3.7 An imperative for leadership preparation programs: preparing  (Page 3/12)

The incorporation of historical leadership and management theory in literature and in leadership classrooms used as a basis for the preparation of educational leaders, supports the premise that schools like other service organizations utilize a shared knowledge base of organizational management and leadership theory in the development and maintenance of administrative practices. This can be seen in the similar bureaucratic and management practices of these organizations such as the chain-of-command, hierarchy of authority, rules and regulations, application of organizational behavior theories, product development, quality control through assessment and evaluation of products and processes, the use of power and influence to reach organizational goals, maintenance of records, organizational change processes, development and maintenance of organizational cultures, and in human resources management.

How the structure, philosophy, and curriculum of educational leadership preparation programs are developed and presented has a profound and long-lasting impact on how schools will function and how future educational leaders will address the varied and unique needs of students and the communities they serve. Most university programs offer three types of educational administration preparation programs: one to prepare aspirants for PK-12 school administrator roles; one to prepare school administrators for educational leadership roles in school district central office positions; and, another to offer professional development opportunities for practicing school administrators. PK-12 administrator preparation programs generally encompass organizational administration topics such as human resource management, budgeting and finance, management and leadership skills, legal and regulatory issues, curriculum planning and development, problem-solving and decision making, ethics, applications of technology, school and community relations, assessment of learning, and program evaluation. Programs in central office leadership build upon this knowledge base and stress the development of a knowledge and skill base in a variety of areas related to organizational leadership, organizational structures and development, strategic planning and needs assessment, policy and governance, public relations, organizational change processes, facilities management, labor relations, instructional management, resource allocation, and research, measurement, and evaluation of educational programs.

Educational leadership preparation programs can be enhanced by integrating theories, courses, and students from educational, government, nonprofit, and social service organizations together in the same program (Beyer, 2006; Rodriguez, 2000). Professional development programs for practicing administrators can also benefit from the integration of information and practices of those organizations that have an impact on schools and schooling. University inter-departmental and inter-college collaboration between education, management, business, and public policy schools can result in a better understanding of how each area of research and study influences organizational knowledge and practices and the management of school systems.