| Citation: | Cordiero, P. A., & Loup, K. S. (1996). The implications of partnerships for the preparation and professional growth of educational leaders. In P. A. Cordiero (Ed.), Boundary crossings: Educational partnerships and school leadership (pp. 115-126). San Francisco, CA: Jossey-Bass, Inc. |
Annotation:
The key question in this article is, "If partnering with the community is crucial for improving student achievement, then what implications do partnership efforts have for practicing educators as well as those preparing for leadership positions?" The onus is on institutions of higher education and on local, state, regional, and national organizations to hold preparation programs to the task of preparing leaders who can effectively and creatively address the problems facing schools. Leaders emerge from all walks of education. Leaders appear as they are needed and serve by accomplishing what needs to be done. Leadership should not be thought of as a position because it is too narrow when one considers the complexity of educational partnerships. Recognizing the people who play a major role in a child's upbringing is crucial to forming a true school family partnership. Expanding the definition of parent involvement to family involvement (including adults unrelated who take part in raising a child) is a necessary first step to school-family partnerships. Educational leadership programs must look at what they practice in addition to what they preach. Too few programs model the collaborative leadership they espouse. Leadership programs have not recognized that they are part of much larger system. Too many schools and colleges prepare education leaders in isolation from the organizations and communities in which they will work. This article provides suggestions for ways to build leader preparation programs.
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