Educational Leadership Standards: From Contested Histories to Common Trends

Introduction

Leadership in education is all about leaders: who they are, where they practice, what they believe, and how they lead (Bush, 2011; 2019; DuFour & Marzano, 2011; Duignan, 2011; Leithwood et al., 2020; Robinson, 2019). While educational theory, policy, and research are all important, leaders translate these ideas into action through their stewardship of contemporary education (Galloway & Ishimaru, 2015; Leithwood, 2021). There is a growing body of evidence regarding educational leaders’ use of influence in guiding schools and school systems (Bush, 2008; 2011; DuFour & Marzano, 2011; Grissom et al., 2021; Leithwood et al., 2017), and the impact of educational leadership standards on leadership preparation and practice (Green, 2017; Murphy & Louis, 2018; Young, Anderson, & Nash, 2017).

Around the globe, educational leadership standards are proliferating in public education systems (Berkovich & Bogler, 2020; CEPPE, 2013; Elmore, 2004, 2008; Fullan, 2010; OECD, 2015; Riveros & Wei, 2019). Policymakers have utilized the growing body of research on educational leadership to develop and periodically update comprehensive educational leadership standards that frame a variety of processes, from leader selection to performance appraisal and professional learning (Farley et al., 2019; Leithwood, Sun, & Pollock, 2017; Lambert & Bouchamma, 2019; Liu et al., 2017; Murphy, 2017).

One of the main challenges of standards development is the creation of supportive leadership standards that assist leaders in their daily work without adding unintended negative consequences. Supportive educational leadership standards are predicated on the belief that educational leaders are skilled and dedicated professionals committed to the advancement of teaching, learning, and student success. Supportive educational leadership standards assist educational leaders with their growth, development, and practice throughout their careers by promoting an affirmative and optimistic view of educational leaders and educational leadership as vital forces for positive change in public education. Supportive leadership standards uphold the diverse contexts in which educational leaders work, the core beliefs and values they espouse, the growing complexity of their work, the translation of leadership theory into practice, and the vital connection between leadership preparation and practice (Williams, 2018).

Supportive leadership standards are located at the midpoint between the highly polarized views of education standards found in the literature. Many aspects of educational leadership standards are contested, including their history, theoretical underpinnings, and covert and overt purposes (Duignan, 2011; English, 2000; 2012; Gorlewski, Gorlewski, & Ramming, 2012; Green, 2017; Leithwood, 2017; McCarthy et al., 2016; Murphy, 2000; 2015; Pazey & Cole, 2012). At one extreme, scholars like English 2000; 2012) have described education standards, including leadership standards, as prescriptive instruments of compliance and enforcement that drive neo-liberal, market-based reforms in public education. At the other extreme, scholars like Murphy (2000; 2015; 2017) have viewed leadership standards as progressive frameworks for reshaping the profession toward learning-centred leadership committed to student well-being. This chapter will commence with a discussion of educational leaders and leadership. As well, attention will be devoted to examining the contested nature and evolution of educational leadership standards. To provide additional context, leadership standards from various jurisdictions will be outlined. Additionally, the core features of leadership standards will be presented, including standards development processes.