From Policy to Practice

Sustainable Innovations in School Leadership Preparation and Development

Edited by:
Karen L. Sanzo, Old Dominion University

A volume in the series: UCEA Leadership Series. Editor(s): Mónica Byrne-Jiménez. Michael O'Malley, Texas State University.

Published 2014

The School Leadership Program (SLP) is a federal grant sponsored by the United States Department of Education. A hallmark of the grant is the connectivity between various agencies to provide quality leadership preparation and development programs for aspiring and current school leaders. These collaborative efforts involve community and educational stakeholders including districts, universities, city agencies, not-for-profit entities, foundations, private academic organizations, and others involved in the development of school leaders. Since its inception in 2002, over one hundred grants have been funded. This edited book’s purpose is to share innovative, research-based practices from the federally funded grants that are sustainable after the life of the grant and are able to be used throughout the field for preparing and developing aspiring and current school leaders. This book features the work of current and past grantees around their innovative practices and lessons learned about school leadership preparation and development, especially around the issue of sustainability of these practices upon completion of the grant. SLP Grantees share practical, usable lessons learned from their experiences with the grants, based on their research, project data, and practical experience.

Sustaining School Leadership Programs: Planning for Leadership Succession, Recruitment, Selection, and Innovative Curriculum, Antonia Issa Lahera and Anthony H. Normore. Preparing Principals for High-Need Rural Schools: Lasting Impact of One District’s Efforts to Transform School Leadership, Tricia Browne-Ferrigno. Raising the Quality of Principal Leadership Development: Lessons From a Collaboration Between an Urban School District, a State Leadership Institute, and a University Leadership Program, Arlie Woodrum, Allison M. Borden, David Bower, Sharon Olguin, and Linda Paul. Reflections on What Was Learned in the U.S. Department of Education Funded Learner-Centered Leadership (LCL) Project 2002–2006, Arnold Danzig and Gary Kiltz. Sustaining Data-Informed Decision Making, Walter L. Burt, Jianping Shen, Robert Leneway, and J. Mark Rainey. Efforts to Sustain Activities Developed Through Federal Funding: The Case of Project All, Charol Shakeshaft, Kerry Robinson, Barbara Driver, and Jennifer Wilkerson. Performance-Based Academic Coaching Teams (PACT): A System-Wide Support for Principals and Aspiring Principals, Michele Skinner and Irma Harper. Thinking Like an Evaluator: A Paradigm for Preparing Practice-Ready and Change-Focused School Leaders, Miriam L. Fultz and Stephen H. Davis. Utilization of a Cohort Model in School Leadership Preparation Programs: Lessons Learned From a Usde Grant, Jennifer K. Clayton. Preparing Principals and Leadership Teams to Implement Schoolwide Instructional Initiatives, Paula Egelson, John Uhn, and Fran Cowart. The Experiences of Women in a U.S. Department of Education School Leadership Preparation Cohort Program, Darra Belle and Karen L. Sanzo. Certified Cognitive CoachingSM in a School Leadership Program, R. Scott Blackshire, Barbara H. Gideon, Mark A. Gooden, Dottie Hall, and Glenn Nolly. Sustaining a Renewal Model for School Improvement, Patricia Reeves, Louann Bierlein Palmer, Dennis McCrumb, and Jianping Shen.