Revisioning Leadership Revisioning Leadership Preparation in Higher Preparation in Higher

EducationEducation

Revisioning Leadership Revisioning Leadership Preparation in Higher Preparation in Higher

EducationEducation

Michelle D. YoungMichelle D. Young

University Council for Educational University Council for Educational Administration (UCEA)Administration (UCEA)

Michelle D. YoungMichelle D. Young

University Council for Educational University Council for Educational Administration (UCEA)Administration (UCEA)

UCEA Commitments UCEA Commitments Include:Include:

UCEA Commitments UCEA Commitments Include:Include:

Improving Educational Leadership Improving Educational Leadership Programs,Programs,

Supporting Research that Fosters Supporting Research that Fosters Program Improvement, andProgram Improvement, and

Increasing and Improving Increasing and Improving Understanding Regarding the Understanding Regarding the Preparation Field and How to Improve It.Preparation Field and How to Improve It.

Improving Educational Leadership Improving Educational Leadership Programs,Programs,

Supporting Research that Fosters Supporting Research that Fosters Program Improvement, andProgram Improvement, and

Increasing and Improving Increasing and Improving Understanding Regarding the Understanding Regarding the Preparation Field and How to Improve It.Preparation Field and How to Improve It.

1.1. Critiques of Leadership Critiques of Leadership PreparationPreparation

2.2. What We Know About Successful What We Know About Successful Educational Leadership and Educational Leadership and Effective Leadership PreparationEffective Leadership Preparation

3.3. Understanding Degrees, Degree Understanding Degrees, Degree Production, and Institutional Production, and Institutional Capacity/PurposeCapacity/Purpose

4.4. Revisioning Leadership Revisioning Leadership PreparationPreparation

1.1. Critiques of Leadership Critiques of Leadership PreparationPreparation

2.2. What We Know About Successful What We Know About Successful Educational Leadership and Educational Leadership and Effective Leadership PreparationEffective Leadership Preparation

3.3. Understanding Degrees, Degree Understanding Degrees, Degree Production, and Institutional Production, and Institutional Capacity/PurposeCapacity/Purpose

4.4. Revisioning Leadership Revisioning Leadership PreparationPreparation

Critiques of Leadership Critiques of Leadership PreparationPreparation

Critiques of Leadership Critiques of Leadership PreparationPreparation

Professor QualificationsProfessor QualificationsFaculty SizeFaculty SizeAdjunct Usage/QualityAdjunct Usage/QualityAdmissions StandardsAdmissions StandardsStudent QualityStudent QualityCurriculumCurriculumTextbooksTextbooksTeaching MethodsTeaching Methods

Professor QualificationsProfessor QualificationsFaculty SizeFaculty SizeAdjunct Usage/QualityAdjunct Usage/QualityAdmissions StandardsAdmissions StandardsStudent QualityStudent QualityCurriculumCurriculumTextbooksTextbooksTeaching MethodsTeaching Methods

Clinical Experiences Program DeliveryCandidate AssessmentProgram EvaluationProgram Size (number

students served) Program Purpose

Institutional CapacityResearch Production

Clinical Experiences Program DeliveryCandidate AssessmentProgram EvaluationProgram Size (number

students served) Program Purpose

Institutional CapacityResearch Production

UCEA’s ConcernsUCEA’s ConcernsUCEA’s ConcernsUCEA’s Concerns

Quality Candidates Quality Candidates Standards and Research-Based CurriculumStandards and Research-Based Curriculum Praxis Based ProgrammingPraxis Based Programming Quality Program facultyQuality Program faculty Appropriate EnrollmentsAppropriate Enrollments Program Evaluation and ImprovementProgram Evaluation and Improvement Institutional CapacityInstitutional Capacity Program Approval & AccreditationProgram Approval & Accreditation LicensureLicensure

Quality Candidates Quality Candidates Standards and Research-Based CurriculumStandards and Research-Based Curriculum Praxis Based ProgrammingPraxis Based Programming Quality Program facultyQuality Program faculty Appropriate EnrollmentsAppropriate Enrollments Program Evaluation and ImprovementProgram Evaluation and Improvement Institutional CapacityInstitutional Capacity Program Approval & AccreditationProgram Approval & Accreditation LicensureLicensure

A Comparison A ComparisonUCEA’s ConcernsUCEA’s Concerns

Quality Candidates Quality Candidates Standards and Research-Standards and Research-

Based CurriculumBased Curriculum Praxis Based ProgrammingPraxis Based Programming Quality Program facultyQuality Program faculty Appropriate EnrollmentsAppropriate Enrollments Program Evaluation and Program Evaluation and

ImprovementImprovement Institutional CapacityInstitutional Capacity Program Approval & Program Approval &

AccreditationAccreditation LicensureLicensure

UCEA’s ConcernsUCEA’s Concerns

Quality Candidates Quality Candidates Standards and Research-Standards and Research-

Based CurriculumBased Curriculum Praxis Based ProgrammingPraxis Based Programming Quality Program facultyQuality Program faculty Appropriate EnrollmentsAppropriate Enrollments Program Evaluation and Program Evaluation and

ImprovementImprovement Institutional CapacityInstitutional Capacity Program Approval & Program Approval &

AccreditationAccreditation LicensureLicensure

Levine’s Concerns

Low Admission and Graduation Standards

An Irrelevant Curriculum Inadequate Clinical

Instruction A Weak Faculty Inappropriate Degrees Poor Research

Levine’s Concerns

Low Admission and Graduation Standards

An Irrelevant Curriculum Inadequate Clinical

Instruction A Weak Faculty Inappropriate Degrees Poor Research

Program IssuesProgram Issues

Research Base on Leadership and Research Base on Leadership and PreparationPreparation

Evaluation ResearchEvaluation Research National StandardsNational Standards AccreditationAccreditation Program PurposeProgram Purpose Program Approval and Institutional DriftProgram Approval and Institutional Drift

Research Base on Leadership and Research Base on Leadership and PreparationPreparation

Evaluation ResearchEvaluation Research National StandardsNational Standards AccreditationAccreditation Program PurposeProgram Purpose Program Approval and Institutional DriftProgram Approval and Institutional Drift

What We Know About What We Know About Successful Educational Successful Educational

Leadership and Effective Leadership and Effective Leadership PreparationLeadership Preparation

What We Know About What We Know About Successful Educational Successful Educational

Leadership and Effective Leadership and Effective Leadership PreparationLeadership Preparation

What we Know about Successful School Leadership

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

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

What We Know about How Leaders Make a Difference

What We Know about How Leaders Make a Difference

Most of leaders’ influence is indirect, Most of leaders’ influence is indirect, through others, by:through others, by: Developing teachers’ efficacy in curriculum and Developing teachers’ efficacy in curriculum and

instructioninstruction Engaging and motivating staffEngaging and motivating staff Fostering a shared purposeFostering a shared purpose Creating conditions for effective teaching and Creating conditions for effective teaching and

learninglearning Fostering program coherenceFostering program coherence Fostering organizational learning, through Fostering organizational learning, through

feedback, direction and communicationfeedback, direction and communication

Most of leaders’ influence is indirect, Most of leaders’ influence is indirect, through others, by:through others, by: Developing teachers’ efficacy in curriculum and Developing teachers’ efficacy in curriculum and

instructioninstruction Engaging and motivating staffEngaging and motivating staff Fostering a shared purposeFostering a shared purpose Creating conditions for effective teaching and Creating conditions for effective teaching and

learninglearning Fostering program coherenceFostering program coherence Fostering organizational learning, through Fostering organizational learning, through

feedback, direction and communicationfeedback, direction and communication

Significant Leadership Significant Leadership PracticesPractices

Significant Leadership Significant Leadership PracticesPractices

Communicating a clear vision and prioritiesCommunicating a clear vision and priorities Focusing time & attention on what matters mostFocusing time & attention on what matters most Enable teachers to develop their instructional & Enable teachers to develop their instructional &

content skill & capacitycontent skill & capacity Providing instructional guidanceProviding instructional guidance Empowering others to make significant decisionsEmpowering others to make significant decisions Addressing supportive structures and resourcesAddressing supportive structures and resources Developing school improvement plansDeveloping school improvement plans Providing instructional guidance & coherenceProviding instructional guidance & coherence Engage the larger school & district communityEngage the larger school & district community Act ethicallyAct ethically Engage in continuous learning and growthEngage in continuous learning and growth

Communicating a clear vision and prioritiesCommunicating a clear vision and priorities Focusing time & attention on what matters mostFocusing time & attention on what matters most Enable teachers to develop their instructional & Enable teachers to develop their instructional &

content skill & capacitycontent skill & capacity Providing instructional guidanceProviding instructional guidance Empowering others to make significant decisionsEmpowering others to make significant decisions Addressing supportive structures and resourcesAddressing supportive structures and resources Developing school improvement plansDeveloping school improvement plans Providing instructional guidance & coherenceProviding instructional guidance & coherence Engage the larger school & district communityEngage the larger school & district community Act ethicallyAct ethically Engage in continuous learning and growthEngage in continuous learning and growth

Efforts to Build the Research Efforts to Build the Research Base on PreparationBase on Preparation

Efforts to Build the Research Efforts to Build the Research Base on PreparationBase on Preparation

Individual ScholarsIndividual Scholars Evaluation Research Taskforce Evaluation Research Taskforce UCEA, AERA-A, AERA-TEA Sig, NCPEA Joint UCEA, AERA-A, AERA-TEA Sig, NCPEA Joint

Research Taskforce on Educational Research Taskforce on Educational Leadership PreparationLeadership Preparation

Handbook of Research on Leadership Handbook of Research on Leadership Education Education

Journal of Research on Leadership Journal of Research on Leadership EducationEducation

Individual ScholarsIndividual Scholars Evaluation Research Taskforce Evaluation Research Taskforce UCEA, AERA-A, AERA-TEA Sig, NCPEA Joint UCEA, AERA-A, AERA-TEA Sig, NCPEA Joint

Research Taskforce on Educational Research Taskforce on Educational Leadership PreparationLeadership Preparation

Handbook of Research on Leadership Handbook of Research on Leadership Education Education

Journal of Research on Leadership Journal of Research on Leadership EducationEducation

National Leadership StandardsNational Leadership StandardsNational Leadership StandardsNational Leadership Standards

Interstate School Leadership Licensure Interstate School Leadership Licensure Consortium (ISLLC) StandardsConsortium (ISLLC) Standards

American Association of School American Association of School Administrators (AASA) Standards for School Administrators (AASA) Standards for School District Leaders District Leaders

Technology StandardsTechnology Standards National Council for Accreditation of Teacher National Council for Accreditation of Teacher

Education’s Educational Leadership Education’s Educational Leadership Constituent Council (NCATE/ELCC) StandardsConstituent Council (NCATE/ELCC) Standards

UCEA Program Standards for Doctoral UCEA Program Standards for Doctoral Programs in Educational LeadershipPrograms in Educational Leadership

Interstate School Leadership Licensure Interstate School Leadership Licensure Consortium (ISLLC) StandardsConsortium (ISLLC) Standards

American Association of School American Association of School Administrators (AASA) Standards for School Administrators (AASA) Standards for School District Leaders District Leaders

Technology StandardsTechnology Standards National Council for Accreditation of Teacher National Council for Accreditation of Teacher

Education’s Educational Leadership Education’s Educational Leadership Constituent Council (NCATE/ELCC) StandardsConstituent Council (NCATE/ELCC) Standards

UCEA Program Standards for Doctoral UCEA Program Standards for Doctoral Programs in Educational LeadershipPrograms in Educational Leadership

ELCC Nationally Recognized Programs in Illinois

ELCC Nationally Recognized Programs in Illinois

Data Source: ELCC Approved Program List, 2005Data Source: ELCC Approved Program List, 2005

Bradley UniversityBradley UniversityPeoria, ILPeoria, IL

Illinois State Illinois State UniversityUniversityNormal, ILNormal, IL

Eastern Illinois Eastern Illinois UniversityUniversity

Charleston, ILCharleston, IL

Chicago State Chicago State UniversityUniversityChicago, ILChicago, IL

Loyola UniversityLoyola University

Chicago, ILChicago, ILNorthern Illinois Northern Illinois UniversityUniversity

DeKalb, ILDeKalb, IL

Concordia UniversityConcordia University

River Forest, ILRiver Forest, ILNational-Louis National-Louis UniversityUniversityWheeling, ILWheeling, IL

Roosevelt UniversityRoosevelt University

Chicago, ILChicago, IL

DePaul UniversityDePaul University

Chicago, ILChicago, ILNortheastern Illinois Northeastern Illinois UniversityUniversityChicago, ILChicago, IL

Southern Illinois Southern Illinois UniversityUniversityEdwardsville, ILEdwardsville, IL

Southern Illinois Southern Illinois UniversityUniversity

Carbondale, ILCarbondale, IL

Western Illinois Western Illinois UniversityUniversityMacomb, ILMacomb, IL

UCEA Member Programs UCEA Member Programs in Illinoisin Illinois

UCEA Member Programs UCEA Member Programs in Illinoisin Illinois

University of Illinois- Urbana-Champaign

Illinois State University Northern Illinois University

University of Illinois- Urbana-Champaign

Illinois State University Northern Illinois University

Attributes of Effective ProgramsAttributes of Effective ProgramsAttributes of Effective ProgramsAttributes of Effective Programs

Theory of Theory of leadership*leadership*

Student selection*Student selection* Program focus and Program focus and

organizationorganization Collaborations*Collaborations* Content*Content* Instructional Instructional

approach*approach*

Theory of Theory of leadership*leadership*

Student selection*Student selection* Program focus and Program focus and

organizationorganization Collaborations*Collaborations* Content*Content* Instructional Instructional

approach*approach*

Supportive Supportive structures*structures*

Field experience*Field experience* FeedbackFeedback EvaluationEvaluation Post-program Post-program

experiencesexperiences FacultyFaculty

Supportive Supportive structures*structures*

Field experience*Field experience* FeedbackFeedback EvaluationEvaluation Post-program Post-program

experiencesexperiences FacultyFaculty

* Supported by Research* Supported by Research

Understanding Degrees, Understanding Degrees, Degree Production, and Degree Production, and

Institutional Institutional Capacity/PurposeCapacity/Purpose

Understanding Degrees, Understanding Degrees, Degree Production, and Degree Production, and

Institutional Institutional Capacity/PurposeCapacity/Purpose

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

SketchesSketches

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

SketchesSketches

Master's programs in Master's programs in educational educational leadership are leadership are designed to develop designed to develop the qualities and the qualities and techniques requisite techniques requisite to leadership in to leadership in professional service professional service at the school levelat the school level.

Doctor of Education (Ed.D.) programs prepare individuals to assume leadership positions in education. The basic character of the program emphasizes System level instructional leadership and educational management.

The Ph.D. degree program prepares individuals to enter research and instructional careers in colleges and universities, and to pursue research and service careers in non-academic public and private institutions.

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

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

M. Ed.M. Ed. Ed.D.Ed.D.

Care

eC

are

err

School Level LeadershipSchool Level Leadership Administrative leadership in Administrative leadership in districts, or related entities/ districts, or related entities/ organizations organizations

Degre

e

Degre

e

Obje

ctives

Obje

ctives

Competence in providing Competence in providing leadership for schools that leadership for schools that supports the learning and supports the learning and development of all children.development of all children.

Competence in identifying and Competence in identifying and solving complex problems in solving complex problems in education. Competence in education. Competence in system level leadership.system level leadership.

Know

led

ge

Know

led

ge

Base

Base

Develops knowledge for Develops knowledge for practice. Content themes practice. Content themes are integrated with practice are integrated with practice with emphasis on with emphasis on application of knowledge application of knowledge base. base.

Develops knowledge for Develops knowledge for practice. Content themes are practice. Content themes are integrated with practice with integrated with practice with emphasis on application of emphasis on application of knowledge base. knowledge base.

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

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

M. Ed.M. Ed. Ed.D.Ed.D.

Rese

arch

R

ese

arch

M

eth

ods

Meth

ods

Develops understanding of Develops understanding of research, data analysis, research, data analysis, program evaluation, & program evaluation, & action researchaction research

Develops skills in action Develops skills in action research, management research, management statistics, applied research, statistics, applied research, and program evaluationand program evaluation

Inte

rnsh

ipIn

tern

ship

provides candidates with provides candidates with opportunity to apply new opportunity to apply new knowledge & develop skills knowledge & develop skills appropriate for intended appropriate for intended careercareer

provides candidates with provides candidates with experiences appropriate to experiences appropriate to career choice. Must career choice. Must demonstrate proficiency in demonstrate proficiency in program evaluationprogram evaluation

Know

led

ge

Know

led

ge

Asse

ssment

Asse

ssment

Portfolio provides evidence Portfolio provides evidence of ability to improve of ability to improve practice based on theory practice based on theory and research as well as and research as well as demonstration of demonstration of competenciescompetencies

Portfolio provides evidence of ability to improve practice based on theory and research as well as demonstration of competencies

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

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

Ed.D.Ed.D. Ph.D.Ph.D.

Care

er

Care

er

Inte

ntio

ns

Inte

ntio

ns

Administrative leadership in Administrative leadership in districts, or related entities/ districts, or related entities/ organizations.organizations.

Scholarly practice, research, or teaching at university, college, institute or educational agency

Degre

e

Degre

e

Obje

ctives

Obje

ctives

Competence in identifying Competence in identifying and solving complex and solving complex problems in education.problems in education.

Develops competence in conducting scholarship and research that focuses on acquiring new knowledge. .

Know

led

ge

Know

led

ge

Base

Base

Develops knowledge for Develops knowledge for practice. Content themes practice. Content themes are integrated with practice are integrated with practice with emphasis on with emphasis on application of knowledge application of knowledge base.base.

Fosters theoretical and conceptual knowledge. Content is investigative in nature with an emphasis on understanding the relationships to practice.

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

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

Ed.D.Ed.D. Ph.D.Ph.D.

Rese

arch

R

ese

arch

M

eth

ods

Meth

ods

Develops skills in action Develops skills in action research, management research, management statistics, applied research, statistics, applied research, & program evaluation.& program evaluation.

Develops understanding of inquiry and skills in qualitative & quantitative research, analysis, synthesis & writing.

Inte

rnsh

ipIn

tern

ship

Designed to provide Designed to provide candidates with experiences candidates with experiences appropriate to career appropriate to career choice. Must demonstrate choice. Must demonstrate proficiency in program proficiency in program evaluation.evaluation.

Complete internships in both college teaching and research.

Com

pre

hensiv

e K

now

ledge

Com

pre

hensiv

e K

now

ledge

Asse

ssment

Asse

ssment

portfolio provides evidence portfolio provides evidence of ability to improve practice of ability to improve practice based on theory and based on theory and research as well as research as well as demonstration of demonstration of competenciescompetencies

Evaluate understanding of theoretical and conceptual knowledge in the field, & its relevance to practice. Evaluates competence in conducting research to acquire new knowledge.

Capstone/Thesis/Capstone/Thesis/DissertationDissertation

Capstone/Thesis/Capstone/Thesis/DissertationDissertation

M.Ed.M.Ed. Ed.D. Ph.D.

Well-designed action Well-designed action research project on research project on a substantive a substantive problem of problem of educational practice. educational practice. Reflects theory or Reflects theory or knowledge for knowledge for addressing problems addressing problems in applied settingsin applied settings

Well-designed applied research of value for informing educational practice. Reflects theory or knowledge for addressing decision-oriented problems in applied settings

Original research illustrating a mastery of competing theories with the clear goal of informing disciplinary knowledge

Program Growth from1993 to 2002

Program Growth from1993 to 2002

R1R1 49 -> 47 -4% 20 -> 20 0%

R2R2 29 -> 26 -10% 10 -> 12 20%

Doc1Doc1 38 -> 42 11% 18 -> 20 11%

Doc2Doc2 37 -> 36 -3% 13 -> 18 38%

Comp 1Comp 1 216 -> 240 11% 67 -> 85 27%

Comp 2Comp 2 8 -> 16 100% 1 -> 0 -100%

LA 1LA 1 5 -> 7 40% 0 -> 2

LA 2LA 2 9 -> 31 244% 0 -> 2

TotalTotal 396 -> 445 14% 129 -> 159 23%

Masters Programs Specialist Programs

Data Source: IPEDS Degree Completions FilesData Source: IPEDS Degree Completions Files

Degree Production ShiftsDegree Production Shifts

R1R1 1,228 7% 176 -43%

R2R2 888 71% 104 22%

Doc1Doc1 1,750 85% 166 -21%

Doc2Doc2 1,240 45% 166 65%

Comp 1Comp 1 7,292 61% 2,046 100%

Comp 2Comp 2 340 407% 4 -100%

LA 1LA 1 75 25% 112

LA 2LA 2 454 696% 62

TotalTotal 13,267 62% 2,811 64%

M.Ed. Degrees Granted in 2002

Specialist Degrees Granted in 2002

Data Source: IPEDS Degree Completions FilesData Source: IPEDS Degree Completions Files

Doctoral Program Growth, 1993-2003

Doctoral Program Growth, 1993-2003

R1R1 46 50 -> 9%

R2R2 20 23 -> 15%

Doc1Doc1 33 35 -> 6%

Doc2Doc2 22 29 -> 32%

Comp 1Comp 1 10 52 -> 420%

Comp 2Comp 2 0 0 -> 0%

LA 1LA 1 0 1 -> 100%

LA 2LA 2 0 2 -> 100%

TotalTotal 132 190 -> 44%

Data Source: IPEDS Degree Completions FilesData Source: IPEDS Degree Completions Files

Doctoral Degree Production Shifts,

1993-2003

Doctoral Degree Production Shifts,

1993-2003R1R1 707 478 -> -30%

R2R2 222 171 -> -23%

Doc1Doc1 453 505 -> 11%

Doc2Doc2 266 354 -> 33%

Comp 1Comp 1 88 487 -> 453%

Comp 2Comp 2 2 59 -> 2850%

LA 1LA 1 0 0 -> 0%

LA 2LA 2 0 4 -> 400%

TotalTotal 1,736 2,014 -> 16%

Data Source: IPEDS Degree Completions FilesData Source: IPEDS Degree Completions Files

Who is Producing Doctorates in Who is Producing Doctorates in Educational Administration?Educational Administration?

Who is Producing Doctorates in Who is Producing Doctorates in Educational Administration?Educational Administration?

0

50

100

150

200

250

300

Year Granted

Do

cto

ral D

eg

ree

s

U.S. News Top 20

Comprehensive Colleges

0

50

100

150

200

250

300

Year Granted

Do

cto

ral D

eg

ree

s

U.S. News Top 20

Comprehensive Colleges

Data Source: Survey of Earned DoctoratesData Source: Survey of Earned Doctorates

0%

5%

10%

15%

20%

25%

30%

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

U.S. News Top 20 Comprehensive Colleges

0%

5%

10%

15%

20%

25%

30%

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

U.S. News Top 20 Comprehensive Colleges

Data Source: Survey of Earned Doctorates

Selectivity of Doctoral ProgramsSelectivity of Doctoral ProgramsSelectivity of Doctoral ProgramsSelectivity of Doctoral Programs

Top 15 doctorate-granting Top 15 doctorate-granting states, 2003 (All Degree states, 2003 (All Degree

Areas)Areas)

Top 15 doctorate-granting Top 15 doctorate-granting states, 2003 (All Degree states, 2003 (All Degree

Areas)Areas)

1.1. CaliforniaCalifornia

2.2. New YorkNew York

3.3. TexasTexas

4.4. FloridaFlorida

5.5. IllinoisIllinois

6.6. MassachusettsMassachusetts

7.7. PennsylvaniaPennsylvania

8.8. OhioOhio

1.1. CaliforniaCalifornia

2.2. New YorkNew York

3.3. TexasTexas

4.4. FloridaFlorida

5.5. IllinoisIllinois

6.6. MassachusettsMassachusetts

7.7. PennsylvaniaPennsylvania

8.8. OhioOhio

9. Michigan 9. Michigan

10. N. Carolina 10. N. Carolina

11. Indiana11. Indiana

12. Virginia12. Virginia

13. Georgia13. Georgia

14. Maryland14. Maryland

15. New Jersey15. New Jersey

9. Michigan 9. Michigan

10. N. Carolina 10. N. Carolina

11. Indiana11. Indiana

12. Virginia12. Virginia

13. Georgia13. Georgia

14. Maryland14. Maryland

15. New Jersey15. New Jersey

Total Doctorates Produced in Total Doctorates Produced in Illinois, 2003 (All Educ)Illinois, 2003 (All Educ)

Total Doctorates Produced in Total Doctorates Produced in Illinois, 2003 (All Educ)Illinois, 2003 (All Educ)

DePaul U. (4)DePaul U. (4) Ill State U. (45)Ill State U. (45) Loyola U. (84)Loyola U. (84) National Louis (9) National Louis (9) Northern Il (58)Northern Il (58) Northwestern (10)Northwestern (10) Roosevelt (6)Roosevelt (6)

DePaul U. (4)DePaul U. (4) Ill State U. (45)Ill State U. (45) Loyola U. (84)Loyola U. (84) National Louis (9) National Louis (9) Northern Il (58)Northern Il (58) Northwestern (10)Northwestern (10) Roosevelt (6)Roosevelt (6)

Rush U. (1) Rush U. (1) Southern Il U. (30)Southern Il U. (30) U. of Chicago (11)U. of Chicago (11) U. Il- Chicago (19)U. Il- Chicago (19) U. Il-Urbana-U. Il-Urbana-

Champaign (68)Champaign (68)

Rush U. (1) Rush U. (1) Southern Il U. (30)Southern Il U. (30) U. of Chicago (11)U. of Chicago (11) U. Il- Chicago (19)U. Il- Chicago (19) U. Il-Urbana-U. Il-Urbana-

Champaign (68)Champaign (68)

Doctoral Production Shifts in Doctoral Production Shifts in IllinoisIllinois

Doctoral Production Shifts in Doctoral Production Shifts in IllinoisIllinois

0

10

20

30

40

50

60

70

80

1990 1992 1994 1996 1998 2000

RU1RU2DOC1Doc2Comp1

0

10

20

30

40

50

60

70

80

1990 1992 1994 1996 1998 2000

RU1RU2DOC1Doc2Comp1

Data Source: Survey of Earned DoctoratesData Source: Survey of Earned Doctorates

Doctoral Production Shifts in Doctoral Production Shifts in IllinoisIllinois

Doctoral Production Shifts in Doctoral Production Shifts in IllinoisIllinois

0

10

20

30

40

50

60

70

80

1990 1992 1994 1996 1998 2000

RUDOCComp1

0

10

20

30

40

50

60

70

80

1990 1992 1994 1996 1998 2000

RUDOCComp1

Data Source: Survey of Earned DoctoratesData Source: Survey of Earned Doctorates

People IssuesPeople IssuesPeople IssuesPeople Issues

Quality FacultyQuality Faculty Appropriate Selection of Appropriate Selection of

CandidatesCandidates Candidate Intentions -V- State Candidate Intentions -V- State

and School Needsand School Needs Illinois Leadership Illinois Leadership

Production/Demand PictureProduction/Demand Picture

Quality FacultyQuality Faculty Appropriate Selection of Appropriate Selection of

CandidatesCandidates Candidate Intentions -V- State Candidate Intentions -V- State

and School Needsand School Needs Illinois Leadership Illinois Leadership

Production/Demand PictureProduction/Demand Picture

Educational Leadership FacultyEducational Leadership FacultyEducational Leadership FacultyEducational 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.

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.

Selection CriteriaSelection CriteriaSelection CriteriaSelection Criteria

Graduate School RequirementsGraduate 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

Graduate School RequirementsGraduate 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

The Illinois Staffing PictureThe Illinois Staffing PictureThe Illinois Staffing PictureThe Illinois Staffing Picture

Principals with Masters Degrees in 1993, 1999Principals with Masters Degrees in 1993, 1999 99.84%, 100%99.84%, 100%

Principals with Specialist Degrees in 1993, 1999Principals with Specialist Degrees in 1993, 1999 24.09%, 42.18%24.09%, 42.18%

Principals with Doctorate Degrees in 1993, 1999Principals with Doctorate Degrees in 1993, 1999 9.19%, 11.32%9.19%, 11.32%

Projected Enrollment in 2030Projected Enrollment in 2030 2,109,8052,109,805

Projected Administrative Ratio in 2030Projected Administrative Ratio in 2030 94.9994.99

Administrative Demand at 100% Turnover & GrowthAdministrative Demand at 100% Turnover & Growth 20,04120,041

Graduate Degrees Produced over 25 years at Graduate Degrees Produced over 25 years at Constant 2003 RateConstant 2003 Rate

37,30037,300

Production/Demand Ration (25 years)Production/Demand Ration (25 years) 1.861.86

Data Source: NCES Common Core of DataData Source: NCES Common Core of Data

Illinois Degree Production/ Illinois Degree Production/ Demand RatiosDemand Ratios

Illinois Degree Production/ Illinois Degree Production/ Demand RatiosDemand Ratios

Administrative Demand at 100% Turnover & Growth in 2030Administrative Demand at 100% Turnover & Growth in 2030 20,04120,041

Annual Masters Degrees Per 10,000 StudentsAnnual Masters Degrees Per 10,000 Students(approximate number of degrees)(approximate number of degrees)

6.366.36(1,572)(1,572)

Annual Specialist Degrees per 10,000 StudentsAnnual Specialist Degrees per 10,000 Students(approximate number of degrees)(approximate number of degrees)

0.690.69(182)(182)

Annual Doctoral Degrees per 10,000 StudentsAnnual Doctoral Degrees per 10,000 Students(approximate number of degrees)(approximate number of degrees)

0.380.38(99)(99)

Total Annual Graduate Degrees per 10,000 StudentsTotal Annual Graduate Degrees per 10,000 Students (approx total degrees in 2003)(approx total degrees in 2003)

7.437.43(1,853)(1,853)

Graduate Degrees Produced over 25 years at 2003 RateGraduate Degrees Produced over 25 years at 2003 Rate 37,30037,300

Production/Demand Ration (25 years)Production/Demand Ration (25 years) 1.861.86(186%)(186%)

Data Source: NCES Common Core of Data Data Source: NCES Common Core of Data and Survey of Earned Doctoratesand Survey of Earned Doctorates

What is Your Vision for What is Your Vision for Revision?Revision?

What is Your Vision for What is Your Vision for Revision?Revision?

What kinds of leaders do you need?What kinds of leaders do you need? How many leaders do you need?How many leaders do you need? Where should they be prepared?Where should they be prepared? How many programs do you need?How many programs do you need? What resources are available to support quality What resources are available to support quality

preparation?preparation? What will you do about low quality programs?What will you do about low quality programs? What do programs need to do to improve What do programs need to do to improve

themselves?themselves? How do you effectively differentiate the roles and How do you effectively differentiate the roles and

responsibilities of Illinois’ universities?responsibilities of Illinois’ universities?

What kinds of leaders do you need?What kinds of leaders do you need? How many leaders do you need?How many leaders do you need? Where should they be prepared?Where should they be prepared? How many programs do you need?How many programs do you need? What resources are available to support quality What resources are available to support quality

preparation?preparation? What will you do about low quality programs?What will you do about low quality programs? What do programs need to do to improve What do programs need to do to improve

themselves?themselves? How do you effectively differentiate the roles and How do you effectively differentiate the roles and

responsibilities of Illinois’ universities?responsibilities of Illinois’ universities?

Revisioning Educational Revisioning Educational Leadership Preparation: Leadership Preparation:

Working from Knowledge in Working from Knowledge in Planning for the FuturePlanning for the Future

Revisioning Educational Revisioning Educational Leadership Preparation: Leadership Preparation:

Working from Knowledge in Working from Knowledge in Planning for the FuturePlanning for the Future

Learning EnvironmentsLearning Environments

University based Leadership preparation

programs

Leadership socializationprocesses in schools

and districts

Other formal leadership Learning and development

experiences

Recommendations for ProgramsRecommendations for ProgramsRecommendations for ProgramsRecommendations for Programs Focus Entrance standards on strong analytic ability, high Focus Entrance standards on strong analytic ability, high

administrative potential, and success in teachingadministrative potential, and success in teaching Rigorous methods for screening in cooperation with district Rigorous methods for screening in cooperation with district

partnerspartners Cap the number of leadership candidates Cap the number of leadership candidates align curriculum with a national set of standards and ground in align curriculum with a national set of standards and ground in

the problems of practicethe problems of practice Enable specialization at elementary, middle and high school Enable specialization at elementary, middle and high school

levelslevels Establish a signature pedagogy Establish a signature pedagogy Provide full-time, well-planned and supervised internshipsProvide full-time, well-planned and supervised internships

Focus Entrance standards on strong analytic ability, high Focus Entrance standards on strong analytic ability, high administrative potential, and success in teachingadministrative potential, and success in teaching

Rigorous methods for screening in cooperation with district Rigorous methods for screening in cooperation with district partnerspartners

Cap the number of leadership candidates Cap the number of leadership candidates align curriculum with a national set of standards and ground in align curriculum with a national set of standards and ground in

the problems of practicethe problems of practice Enable specialization at elementary, middle and high school Enable specialization at elementary, middle and high school

levelslevels Establish a signature pedagogy Establish a signature pedagogy Provide full-time, well-planned and supervised internshipsProvide full-time, well-planned and supervised internships

Data Source: UCEA Reform Agenda, 2005Data Source: UCEA Reform Agenda, 2005

Recommendations for CollegesRecommendations for CollegesRecommendations for CollegesRecommendations for Colleges

Ensure that educational leadership programs are well Ensure that educational leadership programs are well resourced resourced

Vigorous recruitment strategies be mounted to attract a strong Vigorous recruitment strategies be mounted to attract a strong facultyfaculty

Develop effective ways to prepare a new generation of Develop effective ways to prepare a new generation of professors professors

Establish an environment in which program evaluation and Establish an environment in which program evaluation and improvement is expected and supported.improvement is expected and supported.

Support research on leadership developmentSupport research on leadership development Establish a set of core courses for all Graduate students Establish a set of core courses for all Graduate students

enrolled in the College of Education focused on instructional enrolled in the College of Education focused on instructional and distributive leadershipand distributive leadership

Ensure that educational leadership programs are well Ensure that educational leadership programs are well resourced resourced

Vigorous recruitment strategies be mounted to attract a strong Vigorous recruitment strategies be mounted to attract a strong facultyfaculty

Develop effective ways to prepare a new generation of Develop effective ways to prepare a new generation of professors professors

Establish an environment in which program evaluation and Establish an environment in which program evaluation and improvement is expected and supported.improvement is expected and supported.

Support research on leadership developmentSupport research on leadership development Establish a set of core courses for all Graduate students Establish a set of core courses for all Graduate students

enrolled in the College of Education focused on instructional enrolled in the College of Education focused on instructional and distributive leadershipand distributive leadership

Data Source: UCEA Reform Agenda, 2005Data Source: UCEA Reform Agenda, 2005

Recommendations for StatesRecommendations for StatesRecommendations for StatesRecommendations for States Develop a budget that reflects the resources needed to Develop a budget that reflects the resources needed to

prepare educational leaders adequatelyprepare educational leaders adequately establish minimum selection criteria for state approved establish minimum selection criteria for state approved

programs that are linked to success in school leadershipprograms that are linked to success in school leadership Emphasize Preparing A Quality Cohort of Leaders Rather than Emphasize Preparing A Quality Cohort of Leaders Rather than

Large QuantitiesLarge Quantities develop and update a set of state leadership standards that develop and update a set of state leadership standards that

can guide practice, preparation, and programingcan guide practice, preparation, and programing use state standards to review, support program improvement use state standards to review, support program improvement

and close programs and close programs Strengthen State Licensure Policies.Strengthen State Licensure Policies. Invest in the Development of a Rigorous and Useful Program Invest in the Development of a Rigorous and Useful Program

Evaluation System for leadership preparation programsEvaluation System for leadership preparation programs

Develop a budget that reflects the resources needed to Develop a budget that reflects the resources needed to prepare educational leaders adequatelyprepare educational leaders adequately

establish minimum selection criteria for state approved establish minimum selection criteria for state approved programs that are linked to success in school leadershipprograms that are linked to success in school leadership

Emphasize Preparing A Quality Cohort of Leaders Rather than Emphasize Preparing A Quality Cohort of Leaders Rather than Large QuantitiesLarge Quantities

develop and update a set of state leadership standards that develop and update a set of state leadership standards that can guide practice, preparation, and programingcan guide practice, preparation, and programing

use state standards to review, support program improvement use state standards to review, support program improvement and close programs and close programs

Strengthen State Licensure Policies.Strengthen State Licensure Policies. Invest in the Development of a Rigorous and Useful Program Invest in the Development of a Rigorous and Useful Program

Evaluation System for leadership preparation programsEvaluation System for leadership preparation programs

Data Source: UCEA Reform Agenda, 2005Data Source: UCEA Reform Agenda, 2005

Develop a State-Wide Master Develop a State-Wide Master PlanPlan

Develop a State-Wide Master Develop a State-Wide Master PlanPlan

“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).

“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).

Revisioning Educational Revisioning Educational Leadership Preparation in Higher Leadership Preparation in Higher

EducationEducation

Revisioning Educational Revisioning Educational Leadership Preparation in Higher Leadership Preparation in Higher

EducationEducation

Michelle D. YoungExecutive Director, University Council for

Educational Administration

Michelle D. YoungExecutive Director, University Council for

Educational Administration