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Leaders  \nCourtney C. Bentley and Amy J. Samuels  \nUniversity of Montevallo  \nAbstract  \nThis paper posits innovative leadership preparation at one University that established collaborative, shared coursework between instructional and teacher leadership. This re/visioned model focuses on cultural proficiency, distributed leadership, and examination of socially just practices fostering more democratic and inclusive practices. The authors examine how reframing leadership preparation adds legitimacy to leadership roles by better allocating resources to strengthen institutional culture and promote school improvement. Building capacity to develop collaborative, working relationships enhances organizational efficiency and better positions leaders to be agents for instructional excellence equipped with knowledge, skills, dispositions, and vision for socially just leadership within the school and community.  \nKey words: educational administration, instructional leadership, school improvement, social justice leadership, teacher leadership  \nEducation is often criticized for abrupt top down shifts in policy and practice that lead to the dissolution of certain roles and the creation of others before determining their impact. These shifts may also lead to renaming, reframing, or even reallocating interpersonal resources at local levels. The ensuing endemic spread of “trendy” programs and new school roles and titles often become fodder for comic commentary, angst, and frustration across teachers’ lounges, faculty meetings, and lunchrooms. There are times, however, when the renaming and reframing of these roles reflects the work already being done, thereby adding legitimacy and support for these roles and better positioning school leaders as agents for change. The Alabama State Department of Education has embraced this by renaming and reframing the work of teachers, who assume leadership roles outside of their classrooms, by creating standards and an advanced graduate certificate (i.e., Class AA) for Teacher Leadership. Here, veteran teachers who are committed to curricular, instructional, and institutional improvement designed to promote and sustain overall school improvement, but who do not want to enter administration, are renamed and certified as teacher leaders once they complete an accredited Teacher Leader program. We situate this discussion through presentation of a framework for leadership preparation at one University that established collaborative, shared coursework between instructional and teacher leadership. The goal underscoring our work is to explore how leadership preparation can be executed to better allocate resources, strengthen culture, and promote school improvement.  \nIn codifying and legitimizing teacher leadership, the Alabama State Department of Education provided a framework to guide faculty and local educational agencies as they developed advanced graduate programs at the Educational Specialist (Ed.S.) level (i.e., 30 hours beyond the masters) to prepare these school leaders. One University, however, had a unique challenge. In 2000, the University was granted permission to offer an [Ed.S. in](Ed.S. in) Teacher Leadership as an“innovative program,” leading to a Class AA teaching certificate. When the standards were opened for all institutions of higher education to seek program accreditation, faculty had to revise the existing program to meet state standards. Moreover, new standards for the Ed.S. Instructional Leadership program, formerly known as Educational Administration, had been issued. Given the charge of simultaneously revising both programs, faculty and local education agency officials decided to challenge the status quo by expanding areas where teacher leaders are not fully utilized in schools and systems by creating a collaborative, shared program between teacher and instructional leadership. The core of the wo","cbCaisX3oKjCUtby","https://ap.wps.com/l/cbCaisX3oKjCUtby","pdf",60727,"English","# Abstract\n# Framework and Context for Collaborative Leadership Preparation\n## Policy Shifts and Legitimizing Teacher Leadership\n## Alabama Teacher Leadership Standards and Program Development\n# Review of the Literature\n## Tradition and Research on Teacher Leadership\n## Role Ambiguity and Organizational Inefficiency","[{\"question\":\"What is the main purpose of the paper’s leadership preparation framework?\",\"answer\":\"To show how leadership preparation can be designed to better allocate resources, strengthen institutional culture, and promote school improvement through collaboration between instructional leadership and teacher leadership.\"},{\"question\":\"How does the model address cultural proficiency and socially just practices?\",\"answer\":\"It focuses on cultural proficiency, distributed leadership, and examines socially just practices to support more democratic and inclusive school improvement.\"},{\"question\":\"Why did the university need to revise its programs for the Ed.S. level?\",\"answer\":\"A permission change in 2000 introduced an Ed.S. in Teacher Leadership as an innovative program, and later revised state standards for both Teacher Leadership and Instructional Leadership required the existing program to be updated to meet accreditation requirements.\"}]","Frameworks for Innovative Preparation - Collaborative Programming for Teacher and Instructional Leaders | PDF",1792071141,23]