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ISLLC Standards and School Leadership: Who’s Leading This Band? by Paul Pitre & Wade Smith - October 10, 2004The Interstate School Leaders Licensure Consortium’s (ISLLC) standards serve to define expected outcomes and activities for effective school leaders. As such, the standards provide a comprehensive overview of leadership in our nation’s schools and serve as important referents for measuring school improvement and effectiveness. This article examines the centrist perspective of the standards, where the principal is viewed as the leader, posits reasons why the centrist view of the principalship is offered, and argues that this centrist notion of the leader is likely to encourage the under utilization of the collective human capital available to a school and ultimately stifle school improvement efforts.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Paul Pitre
Auburn University
E-mail Author
PAUL PITRE is Assistant Professor of Educational Leadership at Auburn University. Hi research interests include leadership and governance, college choice, and P-16 education policy. His reecent publications include: Collaborative Policy Research: Preparing educational leaders for advocacy and The Bridge Project: Strengthening K-16 transition policies.
- Wade Smith
Louisiana State University
E-mail Author
Wade Smith is the Laboratory School Director at Louisiana State University. His research interests include school leadership and self efficacy. His recent publications include: Principal self-efficacy and effective teaching and learning environments and Self-efficacy in a sample of education majors and teachers.
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