3.7 An imperative for leadership preparation programs: preparing  (Page 2/12)

Nontraditional superintendents, who are accomplished leaders in other arenas, bring critically needed strengths and experiences to the job, including:

• Experience managing large, complex, diverse operations;
• Experience leading large-scale systems change and culture changes;
• Skills in strategic visioning, planning and accountability;
• Expertise in financial management; and
• Skills in systems and operational management (p.5).

Executive management programs such as those offered by The Broad Foundation are also blurring the lines of professional leadership preparation between education, business, industry, nonprofit, and governmental agencies. Educators question whether the lack of pedagogical knowledge in instruction and learning will have a negative effect on the ability of non-educators to be a success as a school administrator; they question the ability of corporate and military personnel and retirees to lead schools and educational systems; and academicians have both challenged and accepted the rationale of integrating educational theory with organizational management theories in the training of educational leaders (Beyer, 2006).

Structure, philosophy, and curriculum of preparation programs

University programs directed toward the preparation of candidates for roles as educational leaders should be instrumental in the development and implementation of preparation programs that have prepared graduates to serve the unique needs of students and the communities which they will serve. They should be trained to understand, interface with, and incorporate parent and community resources in support of PK-12 educational programs. One way to accomplish this is through the integration of programs, courses, and preparation content that combines the best of educational, business, public sector, social service, and nonprofit leadership theory and practice. Combining these entities in leadership preparation and professional development programs enhances the ability of school and community leaders to work together more effectively toward the support and improvement of educational systems and the development of integrated services for children and youth.

Theoretical preparation of educational leaders has long been based in general organizational management and leadership theory. As pointed out by Owens and Valesky (2007), theories of educational administration have their roots in the study of public administration. Administrative practices in public governance such as those of the Egyptians, Chinese, and Greeks; military leadership practices from Alexander the Great and Caesar to modern day military organizations; and the far-reaching and international organizations such as the Roman Empire, Catholic Church, United Nations, World Bank, and the European Union, are all pointed to by Owens and Valesky (2007) as models of public and nonprofit administration practices that form the foundation for the study of educational leadership and administration.

Only by knowing the contributions of those who came before us, those who pioneered in building the knowledge that we have for thinking about organizations and leadership, can you prepare yourself to make the strategic and tactical decisions that will undergird your leadership with steadfast purpose, consistency, and effectiveness (Owens&Valesky, 2007, p.84).