ERIC Number: ED451603
Record Type: RIE
Publication Date: 2000-Oct
District Approaches to Developing and Supporting Leadership: Case Studies of Three Districts.
Kaplan, Karen; Taylor, Mary Jean
This study investigated district leadership development policies, practices, and programs and administrators' recommendations for improving them in three districts. The study explored six dimensions of district activity that were likely to influence the formal and informal development of school leaders: direction, culture, policies and procedures, budget, leadership development programs and activities, and feedback about performance. Although school and district leadership was reported to be an important topic in each district studied, opinions varied about the most important characteristics of effective leadership. Increasing achievement, preparing students for productive futures, focusing on instruction, the ability to work with school communities, being a change agent, solving problems, collegiality, and responding to external demands were cited as important leadership characteristics. None of the three districts had a formal, written leadership development plan, so leadership development occurred in the context of existing policies and practices related to recruiting, selecting, hiring, and supervising administrators. One of the districts was considering the need for a leadership development program linked to district direction. Respondents indicated they had good relationships with most of their peers, supervisors, and supervisees and that their supervisors for the most part were caring and supportive. (Contains 35 references.) (DFR)
Descriptors: Administrator Qualifications, Administrator Role, Educational Administration, Educational Change, Educational Improvement, Elementary Secondary Education, Leadership, Leadership Training, Public Schools, School Districts, Skill Development, Training Objectives
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Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.
Grant or Contract Numbers: N/A