Abstract
In this article we examine the current national conversation on educational leadership preparation and practice and the implications of these conversations for educational leadership preparation. We focus specifically on the rhetoric and research concerning two issues identified as major contributors to our current leadership crisis : the shortage of qualified administrators and leadership preparation. Based upon our assessment of this literature, we then make the case for increased involvement in the national conversation by educational “insiders.” We suggest in this manuscript that if we are to realize the goal of ensuring educational excellence and equity for all children, we must get involved. First, we must focus on preparing high-quality leaders through rigorous, standards-based, theoretically sound preparation programs. To do otherwise is to risk further increasing the number of mediocre candidates with administrative certificates, lacking the knowledge, skills, interest, motivation, and commitment to lead our nation's schools. Second, we must find ways to substantively engage in the national conversation on educational leadership preparation. Within that conversation, we must argue for quality in leadership preparation, we must share what is known about best practice in leadership preparation, we must urge collaboration among stakeholders, and we must insist that all decisions that are made concerning leadership preparation have at their core the interest of our nation's children.
Published Version
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