EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION CHAPTER FOUR OVERVIEW PRESENTED BY: JACKIE LEEDY-CHAMBERLAIN COURSE: ORGANIZATION AND GOVERNANCE OF AMERICAN EDUCATION

HISTORY 1986 –The University Council for Educational Administration (UCEA) created the National Commission on Excellence in Educational Administration The report Leaders for Tomorrow’s Schools was issued by the commission, calling for major changes in the recruitment, preparation, regulation and evaluation of school administrators (UCEA, 1987). Commission came up with 8 major recommendations (Pg. 79). The report sparked both enthusiasm and dissent. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

HISTORY CONTINUED Academics had reservations about report, namely that management and “skills” seemed more important than “ideas.” The National Policy Board for Educational Administration (NPBEA) was established as result of the commission’s recommendations – Bold blueprint for change was listed in the report Improving the Preparation of School Administrators: Agenda for Reform issued by NPBEA. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

CONTROVERSY Commission recommendations sparked major controversy. ▫E.g.: Elimination of master’s degree, requiring doctorate as prerequisite for national certification In March of 1990, a second report The Preparation of School Administrators: A Statement of Purpose was issued, softening some of its requirements. Since 1990, UCEA & NPBEA, are trying to move away from this heavy emphasis on management and more toward teaching and learning, and are advancing the view that school administrators should be leaders of leaders. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

THE CHANGING FOCUS More recent studies (1996, 1998) found that more training does not necessarily equal effectiveness. Studies have said that graduate training in educational administration has not had a positive influence on school effectiveness and are actually negatively viewed by teachers. Authors of text book conclude that training should be more idea- based than skill-based (Pg. 82). Trend moving toward administrators that also teach. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

CHANGE IS COMING Since 1993, several reports emphasize this “new kind of leadership” of being idea-based rather than skills-based American Association of School Administrators (AASA) report Professional Standards for Superintendents – The National Association of Secondary School Principals (NASSP) issue Breaking Ranks: Changing an American Institution – Sequel, Breaking Ranks II: Strategies for Leading High School Reform Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

STANDARDS-BASED APPROACH Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION Use of standards is the latest attempt to define and describe what school administrators should do. In 1996 Council of Chief School Officers adopted a list of standards for school leaders provided by the Interstate School Leadership Licensure Consortium (ISLLC). In the National Council for the Accreditation of Teacher Education (NCATE) developed standards designed to assess the preparation programs for school administrators.

NEW STANDARDS FOR LEADERSHIP Since 2003, NCATE standards have been used to assess university programs seeking accreditation. Appendix 4.1, pg. 91. NEW STANDARDS FOR ADVANCED PROGRAMS IN EDUCATIONAL LEADERSHIP  7 standards reflect the emphasis on idea and value-based leadership. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION * To get NCATE certified, universities need to provide compelling evidence that theirs students are able to perform in each of the standards areas at a required level of competence.

PRINCIPALS VS. CENTRAL OFFICE ADMINISTRATORS Authors of text book suggest that there should be a more limited and hierarchically flatter professional administration – “based on shared educational expertise with teachers and limited specialized knowledge in management in organization.” (Pg. 86) The question was raised whether the standards should differ for principals and central office administrators. Currently they are the same. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION WHAT DO YOU THINK?

OTHER PERSPECTIVES Arthur Levine, former president of Columbia Teachers College proposes 9 criteria for preparation of administrators. Comes up with 6 recommendations for change: 1.School districts should eliminate salary scales rewarding credits or number of degrees because they provide incentive for unmotivated students to pursue administrator training. 2.Universities must stop treating administrative preparation programs as “cash cows” because encourages spread of low-quality education. 3.Redesign programs, creating a new Master’s in Educational Administration that includes courses in management and in education. 4.Eliminate the Ed.D. because the need for such has become more important than the development of competence among aspiring administrators. 5.Award Ph.D. degrees only to researchers. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION Critics argue Mr. Levine was too negative in his review.

OTHER PERSPECTIVES CONTINUED 2003 Broad and Fordham Foundations “manifesto” Better Leaders for America’s Schools argues for alternative pathways to training:  Report criticizes traditional programs for “menu of courses”.  It decries that “formal training and certification” is the answer to improvement.  It argues that the current system mistakes having credentials like certification with being competent to lead. Proposed Solution: Lower certification hurdles -e.g. only requiring a bachelor’s degree, different recruiting tactics.

CHAPTER 4 SUMMARY  Development of educational administration and its status as profession  Conflicting views of school administrator’s role in education  Development of NPBEA and new standards placing greater emphasis on teaching.  Controversy surrounding NPBEA’s recommendations for more educational requirements for administrators.  Studies emphasizing view that more training doesn’t equal more effectiveness.  NCATE standards and moving toward idea-based conception of leadership.  Other views of administrator preparation. Chapter 4: EDUCATIONAL ADMINISTRATION AS AN EMERGING PROFESSION

The National Commission on Excellence in Educational Administration (NCEE) by the University Council for Educational Administration (UCEA) was funded The report Leaders for Tomorrow’s Schools was issued, calling for major changes in the recruitment, preparation, regulation and evaluation of school administrators – National Policy Board for Educational Administration (NPBEA) established as result of NCEE’s recommendations – Blueprint for change listed in report Improving the Preparation of School Administrators: Agenda for Reform issued by NPBEA The Preparation of School Administrators: A Statement of Purpose issued softening bold requirements of previous report American Association of School Administrators (AASA) report Professional Standards for Superintendents 1996 – Breaking Ranks: Changing an American Institution (NASSP) Council of Chief School Officers adopted a list of standards for school leaders provided by the Interstate School Leadership Licensure Consortium (ISLLC) – Sequel, Breaking Ranks II: Strategies for Leading High School Reform the National Council for the Accreditation of Teacher Education (NCATE) developed standards designed to assess the preparation programs for school administrators. TIMELINE OF CHANGE