Expanded Roles for School Leaders in New Haven

• In Event: Cultivating New Leadership

Abstract

School leaders are increasingly taking on peer mentor and facilitator roles as part of innovative leadership development initiatives. We examine three expanded school leadership roles in New Haven (CT) Public Schools: network facilitators, mentors, and facilitative coaches. We focus on role-making negotiations (Van Sell, Brief, & Schuler, 1981) and role ambiguity that results when individuals are uncertain regarding tasks and performance expectations (Kahn et al., 1964). Using interviews with 10 school leaders in expanded roles and observations of professional development, we found substantial role ambiguity related to six aspects of the roles: focal issues, tools, training, spaces for practice, peers involved, and driver of practice. Implications for districts developing similar leadership development systems and those supporting these systems are discussed.

Authors

• Morgaen L. Donaldson, University of Connecticut

• Kimberly LeChasseur, University of Connecticut

• Donna Bednar, University of Connecticut