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

• 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.)

Between 2007 and 2008, new models of advanced preparation of P12 educators were mandated by both the Kentucky General Assembly through revised statutes and the Educational Professional Standards Board (EPSB) through revised administrative regulations. EPSB, rather than the Kentucky Department of Education, is the teacher-based agency that approves educator preparation programs and certifies P12 educators (e.g., teachers, counselors, principals, superintendents). These mandates required all formerly approved masters’ programs for teachers to be redesigned into Teacher Leader Master’s and Planned Fifth-Year Programs that incorporate leadership courses and experiences. Likewise, the EPSB required all currently approved principal preparation programs to be redesigned as post-master’s programs with specific admission prerequisites: (a) master’s degree; (b) three years of documented teaching experience in a public school or a nonpublic school that meets state performance standards; (c) documentation of applicant’s ability to improve student achievement, leadership, and advanced knowledge of curriculum, instruction, and assessment; and (d) written agreement from a school district pledging to support candidate in a high quality practicum experience. Only individuals identified as prospective principal candidates and supported by their employing school districts could be admitted to the approved post-master’s principal preparation programs. This case describes the recently developed and launched Teacher Leadership Program at the University of Kentucky that prepares veterans teachers to assume diverse leadership responsibilities and roles and provides knowledge and skill development for teacher leaders who aspire to become principals.

Author

• Tricia Browne-Ferrigno, University of Kentucky