Administrator Leadership Outcomes
The targeted outcomes for the Advanced Program of Administrator Leadership include the following:
A visionary leader is one who has “the capacity to create and communicate a compelling vision of a desired state of affairs, a vision … that clarifies the current situation and induces a commitment to the future.” (Bennis, 1984 p. 66). The candidates in the Administrator Leadership program, then, develop or increase their abilities to think creatively and with vision. In addition, program participants determine communication methods that promote “follower-ship” from students, co-workers, district personnel, and community members. The candidates in the Administrator Leadership Program strive to become experts in the “promotion and protection” of their schools’ values (Sergiovanni, T. J., 2000, p.3).
Allan Vann (1994) notes that "principals earn staff respect by articulating a clear vision of their school's mission, and working collegially to accomplish agreed-upon goals and objectives." Leadership, itself, is an accumulation of strategies that can be taught and learned. Among these strategies are goal setting, articulation of goals, active listening, organization building, and personal development (Frick, D.M. & Spears, L.C., 1996).
“Managers do things right, leaders do the right thing.” (Pascale, R., 1990, p. 65) Resourceful managers are knowledgeable contributors to organizational planning and problem solving. A resourceful manager strives to act as a "gentle change agent," applying best practices and research in their work environment. A resourceful manager is able to apply strategies that improve the realities of the work place.
In line with the Graduate Education Program’s goal, the Administrative Leadership candidates combine the ability to do things right with the passion to do the right things. Both are necessary traits in educational settings (Sergiovanni, 2002). This emphasis on combining abilities follows the program’s mission of teaching applied practices methods that are grounded in educational and learning theories. (Schlechty, 1990).
“Reflective practice is based on the reality that professional knowledge is different from scientific knowledge. Professional knowledge is created in use as professionals who face ill-defined, unique, and changing problems decide on courses of action.” (Sergiovanni, 2001, p.44). The development of the capacity for inquiry and problem solving is essential in order to understand the nature and implications of educational choices (Olson, M, Ed., 1990). Program candidates develop and use reflection to develop a better understanding of practices and their outcomes.