Abstract
This qualitative study examined the development of prospective leaders (PLs) from nonuniversity-based leadership preparation programs along two core dimensions identified as critical to leaders’ capacity to affect change—inclusive-facilitative and instructional leadership (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010). Within the core area of instructional leadership, participants learned to focus on supporting individual teachers, establish a vision for learning, and link individual practice to school-wide goals. In inclusive-facilitative leadership, participants highlighted bringing stakeholders together and enlarging capacity through distributed leadership. The analysis identifies important ways in which instructional and inclusive-facilitative leadership are interdependent and makes recommendations for leadership preparation programs.
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