State-Mandated Educational Leadership Program Redesign: A View From Alabama

• In Event: Roundtable Session 85
  In Roundtable Session: Promoting Active Agency in Educational Leadership-Preparation Policy Making: Furthering Discussion in the Professoriate

Abstract

(While this session will use papers produced in the five case studies as a discussion starting point, this interactive symposium is intended to stimulate further discussion about others’ experiences with program redesign. A summary of the context of each case study is provided in this proposal, and full papers will be distributed at the session.)

In 2004, the governor of Alabama appointed over 200 individuals from schools, colleges, universities, businesses, and the community at large to serve on the Governor’s Congress on School Leadership (GCSL). Their charge was to provide recommendations that would improve the quality of school leaders. The Congress responded by developing recommendations that included the implementation of a university preparation program redesign process. The programs were required to include standards closely aligned with the ELCC and ISLLIC requirements, in-depth field-based experiences in educational leadership classes, a minimum 10-day residency requirement, multiple student admission standards, and extensive evaluation processes. Colleges were required to engage in the redesign process in partnerships with school districts. This recommendation was accepted by the governor and approved by the State Board of Education, and the redesign initiative was placed under the supervision of the Alabama State Department of Education. The Southern Regional Education Board was hired as an outside agency to assist the state with this effort. In addition to holding meetings to assist colleges and school district partners, personnel from the state department of education were also readily available throughout the process to provide information, guidance, and support. Prior to becoming authorized to initiate the redesigned programs, colleges were required to go through an intensive approval process which included an on-site team visit. All redesigned programs have been approved and data about their effectiveness are being gathered. This case study will involve investigating the degree to which these programs are implementing the mandate as designed and the issues related to mandated change.

Author

• Frances K. Kochan, Auburn University