Looking for school leaders.

School districts across the country are facing a shortage of qualified school leaders so state policymakers are looking at different ways to increase the pool of qualified and interested candidates.

Wanted: An energetic individual with experience in personnel management, negotiation with union and nonunion staff, community relations, team building, data analysis, local and state level lobbying (federal experience would be a plus), budget oversight, and facilities management. The candidate should also have knowledge and experience with public speaking and working with children of varying socioeconomic and ethnic backgrounds. Experience as a social worker, teacher, custodian, bus driver, mechanic, secretary and chef would also be helpful. Salary not commensurate with education and experience.

School districts across the country are trying to find qualified and interested people to become superintendents and principals. The problem isn't new. For the last 20 years, New York city, the nation's largest school district, has had on average a new school chancellor every two years. The Los Angeles Unified School District has seen six new superintendents in the last decade. "We have a true blue shortage of administrators, says California Senator Jack Scott.

States across the country are examining ways to address the shortage of candidates for positions in school leadership. Some states have passed legislation that allows teachers with leadership experience and master's degrees in areas other than administration to become certified as administrators. Others have passed laws that grant a waiver to people who hold master's degrees in business management or public policy and who have been hired by a school district that allows them time to complete the educational requirements for certification. Other states are looking at their certification requirements and gauging whether those rules reflect what is actually needed to be a successful school leader. Still others are looking at recruiting from other states by easing the reciprocity requirements for licenses and finding ways to make retirement and benefit packages more portable.

WHERE ARE THE ADMINISTRATORS?

The average time a superintendent stays on the job is between four and five years. By 2008, the number of principals needed to fill new positions is expected to increase up to 20 percent. In addition to that, 40 percent of current school administrators will be eligible to retire within the next six years. Although the problem seems to be intensified for large, urban districts, location and size don't seem to be factors.

The expectations of the job are changing almost daily. The 2002 federal No Child Left Behind Act is aimed at increasing school accountability. It will drastically increase the responsibilities placed on school leaders. The act requires school performance to be reported to the public, which further increases the stakes and the scrutiny involved in school leadership positions. The requirement for "highly qualified" teachers and certified paraprofessionals adds yet another dimension to a school leader's role.

Even before the federal law passed, experienced administrators knew why other educators were not going after leader positions--stress; time away from home; unfunded mandates; difficulty finding qualified teachers and staff; and increased expectations from the school board and parents leading to the standards and accountability movement. "It's the hardest job I've ever done," says Roy Romer, superintendent of the Los Angeles Unified School District and former Colorado governor. "Governing a state was much easier."

SUPERINTENDENTS FROM THE OUTSIDE

In the climate of today's schools, those hired to lead need to be creative and think outside the normal education parameters. Some districts are hiring leaders from outside education. New York City Mayor Michael Bloomberg has applied for a waiver of the certification requirements for newly hired School Chancellor Joel I. Klein.

School districts in California, Colorado, Ohio, Illinois, Louisiana and Wisconsin, to name a few, have hired superintendents with backgrounds in politics, higher education, the military and business. The hope is that knowledge used in their previous career will help them run their school districts. But why?

"Large urban districts, like New York, Seattle, San Diego City schools or the Los Angeles Unified School District, have needs that can be different from smaller districts. Sometimes those needs are best met by a superintendent with skills that supersede the need for an administrator license," says Scott from California. "While having an educational background is important for school leaders, at the superintendent level, we have school districts with needs that are better served by individuals with a more diverse background."

WHAT ABOUT PRINCIPALS?

Florida and Michigan have the least stringent requirements for principals. Local school districts can set their own standards. "Our goal is to tap into talented professionals who are looking to retire from their current careers, but are young enough to be able to step up and lead a school in a positive way," says Florida Senate President James E. King Jr.

States such as Texas, Vermont and New Jersey currently have laws that allow school districts to hire people as school leaders who have master's degrees in areas such as management or public policy. In New Jersey, for example, school districts can hire people from outside education, as long as they have master's degrees in management or public policy. Those individuals are ranted a provisional license for one year, but must complete the principal residency program before they are permanently licensed.

Not everyone agrees, however, that a person from outside education can successfully lead a school. "We're very cautious about alternative certification for anyone who doesn't have classroom teaching experience," said Vincent Ferrandino, executive director of the National Association of Elementary School Principals. "But with the emergency shortage of school leaders looming, looking for candidates from outside of education may be a necessity in some areas, provided they have very strong leadership skills and are subject to the same licensing requirements as candidates from within education."

Opponents of recruiting school administrators from outside education say it is a matter of credibility. "In today's world, students are very different than when I became a principal," says Oregon Senator Verne Duncan. "Good principals need to have life experience and excellent people skills. The principal has to mentor teachers. Without any experience as a teacher, I question whether they will have the credibility needed to be that mentor."

WHAT ARE ALTERNATIVES FOR TEACHERS?

States also are looking at ways to tap into the pool of teachers qualified and interested in pursuing the challenge of school leadership. Philadelphia's Leadership in Education Apprentice Design Program, prepares teachers who have shown leadership potential to be principals. Candidates must complete two six-week internships with approved mentor principals, a research project and a performance-based assessment of their leadership skills before they can be licensed.

Missouri passed legislation last session that allows school districts to issue temporary administrator certificates to licensed teachers with master's degrees or who are currently enrolled in a master's program and have a minimum of five years teaching experience.

"I hope the new law will help," says Senator Stephen Stoll. "If we can increase the number of experienced leaders by opening the route to teachers with master's degrees in other areas then that is a step in the right direction."

California Governor Gray Davis signed legislation that allows principal candidates to test out of credential requirements for an administrative license. "The hope is by removing some of the bureaucratic hurdles that can discourage otherwise skilled individuals from entering the field," says Scott, the bill sponsor, "school districts will have a better opportunity to fill open positions with individuals who fit their needs."

Making it easier for districts to recruit leaders from other states is also an alternative. The New Jersey State Board of Education adopted amendments to the state licensing code granting licenses to school administrators from partner states, as long as they hold a license in good standing and can show five years of successful leadership experience.

ALTERNATIVE ROUTES VS. ALTERNATIVE CERTIFICATION

It is important to clarify that an alternative route isn't the same as alternative certification. States are in the process of developing standards for school leaders to ensure that all administrators have the skills necessary to lead their schools so students reach the highest level of achievement possible. Historically, administrator licensing requirements have focused on 'inputs,' such as the number of credit hours completed and previous experience as a teacher. The Interstate School Leaders' Licensure Consortium (ISLLC) and the National Council for the Accreditation of Teacher Education (NCATE) are among the first national organizations to develop common standards and assessments to serve as a guide for legislators in developing licensing criteria for school leaders. Thirty-four states have adopted the ISLLC standards. Nine of those states require prospective principals and administrators to pass the School Leaders Licensure Assessment (SLLA), a test based on the ISLLC standards, before they can be certif ied.

"Opponents of opening the field to people with differing backgrounds keep referring to 'fast food managers' jumping into school leadership," says New Jersey Assemblyman Craig Stanley. "That just isn't happening. We have worked to attract the most talented and prepared people to run our schools. Whether a candidate is from outside education or a teacher with a content degree, they must have a demonstrated set of skills and experience. If they don't meet the requirements, they aren't licensed."

WHERE DO STATES GO FROM HERE?

There seems to be agreement that the school administration profession is evolving and that leaders are having difficulty keeping up with the changes. As a result, states are looking at alternatives, from easing reciprocity to opening routes to business leaders. "We need to look seriously at ways to recruit the teachers who hold an administrative license but who choose to stay in the classroom. In Missouri, we have three times the number of people with administrative licenses than the number of open leadership positions, and we still have a shortage in school administrators," says Stoll. "We have to look at our expectations and make sure they are realistic. Once we make that determination, implementing standards for licensure and how we expect leaders to be trained will be more clear."

The bottom line is that no matter what route is taken, administrators today have to be able to lead their schools so students achieve their highest potential. "Leadership crosses all boundaries. If we are looking for the best, we have to look at all kinds of leaders. They must have the ability to create new partnerships, explore new boundaries and support teachers all while being an advocate for their school, especially their students," says New Mexico Senator Cynthia Nava.

Frances Groff specializes in education issues at NCSL.