Peabody Journal of Education

• Editorial Guidelines
• Subscription Information
• PJE, Volume 87, Issue 1, 2012
• PJE, Volume 86, Issue 5, 2011
• PJE, Volume 86, Issue 4, 2011
• PJE, Volume 86, Issue 3, 2011
• PJE, Volume 86, Issue 2, 2011
• PJE, Volume 86, Issue 1, 2011
• PJE, Volume 85, Issue 4, 2010
• PJE, Volume 85, Issue 3, 2010
• PJE, Volume 85, Issue 2, 2010
• PJE, Volume 85, Issue 1, 2010
• PJE, Volume 84, Issue 4, 2009
• PJE, Volume 84, Issue 3, 2009
• PJE, Volume 84, Issue 2, 2009
• PJE, Volume 84, Issue 1, 2009
  • Abstract: Guthrie
  • Abstract: Goldring
  • Abstract: Loss
  • Abstract: Smrekar
  • Abstract: Caboni
  • Abstract: Marsh and Dembo
  • Abstract: Everson
  • Abstract: Guthrie and Marsh

The Changing Context of K-12 Education Administration: Consequences for Ed.D. Program Design and Delivery

Peabody Journal of Education, Vol. 84, No. 1

Ellen Goldring 
Peabody College of Vanderbilt University
Patrick Schuermann
 Peabody College of Vanderbilt University

This article explores the changing context of school leadership in our nation, a context that requires education leaders who are skilled and knowledgeable with a new set of dispositions to lead complex, diverse, and innovative institutions.  The article also discusses recent critiques of existing leadership preparation programs, with emphasis on what has been said about the Ed.D. and Ph.D. degrees in educational leadership.  Data are provided about trends in advanced degree offerings in higher education institutions, and the mission statements of top ranked graduate programs in education leadership are assessed.  Finally, the article discusses the consequences that these trends, critiques, and the changing context of school leadership might have upon the design and delivery of leadership preparation programs for current and aspiring school leaders.

ABOUT THE AUTHORS
Ellen Goldring is Professor of Education Policy and Leadership at Peabody College, Vanderbilt University. Dr. Goldring's research focuses on improving schools with particular attention to educational leadership, governance, and access and equity in schools of choice. She has served as the co-editor of Educational Evaluation and Policy Analysis and is the author or co-author of numerous articles, book chapters and books including: Principals of Dynamic Schools; School Choice in Urban America: Magnet Schools and the Pursuit of Equity; Leading with Data; and From the Courtroom to the Classroom.  Dr. Goldring holds a Ph.D. from the University of Chicago. 

Patrick J. Schuermann is a research assistant professor of educational leadership and public policy at Peabody College of Vanderbilt University.  He serves as the director of technical assistance for the Center for Educator Compensation Reform (CECR), the comprehensive assistance center for Department of Education's Teacher Incentive Fund (TIF) grant.  In this capacity, Dr. Schuermann coordinates outreach to the 34 sites funded through the TIF project in such domains as communication planning, data quality planning, the evaluation of teachers and principals, utilizing value-added measurement to assess teacher and school effectiveness, and the alignment of professional development to performance award programs. Dr. Schuermann is a member of the team of experts providing professional development seminars and online materials for school leaders participating in the District Award for Teacher Excellence (DATE) program in Texas. He developed and serves as the faculty chair for the Leadership Institutes at Peabody College. He has authored numerous articles, commissioned reports, and books on education leadership and teacher development. Previously a teacher, tutor and leader at the elementary, middle and high school levels, he holds B.S. and M.A. degrees from Furman University and an Ed.D. from Vanderbilt University.