Given the importance of leadership to contributing to effective and successful schools, this proposal explores the identification, preparation, and development of future leaders. The paper is based on a chapter accepted for The Palgrave Handbook of Educational Leadership and Management Discourse.

The aim of the proposal is to highlight key findings from our research on the breadth and capacity of educational systems to provide programs that can ensure that they have effective leaders to guide their schools and school pupils to success. 

In the field of educational administration, the effective leader label applies to leaders at various levels in the school and/or educational system. We can include teachers, those in middle-level positions like department or year-level heads, assistant principals, principals, superintendents, those in district or system roles, and chairpersons on educational boards and councils. These leaders can have very different roles and expectations depending on their position. The focus of this research is mainly centered on the school principal or equivalent (e.g. Headteacher in England).

 Leadership is important in schools and the principal role is the one that has the most responsibility, expectation and opportunity to exercise leadership. It is therefore vitally important that those with the potential to be outstanding principals are identified early in their careers, and then supported to develop appropriate characteristics, qualities, skills, and knowledge. It is generally reported that leadership is second only to classroom instruction among school-related factors that contribute to student outcomes (Grissom, et al., 2021; Leithwood, et al., 2004; Louis, et al., 2010).

The presentation will define what is ‘effective leadership’ and its importance in driving success. Limitations and criticisms of past and existing programs from several counties and systems are outlined. The paper will also identify the changing nature of preparation programs and highlight the common ingredients that are considered best practices. Research by the authors will show the current state of how educational systems around the world identify, develop, and assess effective leaders.

The paper draws on research from a range of jurisdictions around the world. The counties include United States, Canada, Australia, England, Indonesia, Russa, Malaysia, Singapore, Hong Kong, Mexico, New Zealand, Scotland, Finland, Norway, and Sweden.

The proposed paper will explore the strengths and weaknesses of preparation programs and outline current policy and practice. The paper also highlights the problematic nature of the identification of effective leaders and how they are selected for the job.

Educational systems around the world have determined that the most effective process for developing future leaders is the focus on comprehensive preparation programs. Some systems, particularly in North America, have implemented licensure and certification to ensure effective leaders. Other systems have implemented mandatory programs for aspiring leaders before taking up their appointment. In some systems, for example, Sweden, candidates are required to attend mandatory programs after their appointment. In most systems participation in preparation programs is voluntary.

Yet preparation programs over the past two decades have been attacked on many grounds including lack of vision, purpose, and cohesion; inadequacy to prepare leaders for the current context; inability to meet the needs and expectations of candidates. Despite the criticisms and shortcomings of programs, there is considerable knowledge about what works. The evidence is that the programs have evolved to the extent that we can now identify the characteristics and qualities of exemplary programs. These are comprehensive in content and process. The best programs take place over time and focus on relevant curriculum content that combines theory and practice and is aligned to the job of principal

The Chapter is scheduled to be published in the Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook (an imprint of Springer) is a different format from other encyclopedias on educational leadership. The Handbook employees Michel Foucault’s concept of presenting a history or commentary about a field which includes ruptures and discontinuities in its development. It is called a ‘discourse’ because it concerns the written and oral traditions within the field. It is concerned about what counts for knowledge within the field. Knowledge is dynamic, fluid, and subject to academic and political forces within and without a field. These forces are not always rational. The reasons for the dominance of some ideas, concepts, theories are often hidden . The purpose of our chapter is to expose them and discuss their implications for area’s practice(s). The authors carried out an extensive review of the research that focused on identifying, developing and selection of school leaders from educational leadership books, book chapters, peer journal articles and published research projects in a range oof countries. In addition, research reports were identified from institutions such as Wallace Foundation, George Bush Institute, district level reports in the USA, departments of education in several jurisdictions, and commissioned reports for education systems and government. In addition, the authors conducted primary research on the identification, selection and development of aspiring leaders in several countries as part of larger project for a Department of Education Leadership Institute (Australia). The overall project aimed to create several measures (instruments and tools) to determine aspiring school leaders’ readiness for principalship and to identify professional development needs. The authors used a modified Delphi of two rounds where questions were sent to academics representing Australia, Brazil, Canada, Finland, Germany, Hong Kong, Mexico New Zealand, Norway, Singapore, Spain, Sweden, United Kingdom, and the US. The questions included Who are the people who are identified as aspiring principals? How are they identified? What are they being assessed on? What are the methods used to assess them? How is the assessment used? The outcomes of this research are integrated with the overall findings.

The outcomes show that educational jurisdictions around the world are grappling with the need to provide effective preparation programs. The best programs are comprehensive in content and process. They take place over time and focus on relevant curriculum content that combines theory and practice and is aligned to the job of principal. Assessment is normally based on some form of leadership standards or demonstrated competencies. Activities typically include mentoring, coaching and practical on-the-job or field-based experience (internship). Evaluation is both formative and summative. Licensure and certification are common in many jurisdictions although not all systems see the need for licensure. However, there are several challenges that remain. Many systems struggle to identify and support potential leaders early in their careers. In terms of the principalship, determining when a candidate is ready for the principalship remains a challenge in most jurisdictions. Whilst there are standout programmatic examples, such as Singapore, most efforts are somewhat ad hoc and often rely on self-identification and self-management. Education systems seem reluctant to adopt best practice from other areas. For example, most systems are yet to adopt and implement a long-term talent management strategy. The impact of the programs on improving student and school outcomes remains unclear. The most effective programs are expensive to run. Resourcing is variable across jurisdictions, and so whilst identifying and developing educational leaders are acknowledged as important, often this is not matched by appropriate resourcing.

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