Background: Across the recent research on school leadership, leadership for learning has emerged as a strong framework for integrating current theories, such as instructional, transformational, and distributed leadership as well as effective human resource practices, instructional evaluation, and resource allocation. Yet, questions remain as to how, and to what extent teachers and leaders practice the skills and tasks that are known to be associated with effective school leadership, and to what extent do teachers and leaders agree that these practices are taking place in their school. Purpose of the Study: We examine these issues through applying a congruency-typology model to the validation sample of the Comprehensive Assessment of Leadership for Learning (CALL), (117 schools across the US, including 3,367 teachers and their school leaders) to examine the extent to which there may be significantly different subgroups of teacher and leader responders to the survey, how these subgroups may cluster non-randomly in schools, and to what extent the subgroups of teachers and principals are aligned or not on their perception that the skills and practices of leadership for learning take place in their school. Research Design: We used multilevel latent class analysis (LCA) to identify significantly different types of teacher and leader responders to CALL, including a cross-level interaction to examine the extent to which there is a typology model of teacher responders across schools and the extent to which the teacher subgroup responses align with the leader of the school. Findings: We find that there are three statistically significant different subgroups of teacher responders to CALL, Low (31.4%), Moderate (43.3%), and High (25.4%). In addition, these subgroups cluster non-randomly across three different types of schools: schools with low leadership for learning (40.2%), moderate leadership for learning (47.0%), and the smallest subgroup, schools with high leadership for learning (12.8%). Conclusions: Our findings suggest that a congruency-typology model of leadership for learning is useful for understanding the context of practice, as schools may be on a continuum of practice in which there is strong alignment between teacher and leader responder types in the low and high schools – indicating problematic or beneficial contexts – but that leaders in the moderate type may be working to move their school towards instructional improvement through leadership for learning. As a quantitative phenomenology, this study provides a rich contextual analysis of the relationship between teachers and leaders on a multisource feedback survey of leadership for learning in schools. Keywords: School Leadership, Leadership for Learning, Leadership Styles, Instructional Leadership, Transformational Leadership, Latent Class Analysis, Mixture Modeling, Multivariate Methods, Multisource Feedback, Survey Research, Online Surveys, Teacher Leadership, Principals

Increasing the number of young people who attain postsecondary credentials has become one of the primary educational objectives of the 2010s. While low college success rates are typically linked to students’ lack of academic preparation for college and their subsequent need for developmental or remedial instruction, research suggests that even many students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework still do not earn a credential. This paper builds on previous work arguing that community college success is dependent not only upon academic preparation but also upon a host of important skills, attitudes, and behaviors that are often left unspoken. Drawing on role theory and on a qualitative study conducted at three community colleges, this paper aims to clarify the role of community college student and the components of that role that must be enacted for students to be successful. Using data from interviews at the study sites, we provide a concrete, actionable description of the community college student role. We also present a framework that practitioners can use to help students learn how to be successful community college students.

In his work The Will to Power, Friedrich Nietzsche argued that “in our thought, the essential feature is fitting new material into old schemas, . . . making equal what is new.”1 According to C. A. Bowers, what Nietzsche is describing is a fundamental impulse of man toward the formation of meta­ phors. Identified with the “will to power,” this drive to name, to give meaning, and to categorize is dependent on the use of metaphor, “that is, the establish­ ment of an identity between dissimilar things.”2 It is the purpose of this essay to examine the use of visual metaphor in the frontispieces of reading and spelling books published in the United States during the late eighteenth and early nineteenth centuries.3 It is argued that through the combination of traditional visual metaphors and symbols, together with the ideals of the new revolutionary American government, there evolved a distinctive patriotic iconography. While by no means limited to the frontispieces of textbooks, the development and evolution of these metaphors and symbols can be clearly traced in them. Such an activity enables us to better understand how children were introduced to the new nation’s patriotic symbols and something of the means by which those symbols were defined. In order to understand the emergence of an American patriotic iconogra­ phy, it is necessary to begin at the time of the American Revolution. The success of the Revolution posed a serious problem for the American people. In declaring their political independence from England, the Americans had also largely rejected England’s political and social traditions. If the Revolution were to be successful and the Republic to flourish, there would have to develop a new communal or “national” consciousness-one that reflected the ideals of the Revolution and the new nation. Fundamental to the development of this new national consciousness was the creation of an iconographic system that either incorporated symbols from the Old World-providing them with new meaning-or created new symbols consistent with the ideals of the Republic. Such symbols, by definition, would be collective in nature.4 Ultimately, they would reflect the memories, beliefs, and hopes of the new nation, providing a means by which to transmit com­ munal emotions, as well as continuity and the opportunity for interaction between generations.5 During the early years of the Republic, many Americans saw the need to consciously develop a unique American identity that in time would erase the memory of British domination and colonial subservience.6 The time was ideal to establish this new identity. As Benjamin Rush wrote in 1786:The minds of our people have not as yet lost the yielding texture they acquired by the heat of the late Revolution. They will now receive more readily than five or even three years hence new impressions and habits of all kinds. The spirit of liberty now pervades every part of the state. The influence of error and deception are now of short duration.7

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