Learner-Centered Leadership for Language and Culturally Diverse Schools in High-Needs Urban Settings | Arizona State University

Requirements

There are three levels of participation in the LCL program. At the preparation level, participants are teachers nominated and employed by participating districts. Some of the leadership qualities and characteristics considered in the selection process developed by participating districts includes: a) risk taking, b) successful teachers in classroom with demonstrated effective instruction, c) teachers who enjoy being in the classroom, d) effectiveness in classroom management skills, e) self-direction and initiative, f)ability to work within established standards and structures, g) loyalty to the district, h) stewardship ethos for schools, school district, and community, i) smart people, j) ability to communicate effectively, k) ability to prioritize tasks and responsibilities, l) resiliency, m) individuals in the beginning stage of formal training in educational administration, n) consideration for overlooked persons.

Rising administrators generally are in their first 3-5 years of practice in an administrative position (assistant principal or principal) and are generally nominated by host school or district.

Exemplary school and district mentors are experienced school administrators identified and selected by their local school districts.

More Information

Populations Targeted | Participants | Licensure

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Disclaimer

e-Lead provides information on professional-development programs for school leaders that have submitted detailed information and that also meet certain standards-based criteria. Programs listed at the e-Lead website are not endorsed by either the Institute for Educational Leadership or Temple University's Laboratory for Student Success.