3.4 Reality check: designing a new leadership program for the 21st  (Page 3/15)

Leadership Development Framework

Leadership occurs at all levels of the learning community. In England, Southworth and Doughty (2006)describe the leadership development framework of the National College for School Leadership as five stages of leadership from theteacher stage to consultant stage. The five stages are: (1) Leading from the Middle, (2) National Professional Qualification forHeadship, (3) Early Headship, (4) Advanced Leadership, and (5) Consultant Leadership. Although not as highly developed asEngland’s program, the new program in Louisiana and at Southeastern Louisiana University has recognized three stages where leaders canbenefit from knowledge and skill development: teacher leader, school building leader, and district leader.

Each stage of educational development trains school leaders during real field-based experience with district anduniversity mentors. The goal is to prepare exemplary people who can make immediate use of their newly learned skills in the school inwhich they are leading or in a new leadership position. The state of Louisiana, the university, and school districts are workingtogether to align every aspect of the process. Endorsements, certifications, and/or degrees result at the successful completionof each level, with ongoing support and training guidance from the LEAD Southeastern Louisiana Partnership and the state. The purposeof LEAD is to recruit and select exemplary educational leaders at all levels of leadership identified in our state. Three coreprograms (described in full at the state’s website, www.leadlouisian.net¹) are designed to prepare teacher leaders, entry-level principals, and superintendents.

Teacher Leader Endorsement

This endorsement reflects the theory of shared and distributed leadership and is designed to assistteachers improve effectiveness in raising student achievement and leading faculty teams. The goal is to create a leadership team oftwo to four teacher leaders with in each school in our service area. At the completion of the program each teacher leader has theoption of continuing in the degree program or assuming the role of leading school-based teams. The requirements include a teachingcertificate, 3 years successful teaching experience, and completion of a state-approved Teacher Leader Institute whichincorporates:

• A minimum of 6 graduate hours (90 contact hours).
• A combination of face-to-face and field-based professional development activities that may include the use of a cohortapproach.
• Support from and mentoring by current outstanding administrators serving as mentors and facilitators.
• An electronic component (online or compressed video) to ensure each participant’s access to key resources and to build a statewide network of qualified administrator candidates that mayinclude the development of cohorts.
• The development and presentation of a culminating portfolio that provides evidence that knowledge gained and skills acquiredare aligned with national and state leader standards.

Educational Leader Certificate–Level 1 and 2