Rethinking Leadership in K-12: Ensuring that Those in Positions of Leadership Are also Positioned to Lead

Abstract

The structure of public school systems does not foster or grow leadership. Instead, individuals are promoted through the system most frequently as a result of having held certain positions. Teachers become classroom personnel. Classroom personnel become administrators. Administrators become principals. These progressions from classroom to principal are infrequently accompanied by educational pathways or professional development that ensures that those entering into positions of leadership are actually prepared to lead. Instead, people ascend to positions of leadership after having obtained the “right” credentials or walked in the “right” shoes. The consequence of this practice has led to a significant number of people who hold leadership positions but are ill-equipped to lead. This chapter will address this situation by contemplating what can be done to (a) prevent people who should not be leaders from becoming leaders and (b) create a system that cultivates leaders who both hold leadership positions and are positioned to lead.

Citation

Slayton, J. (2016), "Rethinking Leadership in K-12: Ensuring that Those in Positions of Leadership Are also Positioned to Lead", The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations (Advances in Educational Administration, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 57-72. https://doi.org/10.1108/S1479-366020160000026004