IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

School Leaders need the knowledge, skills and disposition to demonstrate they lead effective schools as measured by student achievement. Student achievement is the standard by which schools in most countries are judged. Critics link leader effectiveness to their university-based preparation and many programs have been negatively regarded as too theoretical with insufficient experiences provided to expose prospective school leaders to the daily operations and challenges of leading a school with the goal of maximizing student achievement. As administrators in a University in New York City, with a large Graduate School of Education, the authors discuss current and proposed changes to the curriculum for leader preparation programs to enhance school leader effectiveness. The authors outline current conditions faced by leaders in the largest public school system in the United States and the growth of charter schools. They also discuss the competencies school leaders must demonstrate and current proposed strategies for university programs to provide opportunities for students to practice their knowledge and skills in decision making for maximizing the success of a diverse student body, including students with special needs. The mandatory accreditation process and standards for programs are an integral part of the discussion. Prospective school leaders must be prepared to assume a role in supporting, guiding and maintaining the efforts of teachers and school staff in an ever-changing environment.