80 PREPARATION OF SCHOOL LEADERS
growth in all areas.... I started training for a principalship when I started as a classroom
teacher” (p. 282).
Sometimes, program participation stimulates changes in professional behavior that in turn
stimulate changes in a candidate’s self-perception. A middle-school teacher, prompted about
his change in understanding about school leadership, said that “Last year, it became apparent
to me that I was thinking more like an administrator than a teacher. I was very involved in dif-
ferent school activities and was already seen as a leader by the staff.... I think the change in
my perspective came as a result of the way other people saw me” (Browne-Ferrigno, 2003, p.
489).
Transitioning through the transformation from teacher to principal sometimes can be chal-
lenging. During a focus-group interview near the close of her program, a veteran teacher on
special assignment as site coordinator of teacher interns talked about the tension she felt hav-
ing to relinquish her “teacher” identity: “I feel like I have a split image.... I don't think of
myself as a teacher as much anymore. But, you know, there's a part of me saying goodbye to
that. And that's a little bit sad” (Browne-Ferrigno, 2003, p. 490).
Many students in leadership-preparation programs, however, do not have such rich,
mentored experiences that stimulate self-confidence. The challenge is made more difficult for
instructors and learners when some students enrolled in preparation programs—large numbers
in some cases—do not intend to become administrators, have little experience in education, or
find that working with adults is not for them. Not only does their inclusion sap resources that
might be applied more selectively (Muth & Browne-Ferrigno, 2004), but their variable
interest in learning about leadership and becoming principals also hinders communal learning.
To support the creation and maintenance of generative learning communities in preparation
programs, we offer the following action recommendations.
First, Focus on Leadership Cadres
Contracts with area districts might focus on producing cadres or cohorts of experienced
teachers and other professionals who already have spent time and energy in leadership roles in
their districts. These adult learner-leaders on beginning their formal preparation could analyze
retrospectively and reflectively their leadership experiences and catalog their strengths,
weaknesses, and needs under the collective guidance of their peers and instructors. The sum
of the weakness and needs could clarify learning opportunities for all, while individual
strengths could be used to help others without similar repertoires. Formal preparation of
principals thus is enhanced through joint university-district efforts that address specific
leadership needs in schools and districts (Browne-Ferrigno & Allen, 2006; Fulmer, Garrison-
Wade, Reiter, & Muth, 2007; Martin, Ford, Murphy, & Muth, 1998).
Second, Take Risks
Being upfront early about one’s learning-teaching philosophy, as risky as this may seem,
is important because this openness provides immediate grist for extended discussions about
the impact of philosophies—whether of teaching, leadership, or values—on individual,
collective, and organizational outcomes. Working through issues related to self-knowing and
reflection, articulating values and purposes, and clarifying how one goes from philosophy to
action provides an excellent foundation and starting point for focused discussions, personal
and interpersonal development, and testing leadership styles and frameworks for change and
improvement in schools (Bellamy, Fulmer, Murphy, & Muth, 2003, 2007). Additionally, such