifelong learning (Litky&Shen, 2003). The ability to see the big picture and to integrate knowledge and skill gained from varied contexts implies that professional practice is something that evolves – that is honed over an entire career as a principal, supervisor or district superintendent. The Center for Education therefore shaped its definition of life-long learning, understanding that leadership must be viewed as something that is encouraged through sustained engagement with complex and challenging experiences in the field.

Graduate and undergraduate students understand that their learning is a continuous and lifelong process, and faculty must continually challenge them to reflect on their learning and evaluate their goals and actions. The value of lifelong learning enables students to develop a deep commitment to learning, which they model in their relationships with students and peers. Through lifelong learning educators retain their intellectual and professional vitality. They become part of broader learning communities that contribute to education in the region and in other parts of the world (Moreno, 2005; World Bank, 2003). [Widener University, Center for Education, Conceptual Framework; 2007].

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Source:  OpenStax, Ncpea education leadership review, volume 10, number 1; february 2009. OpenStax CNX. Jun 05, 2009 Download for free at http://cnx.org/content/col10630/1.9
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