JRLE
December 2007, Volume 2, Issue 3

FROM THE DESK OF THE EDITOR

For many academics, the editing process is the least interesting and most tedious part of
composing a manuscript. After months of creative thought and puzzle solving, it is hard to
be interested in the mundane task of finding missing commas and awkward phrases. Some
of us escape the tedium by hiring others! As editor of JRLE, I am responsible for the final
editing of every manuscript and although I have worthy assistants on my editorial team, the
last look is always mine. From the outset, I knew this part of my job would be the most
difficult-detail is not my strongest suit! However, over the past years, I have discovered a
hidden asset in this seemingly mundane, but important task. The reading and rereading of
each manuscript in the issue puts me in the middle of conversation with a select group of
colleagues. To my delight, I often find that these authors, who reside and work in various
parts of the globe, have written intricately connected ideas. The more I read each
manuscript, the more I begin to see the linkages in their thinking. At some point in my
rereading, a provocative thought emerges that frames this editorial message. As I prepared
this JRLE issue for uploading, my conversation with these manuscripts eventually became
about silos, a term often used to describe how individuals with common interests isolate
themselves and avoid interaction.

Out of curiosity, I looked for a definition of silo and found two. A silo can be
(1) a tall cylindrical tower used for storing grain, animal feed or other materials, or (2) a
reinforced protective underground chamber where a missile can be stored and
launched. I proffer that the second definition is fairly descriptive of how we organize most of
our educational settings, is descriptive of how we how we engage in leadership preparation,
and may very well describes how we approach research on leadership education. The
authors represented in this issue provoked my thinking and, if you take the time to read all
the articles, I think they will provoke yours as well.

In this issue you will read about several silo-breaking ventures. Our authors interrogated
some interesting integrated learning environments, e.g. one that joined aspiring and
practicing administrators, one with professionals from multiple disciplines, and one that
connected teachers with administrators. You will find terms like reciprocal learning, shared
accountability, and self-organizing. In each case, you will find strategic examples of
breaking out of underground silos, including a challenge to engage in more comparative
studies with colleagues outside the US. Enomoto’s study of a dean’s ascendancy is an
example of how our underground silos often prevent us from seeing or talking about how
the leadership work of a university dean is comparable to leadership roles in K-12 settings.
In my mind, I substituted the word superintendent for dean as I reread the article. I invite
JRLE readers to try interchanging concepts, ideas, and experiences across the various silos
of interest, in an effort to explore untapped possibilities for researching the education of
leaders.

All too often, we look at the new issue of a journal and select the articles that match our
highly protected, underground, and siloed interests. Living in underground silos, just waiting
for the moment to be launched, will not grow our understanding of this complex task called
leading. Our reality is that we work and live in separate programs, different kinds of
institutions, and different cultures and countries. But we do have a choice! We can live in
protected underground silos—holding onto our individual knowledge bases, waiting for a
crucial moment to be launched OR we can choose to understand our silos as tall towers that
store food for an educational leadership task. That silo is generative—the contents are part of
a larger system—people understand how the knowledge they create, apply, or verify
enhances a richer understanding of leading learning.

Edith A. Rusch
Editor
Journal of Research on Leadership Education

DEVELOPING SCHOOL LEADERS: PRACTITIONER GROWTH DURING AN ADVANCED
LEADERSHIP DEVELOPMENT PROGRAM FOR PRINCIPALS AND ADMINSTRATOR-TRAINED
TEACHERS

Tricia Browne-Ferrigno, University of Kentucky, tricia.ferrigno@uky.edu

Abstract:
This article shares findings from an exploratory case study about an advanced school
leadership development program designed specifically for practicing principals and
administrator-trained teachers. The program was designed to help a high-need rural district
transform its principalship from school management into learner-center leadership while at
the same time and expand its candidate pool to fill projected vacancies. Thus, socialization
into the community of administrative practice was the theory of change for the project.
Theories of actions include situated learning, leadership mentoring, community building, and
succession planning. Findings from this qualitative study support recommendations for
continued professional development of principals beyond initial certification and induction
year.

BECOMING DEAN: SELECTION AND SOCIALIZATION PROCESSES

Ernestine Enomoto, University of Hawaii at Manoa, enomotoe@hawaii.edu
Jon Matsuoka, University of Hawaii at Manoa

Abstract:
In this qualitative case study, we offer an insider's perspective on the selection and
socialization processes of an academic leader. The primary method of data collection was
through a series of interviews with the candidate over a five-year period. Analysis drew
from an organizational socialization model devised by Saks and Ashforth, which specifies
individual actions and organization influences. Our findings indicated how an individual can
act independently as well as be shaped by the organization and professional affiliations.
Beyond the model, however, we found that the political dynamics in the case must be
factored into how socialization occurs. These findings suggest ways to think about
professional development for higher education leadership.

A CONTINUUM APPROACH FOR DEVELOPING SCHOOL LEADERS IN AN URBAN DISTRICT

Anthony Normore, California State University, Dominguez Hills,
anormore@csudh.edu

Abstract:
This study examined a four-staged leadership development continuum for school leaders in
a large urban school district in the southeastern United States. The program under
examination included: LEAD Program; Interim Assistant Principal Program; Intern Principal
Program, and; First Year Principal Support/Interim Principal Program. Qualitative research
procedures were used to collect and analyze data related to succession planning,
recruitment, and socialization of leaders. Progressive data analysis revealed school
leadership pools were ample - an anomaly for large urban school districts; the Intern Principal
program was considered the most effective component of leadership development;
forging partnerships were critical components for leadership development; there was a need
for a focus on social justice and diversity issues in curriculum content; the practice of almost
exclusive internal promotion/succession was used; the mentoring program was
underutilized and less effective in practice.

AN APPRECIATIVE INQUIRY INTO EDUCATIONAL ADMINISTRATION DOCTORAL PROGRAMS:
STORIES FROM DOCTORAL STUDENTS AT THREE UNIVERSITIES

Raymond L. Calabrese, Wichita State University, raymond.calabrese@wichita.edu
Sally J. Zepeda, University of Georgia
April L. Peters, University of Georgia
Crystal Hummel, USD 385
William H. Kruskamp, Gwinnett County Public Schools
Teresa San Martin, USD 266
Stefanie C. Wynne, Gwinnett County Public Schools

Abstract:
A case study using appreciate inquiry identified and described the experiences of five
educational administration doctoral students representing three universities regarding their
doctoral program studies and dissertation process. Data were collected using reflective
narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the
student's perception of the level of caring in the doctoral program by program
faculty influenced their perception of program quality; and (b) the caring relationship
between the faculty and student extended to the student’s work context. We concluded that
doctoral students benefit from a culture of caring and link caring to high quality programs.

LICENSING PRINCIPALS: IOWA’S PREPARATION REFORM INITIATIVE

Donald G. Hackmann, University of Illinois at Urbana-Champaign, dghack@uiuc.edu
Carolyn L. Wanat, University of Iowa, carolyn-wanat@uiowa.edu

Abstract:

This paper describes the process of principal licensure reform in Iowa. Upon adoption of the
ISLLC standards, the state department of education required revision of all principal
preparation programs to conform to state code and guidelines developed by an external
review panel. This paper analyzes the review process and compares five programs that were
approved to license principals after a multi-year revision process. A content analysis of the
approved programs shows that new programs were more consistent than existing programs
and provided more field-based experiences that centered on student learning. Inconsistent
guidelines challenged programs to make approved changes.

Special Feature: Voices from the Classroom

A MARKETING APPROACH TO COURSE RESTRUCTURING IN LEADERSHIP EDUCATION

Cathy Kaufman, Indiana University of Pennsylvania, ckaufman@iup.edu