[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601808-105":59,"doc-detail-601808-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","leadership-academies-a-district-office-perspective","Leadership Academies: A District Office Perspective","","The document presents a district leadership perspective on why partnering with a university can strengthen preparation for teacher and principal leadership. It outlines the policy and accountability pressures of early-2000s accreditation changes, budget constraints, and growing administrator retirements. It then describes a master’s-level partnership academy model that uses integrated curriculum, joint teaching, and project-based assessment. Finally, it reports district administrators’ perceptions of value, including pipeline building, authentic professional development, and district-university benefits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leadership-academies-a-district-office-perspective/601808/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leadership-academies-a-district-office-perspective/601808.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did school districts seek a new approach to administrator preparation?","Question",{"text":112,"@type":113},"Accreditation and accountability expectations shifted toward standards-based, high-stakes models, budgets tightened for professional development, and leaders worried the applicant pool would not meet emerging leadership needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the partnership academy model described in the document?",{"text":117,"@type":113},"Districts and the university jointly design an integrated, spiraling curriculum, jointly teach the academy, and assess participants through portfolios, projects, mentor feedback, and year-end interviews tied to district initiatives.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits did district administrators report from the partnership academies?",{"text":121,"@type":113},"They reported success in building a pipeline for in-house leadership roles, improving retention and local promotion of educators, and providing authentic, comprehensive professional development that advanced district initiatives through collaborative problem-solving.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601808,1792093461,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","A superintendent of schools shares perspectives from district leadership about the benefits of partnering with the university to prepare teacher and principal leaders.  \nLeadership Academies: A District Office Perspective  \nRick Doll  \nDr. Rick Doll is the former superintendent of schools in the Lawrence, Kansas school district. A 39-year veteran educator, Doll has served as superintendent, assistant superintendent, principal, and teacher in various Kansas school districts. He earned a Master’s of Science and Doctorate of Education from Kansas State University, and was honored as the 2014 Kansas Superintendent of the Year. Dr. Doll recently accepted a position at Kansas State University as an Associate Professor of Educational Leadership, and as the Director of the Kansas Educational Leadership Institute.  \nIntroduction  \nIn 2004, public schools across the country found themselves in the middle of an educational shift to standards-based accreditation. Expectations had changed. Schools were being held accountable for the success of all students. The No Child Left Behind Act of 2001 established the expectation that all schools must successfully educate all students. This federal legislation changed school accreditation to a model based on high-stakes testing.  \nAt the same time, school budgets tightened. School districts dealt with budget cuts on an annual basis as the political environment changed. When revenues for professional development diminished, leaders had to focus funds on identified needs connected to the new accreditation model.  \nIn this time of great change, research confirmed an important and positive relationship between the role of the administrator and student achievement (Leithwood, Louis, Anderson, & Wahlstrom, 2004), and the need to build capacity in leaders as part of an effective school improvement process. Leading school improvement efforts became as important asthe role of administrators as managers. Preparation programs for administrators needed to be designed to produce candidates who could succeed in this new environment. Those who prepared new administrators and those who supervised novice principals needed to work together toredesign preparation programs and develop support systems for practitioners.  \nAs these significant changes in accreditation and expectations occurred, concerns grew that with a large number of administrators retiring in the near future, the pool of applicants for school-level administration would not meet these new leadership challenges. Superintendents in the state also questioned the manner of preparation of school principals. Specifically, superintendents began to question whether the traditional university program of students taking a series of isolated courses was the best way to prepare principals for this changing environment (Devin, 2004).  \nEducational Considerations 25  \nA group of Kansas superintendents initiated conversations with Kansas State University about a different way to educate the next generation of school administrators. These conversations resulted in the creation of a master’s level partnership academy model to train and credential emerging educational leaders. Under the partnership academy model, the school districts and the university would develop jointly an integrated, spiraling curriculum to replace the isolated courses that made up a traditional master’s program. Participants would be jointly recommended for the program and academy projects would be directly tied to initiatives in school districts. The curriculum would align with state and national standards, and school district and university personnel would jointly teach the academy curriculum. Portfolios, projects, feedback from mentors, and year-end interviews would be used to assess students. The overall success of the partnership academy model would be evaluated by determining: the number of qualified candidates for leadership positions, the professional growth of district administrators ser","cbCaieswTlsbpIur","https://ap.wps.com/l/cbCaieswTlsbpIur","pdf",164077,"English","# Introduction\n# Educational Considerations\n## Value of Partnership","[{\"question\":\"Why did school districts seek a new approach to administrator preparation?\",\"answer\":\"Accreditation and accountability expectations shifted toward standards-based, high-stakes models, budgets tightened for professional development, and leaders worried the applicant pool would not meet emerging leadership needs.\"},{\"question\":\"What is the partnership academy model described in the document?\",\"answer\":\"Districts and the university jointly design an integrated, spiraling curriculum, jointly teach the academy, and assess participants through portfolios, projects, mentor feedback, and year-end interviews tied to district initiatives.\"},{\"question\":\"What benefits did district administrators report from the partnership academies?\",\"answer\":\"They reported success in building a pipeline for in-house leadership roles, improving retention and local promotion of educators, and providing authentic, comprehensive professional development that advanced district initiatives through collaborative problem-solving.\"}]","Leadership Academies: A District Office Perspective | PDF",13]