Table Of ContentREDESIGNING EDUCATIONAL
LEADERSHIP PREPARATION
FOR EQUITY
Delivering equity for PK-12 learners is an essential aim for educational leader-
ship preparation programs. This book serves as a resource for equity-focused
design and redesign thorough innovation, improvement, and impact.
Based on direct experience while also drawing from innovative exemplars,
and unpacking a decade of research on program improvement practice, this book
explores how to foster partnerships and pipelines, recruit and select candidates,
map the curriculum, develop powerful learning experiences, create field experi-
ences, design program evaluation, and support faculty learning. Each chapter
opens with a vignette that presents scenarios in which many faculty members
find themselves, particularly when programs are in need of improvement.
Drawing on years of experience facilitating redesign, the authors offer both pro-
cesses and resources to assist faculty, including diagnostic tools, sample agendas,
templates, guiding questions, and suggested protocols.
Whether facing new accreditation requirements, state program approval
changes, institutional redesign challenges or as part of a grant-funded redesign, this
book is a critical resource for educational leadership faculty and program coordina-
tors looking to garner the appropriate resources, ask the right questions, and follow
reliable processes in program design and continuous improvement toward equity.
Chapter resources and templates available for download online at https://
www.routledge.com/9780367673543 on the tab that is entitled “Support
Material.” Please also join Redesign.Improve.Innovate—an online forum
focused on preparation and practice improvement found here: www.Redesign
ImproveInnovate.org.
Michelle D. Young is Dean of the School of Education, Loyola Marymount
University, USA. She is a former Executive Director of UCEA.
Ann O’Doherty is aTeaching Professor and Director of the Danforth Educational
Leadership Program at the University of Washington, USA.
Kathleen M. W. Cunningham is anAssistant Professor of Educational Leadership
and Policies at the University of South Carolina, USA.
REDESIGNING
EDUCATIONAL
LEADERSHIP
PREPARATION
FOR EQUITY
Strategies for Innovation
and Improvement
Michelle D. Young
Ann O’Doherty
Kathleen M. W. Cunningham
First published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Michelle D. Young, Ann O’Doherty, and Kathleen M. W.
Cunningham
The right of Michelle D. Young, Ann O’Doherty, and Kathleen M. W.
Cunningham to be identified as authors of this work has been asserted by
them in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested
ISBN: 978-0-367-67356-7 (hbk)
ISBN: 978-0-367-67354-3 (pbk)
ISBN: 978-1-003-13097-0 (ebk)
DOI: 10.4324/9781003130970
Typeset in Bembo
by KnowledgeWorks Global Ltd.
Access the Support Material: https://www.routledge.com/9780367673543
This book is dedicated to my husband, Derek
Young, who has provided me with consistent
encouragement and love over the course of my career
and to the memory of my dear mentor, Professor
Alicia Scribner, who provided me with my first
opportunity to serve as a Graduate Teaching Assistant.
Her faith and support continue to reverberate.
Michelle D. Young
To my partner, Brian O’Doherty for your unwavering
support, love, and the joy you bring to my life. To
my friends and colleagues who I have had the good
fortune to learn from and laugh with along the way.
Ann O’Doherty
To my husband, Matt Cunningham, and the other
members of my family for your constant support,
love, and encouragement. To my colleagues and
mentors; thank you for inviting me to engage
with the amazing aspects of our profession.
Kathleen M. W. Cunningham
CONTENTS
List of Resources ix
About the Authors xii
Foreword xiv
Acknowledgments xvi
Introduction 1
1 Getting Ready for Program Design 9
2 Fostering Preparation Partnerships and Leadership Pathways 32
3 Beginning with the End in Mind 58
4 Designing and Implementing a Strategic Plan 71
5 Mapping the Curriculum 91
6 Fostering Powerful Learning Experiences 121
7 Delivering Learning Experiences 139
8 Shaping Field Experiences 155
9 Building Supportive Program Structures 176
10 Assessing Candidate Learning 194
11 Recruiting and Selecting 217
viii Contents
12 Evaluating the Program 237
13 Supporting Faculty Learning and Organizational Change 256
Conclusion 272
Index 275
LIST OF RESOURCES
0.1 Collaborative planning process 4
1.1 UW’s partner roles 15
1.2 Identifying key stakeholders, expertise and roles 17
1.3 Clarifying contributor commitments 18
1.4 Developing a shared understanding of effective teams 20
1.5 Guiding questions for successful meetings 27
2.1 Elements of university-district partnerships 36
2.2 Stages of university-district partnerships 39
2.3 Initiating the partnership 40
2.4 Considerations when selecting stakeholders 41
2.5 University-district partnership advisory board members 42
2.6 Reflection questions: Partnership monitoring 43
2.7 Protocol for developing a partnership theory of action 44
2.8 Building, nurturing, and continuously improving a partnership 45
2.9 Reflection questions: Partnership elements 46
2.10 Example Memorandum of Understanding (MOU) components 47
2.11 Steps in sustaining and growing the partnership 50
2.12 Steps related to ending (or saving) the partnership 52
3.1 Collecting creative partners 60
3.2 Surface key knowledge & skill of effective education leaders 64
3.3 Significant district needs 64
3.4 Compare district needs with draft graduate profile 65
3.5 Danforth theory of action aligned to vision 65
3.6 Articulating your program theory of action 67
3.7 Sample partner meeting agenda 67
4.1 Definitions and illustrations of terms 73
4.2 Strategic planning: Graduate profile 77
4.3 Strategic planning: Candidate learning 79
4.4 Strategic planning: Faculty development & organizational routines 80
4.5 Strategic planning: Measuring progress 82
