Instructional formats for leadership development programs have included team teaching, collegial support teams, field-based experiences, small group and individual projects, readings, lectures, and self-directed learning contracts. Although specific activities varied from cohort to cohort, the Indiana Principal Leadership Academy staff attempted to cover the same content and achieve the same goals using a variety of strategies and formats (Hallinger & Anast, 1992). The principals generally expressed a preference for initial presentation of content, followed by collegial groups focused on discovering the practical applications.
Working in collegial groups and sharing both problems and ideas with peers has been cited as important as the content of the leadership training. The sharing of work-related problems in facilitated groups was a central feature for the majority of participants and group facilitators in the British Local Education Authority program (Wallace, 1992). "The perceived success of the groups was generally expressed in terms of the opportunity to explore important issues of practical concern with experienced colleagues from other schools and the effectiveness of the suggested solutions to these issues" (p. 360). Many of the changes in practice which were considered or implemented by participants were influenced by the work in small groups. Most problems which are perceived by school administrators to be ill-structured are defined as such because of their social complexity rather than their technical character. Further, most such problems have to be solved by administrators in some form of collaboration with others. "It is particularly important, for these reasons, to understand the significance of the social context for administrative problem-solving" (Leithwood & Steinbach, 1992, p. 325). Directed social interaction has the potential to improve individual problem-solving expertise because of the group modelling of more expert processes and provision of socially compelling, insightful feedback.
Mentorships are essential in leadership development programs. "Effective leaders serve as mentors to their organisations and foster the development of people within them" (Parks Daloz & Edelson, 1992, p. 29). A mentor shares the responsibility for another person's developmental journey by providing support, challenge and vision. Mentors provide a climate of trust which allows the learner to feel safe enough to risk new perspectives and behaviours. Both persons must understand that the freedom to fail is a precondition for growth and development. Mentors introduce tension by raising challenging questions or tasks which they consider appropriate for the learner. Finally, mentors offer direction and vision by providing larger perspectives. The value of mentoring has been recognised in administrator induction programs in California, Ohio and North Carolina. Maine also has adopted legislation which required mentoring or some other formal support system as part of the recertification process for all school administrators (Daresh & Playko, 1991). While programs have been developed to assist leaders to become effective mentors, participants would benefit the opportunity to experience both roles in a mentoring relationship - the mentor and the protege.
The following formats would be appropriate for an effective leadership development program:
Based on my experiences as a principal and on recommendations from a variety of print and electronic resources, I suggest the following format considerations:
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ContentsIn what ways are we able to create
alignment between school district policy and practice and the goals
of the leadership development program?
In what ways are we able to
construct appropriate supervisory or mentoring relationships from
university personnel, district administrators or community
volunteers?
In what ways are we able to
consider the programming differences which may be appropriate for
preparing prospective principals and for providing professional
development for practising principals, while utilising the strengths
of both groups?
Amidst competing priorities and a
very broad range of content topics, in what ways are we able to find
an appropriate balance of field-based administrative experiences and
course work?
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