Summary:
Since they were launched in 1996 and endorsed by the National Commissions for Advancement in Educational Leadership Preparation (NCAELP) in 2002, the Interstate School Leadership Licensure Consortium (ISLLC) standards and the Educational Leadership Constituent Council (ELCC) standards, either directly or through state accreditation requirements, have been perpetuating programmatic change in school leadership preparation programs nationwide. This paper, as part of a larger mixed method study conducted in 2007, highlights the degree to which professors of educational administration in the United States perceived that their programs were aligned with the ISLLC/ ELCC standards and describes the work that can be done to ensure a higher level of program-standard alignment. Although education administration faculty perceived that their programs, on average, are well aligned with all seven standards, they indicated that their programs are better aligned with Standards 7 (internship) and 3 (management of organizational operations and resources), followed by Standard 2 (sustaining school culture and instructional program ), 1 (developing a shared vision), 5 (acting with integrity, fairness and ethics), 6 (influencing larger political, social, economic, legal and cultural context), and finally, 4 (collaboration with families and communities). Group differences were observed in the degree to which faculty perceived that their programs were aligned with the different standards, when compared across NCATE accreditation status (for Standards 5 and 6), and affiliation status (for Standards 1, 5 and 6), but not Carnegie classification status. Given the fact that schools are more inclusive and diverse places than they were 50 years ago this study challenges education administration faculty to align programs more effectively with Standards 4, 5 and 6. FULL MANUSCRIPT IN PDF (attached below) OR ONLINE AT: http://cnx.org/content/m33637/latest/