CAPEA President's Message.
CAPEA is celebrating its 19th year of the journal, Educational Leadership and Administration: Teaching and Program Development. This year's theme, "Leadership in a Global Society: Dispositions and Preparation," focuses on the recognition that we live in world that is arguably more connected than any other time in history. Friedman (2005) speaks to this phenomenon and to the opportunity that has occurred in recent decades with the advancement of technology. As those who prepare school administrators, we must ask ourselves how preparation programs ensure that those emerging leaders possess the knowledge, skills, and dispositions and necessary to be successful in a global community.
Our invited paper, "What Being a Successful Principal Really Means: An International Perspective," was written by Christopher Day of the University of Nottingham. Day discusses emerging data from the International Successful School Principals' Project. There are both similarities and differences that cross international boundaries; all successful principals share the ability of working with a wide range of stakeholders to form strategic partnerships. They also have commitment and resilience and are able to promote these positive qualities in others that they work with. Day then discusses the combinations of skills and abilities successful principals use at various times and with different emphases in order to meet the particular needs of their schools and constituencies.
The theme of "Leadership in a Global Society" continues with Michael C. P. Fanning's paper titled, "Developing a Perspective on the Global Achievement Gap: School Leaders as International Collaborators." Fanning gives us examples from around the world of educational leaders who are concerned with improved learning for all students. He then discusses how the value of gender, the peripheral costs of education, socio-demographics, religion, and ethnicity can intensify the achievement gap. Several steps to eradicate the global achievement gap are suggested, as well as how school leaders can work to overcome these inequities for all children.
Bonnie Piller's article, "Preparing Educational Leaders for the Global Society: Learning Conversations with Professors in Thailand," summarizes a visit from a multi-disciplinary team of professors who spent a month working at six Rajabhat universities in Thailand. While some discussion topics were predictable, other themes that emerged were unexpected and had an entirely different focus than the achievement and testing issues found in US schools.
In addition to the global leadership theme, there are articles which highlight the CAPEA focus areas of teaching educational administration, diversity and justice, technology, research, and advocacy.
G. Thomas Bellamy, Connie Fulmer, and Rodney Muth authored "Five Ideas for Reframing the Principalship." In this article, they discuss five ideas that assist the principal with improving learning outcomes for students. Jose Lalas and Eva Valle have used the lens of social justice and narrative inquiry to show how race, ethnicity, class, gender, sexual orientation, poverty, and disability have directly impacted student learning. Recommendations for educational leaders are included in their work, "Social Justice Lenses and Authentic Student Voices: Enhancing Leadership for Educational Justice." The work by T. Mack Hines III, "The Effect of Leadership Style on Preservice Concerns about Becoming a Principal," suggests that the supervising principal's leadership style is an influential determinant of preservice principals' concerns of becoming a principal, particularly when the supervising principal has a transformational style of leadership. Dorothy Garrison-Wade, Donna Sobel, and Connie Fulmer suggest in their article, "Inclusive Leadership: Preparing Principals for the Role That Awaits Them," that in order to improve learning for all students, including those identified with special education needs, we need to better equip our future leaders with the skills to understand and work with special needs students, which in turn will help with the recruitment and retention of special education teachers. Wayne Padover and Donna Elder's article, "Fund Development Strategies from Higher Education for K-12 Administrators," discusses how K-12 leaders might utilize similar methods to those used in obtaining funding for institutions of higher education.
Finally, CAPEA Senior Editor Elizabeth C. Reilly presents "Leadership in a Global Society: Habits of Mind, of Heart, and of Action"--a discussion of the larger implications of leading and of preparing leaders for a world where values of cooperation and collaboration are more frequently taking precedence over competition and combat. Thoughtful questions for our reflection on the broader themes of this year's journal call us to respond.
CAPEA is an organization which is committed to developing school leaders who have the best interests of our students at heart and to preparing leaders to be meaningful participants in a global society. If you are not already a member, we hope that you will consider joining our organization. Additional information may be found on our website at www.capea.org.
CAPEA will be hosting the National Council of Professors of Educational Administration (NCPEA) next summer from July 29 to August 1, 2008, at the Kona Kai Resort in San Diego. We hope you will be able to join us at this exciting event.
On behalf of the authors and editors, thank you for taking the time to read and reflect on the work included in this journal. We hope that it offers ways to improve our programs as well as broaden and expand our horizons.
Friedman, T. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus, & Giroux.
Deborah E. Erickson
California Association of Professors of Educational Administration California State University