A summary of what directions and trends educational administration or educational leadership programs should consider over the next few years by Steven Baule.

1. Preparing Educational Leaders
Dreams Mixed with Reality

2. Steven M. Baule
• BA, History, Loras College
• MLS, Library & Info Science, U of Iowa
• Ed.D., Instructional Technology, NIU
• Dissertation – The technology planning process and the role of the
school library media specialist
• Ph.D., Educational Leadership and Policy
Studies, Loyola University Chicago
• Dissertation – One hundred years of school library and educational
technology development: A case study of the New Trier Township
High School District

3. Steven M. Baule
Professional Experience
• US & Latin American History Teacher
• School Library Media Specialist
• Assistant High School Principal
• High School Principal
• Assistant Superintendent
• Superintendent; a suburban district, a rural one

4. Steven M. Baule
Graduate Teaching Experience (LIS & IT)
• Organization and Management of Libraries
• Cataloging and Classification of Lib. Mat.
• Reference and Online Services
• Media and Production Services
• Instructional Technology Administration
• Website Management
• Network Management
• Intro to Instructional Technology

5. Steven M. Baule
Graduate Teaching Experience (Ed. Admin)
• Introduction to Educational Administration
• Technology for Educational Administrators
• Introduction to Educational Research
• Cooperating administrator for six
administrative interns (3 MA, 1 Ed.S., 2 Ed.D.)
• Cooperating teacher for four MLS candidates

6. Future of Educational Leadership

7. Key Areas for Focus
• More rigorous intake and selection
• Narrowing the focus of preparation programs
• More “leadership” less “management”
• The Internship
• Post placement mentoring
• Post graduation tracking of student performance
• More ongoing and inservice training
• Post graduate certification options

8. Rigor & Focus
• Much concern over the acceptance rate for
programs
• Only 7 of 17 programs in Indiana use GRE
• Particularly those in collaboration with
school districts
• Historically, many teachers used
educational admin degrees for scale
movement

9. Rigor & Focus II
• In Illinois, the General
Administrative
Certification was
replaced with a
Principal Preparation
Program
• The internship
doubled (200 hours)
• Student population has
dropped by 50%

10. Rigor and Focus III
• Iowa requires successful evaluation
as an administrator to move from the
initial to professional certificate
• Requires specific professional
development as well
• A degree itself isn’t enough

11. Leadership Not Management

12. Wallace Foundation Study
• ƒShaping a vision of academic success for all
students
• Creating a climate hospitable to education
• Cultivating leadership in others
• Improving instruction
• Managing people, data, and processes to
foster school improvement

13. Greater Focus on Curriculum,
Instruction and Innovation
• Curricula tightly focused on improving
instruction and changing school culture, so
teaching and learning at high standards are
everyone’s top priority (Wallace, 2012).
• New Leaders / America Achieves want to
allow more “non-traditional providers”
focused on outcomes
• “Turn around” focused programs
• Charter leader programs

14. Data Focused Leadership
• Need to better prepare students for a deep
understanding of data analysis
• Statistical methods are more important
• Ability to communicate data results to a
wide range of constituents
• Longitudinal data will be essential in the
future for leaders and schools

15. Data Focused Collaboration
• This is an area for educational
administration programs to reach out and
provide assistance to schools and districts
• Provide services to schools while we work
to build their internal capacity

16. The Internship
• A key area of focus in nearly every reform
effort
• Longer than previously
• More focused on specific area
• The future will be more structured and look like
student teaching
• Paid year long internships will become
commonplace

17. The Internship II
• Require direct teacher supervision and
evaluation
• Occur during the school year; students have
to be in session
• Require all internships to be linked to
leadership standards
• Much tighter cooperating administrator
standards

18. The Internship III
• Need to look at providing supervised field
experiences from above and below
• Suggest we add a cooperating master
teacher to work with each student to assist
in negotiating the informal leadership in
schools and teacher perspective

19. Post Placement Mentoring
• Provide cohort networking opportunities for
recently graduated and newly placed
administrators
• Illinois requires new principal mentoring and
new superintendent mentoring (if funding is
available)
• Potential to collaborate with districts to
provide these services

20. Long Term Data Collection
• Data-based program evaluation
• Do they get placed in administrative roles?
• What evaluation grades do graduates earn?
• Do they impact achievement gaps?

21. Long Term Data Collection II

22. Post-Graduate Certifications
• ISAL – Illinois Assoc. of School Administrators
• The ISAL training centers around five
leadership lenses:
• Facilitator of Shared Moral Purpose
• Change Agent
• Relationship/Culture Promoter
• Capacity Builder
• Coherence Maker

23. Post-Graduate Certifications

24. Post-Graduate Certifications
• Does somewhat devalue graduate degrees
• There are opportunities here for universities
• Cohort networking is a key to these
programs
• “Current issues” are important
• What can schools do to collaborate with
other agencies? Universities? Other
districts?

25. MORE RANDOM THOUGHTS

26. Train as You Go
• Fluid nature of Education
• More “short courses”
• PARCC / CCSS
• Bilingual Education
• Social Media for Educators
• Need to return to “school” for updates
• On demand modules
• Facilities Design
• Food Service Management
• RFP / Bid Development

27. Evaluation Needs Simplification
• The current Danielson model is
cumbersome and doesn’t inspire
• Some discussion about a national standard
for evaluation in the ESEA

28. Digital Learning
• Train all educators in how to differentiate
and individualize instruction
• How to curate instructional materials
• Deep technology skills are necessary for the
future
• Understanding of how to use 1:1 devices

29. Considering Global Schools
• Starting to see some US educators
considering international school innovations
• More collaboration across state and national
borders
• Room for leadership among districts

30. THANK YOU