Better Preparation of Educational Leaders

Abstract

f we are to believe the growing body of research that supports principals' leadership as one of the crucial elements necessary for school success (Anderson, 1989), it is difficult to understand why the issue of and need for better preparation for educational leaders was virtually ignored by the members of the 1996 Education Summit. Ignoring contemporary leadership practices identified in both business (Burns, 1978; Bennis & Nanus, 1985; Kanter, 1989; Rost, 1991) and education (Hill & Ragland, 1995; Leithwood & Jantzi, 1990; Louis & Murphy, 1994; Sergiovanni, 1990), this exclusive group of white males from the power elite of corporate America along with 40 governors (Applebome, 1996; Lewis, 1996) developed a policy statement based on incomplete information and with virtually no input from researchers. The failure of the members of the Education Summit to recognize the importance of assisting current and future leaders in the development of the skills and characteristics necessary in bringing about change and sustaining reform continues a trend by politicians and policymakers at the state and national levels to concentrate most of their efforts

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