3.7 An imperative for leadership preparation programs: preparing  (Page 7/12)

Emphasizing performance expectations helps make policy standards operational by presenting them as they might be observed in practice—in different leadership positions and at different points of a career. The performance expectations and indicators use observable and measureable language that describes current responsibilities of leaders (p.2).

In a review of the performance expectations, there is no single expectation that holds any greater importance than another. They are all important and become interwoven with each other as part of the daily practice of educational leaders and their service to students and communities. Sanders and Kearney (2008) have placed the six standards of performance expectations into the general categories of: Vision and Goals; Teaching and Learning; Managing Organizational Systems and Safety; Collaborating with Families and Stakeholders; Ethics and Integrity; and, The Education System. As stated by Sanders and Kearney (2008),

…the guiding principles used in developing the ISLLC Standards were important considerations for developing the Performance Expectations and Indicators. Therefore, the performance expectations and indicators

• reflect the centrality of student learning
• acknowledge the changing role of the school leader
• recognize the collaborative nature of school leadership
• are high; upgrading the quality of the profession
• inform performance-based systems of assessment and evaluation for school leaders. (p. 10)

Meeting needs of students and communities

In addition to the basic curricular topics offered in university preparation programs, strong consideration should to be given to providing educational leadership candidates with a knowledge base that includes skills to develop and support educational programs that will serve the special and often unique needs of students and communities. The inclusion of addressing special student programs and services across the graduate program curriculum in law, principalship, internship, budgeting, curriculum, strategic planning, organizational development, and human resource classes is an imperative for programs when preparing candidates for school leadership positions, to enable successful transition from the university classroom to the school or school district administrative office.

Currently, some states and university programs require one or more courses addressing compensatory education and special services and programs to prepare candidates with a knowledge base that can be used in service to the unique and individual needs of children and youth in schools. Texas is a good example of one state that requires potential and practicing school administrators to possess knowledge of special and compensatory programs and school student services, and how these programs can be effectuated in school settings. Title I and special education laws and programs are often emphasized in university courses much to the detriment of exploring and learning about other programs and services available to all PK-12 students such as guidance and counseling, bilingual and ESL programs, student services and activities, dropout and drug/alcohol abuse prevention programs, among many more that should also be part of the university curriculum. Sadly, this is an area of study that graduates, when reporting back to the university, say they had to learn on the job. It is important that educational leadership candidates gain an understanding of the importance of all these programs and understand the planning, development, and implementation of special programs to better serve the needs of students and communities. As stated by Beyer&Johnson (2005),