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The title of this paper comes from a quote from Senator William Fulbright, sponsor of legislation that resulted in the American Fulbright Scholar program. The Fulbright Program is based upon a shared commitment by American leaders post World War II who believed everything possible should be done to prevent the horrific tragedy and destruction of that conflict [Fulbright, J.W. (1989, p. xi]. The purpose of the paper is to invite consideration by those who prepare future school leaders to seriously contemplate what future school leaders will need in order to successfully navigate what promises to be increasingly tumultuous conditions. School leaders of the future will need to be "aware of, and find ways of coping with new and often complexifying trends" (Gardner, 2011, p. 286). Future school leaders will need preparation that helps them develop their own minds to meet their futures.

Research shows that half of all teachers working in urban school settings leave the profession within five years, and many who choose to leave are the ones who are most effective (Coggins & Diffenbaugh, 2013.) Manual Rounds, a structured peer observation process based on the established practice of instructional rounds, was implemented at Manual Academy in 2010 to strengthen teaching practices and enhance student learning experiences in the classrooms of teachers new to an urban school setting. Project improvements were made incrementally over three years' time, with a different Manual Rounds model launched in the fourth year. This article offers an overview of instructional rounds before describing the history and progression of Manual Rounds from various stakeholder perspectives including administrators, experienced teachers, new teachers, and Bradley PDS facilitators. We believe the case study shared in this article will offer other school-university partnerships insight and ideas for designing and implementing their own instructional rounds processes.

Globalization provides rich opportunities to educational administration professors for teach and learn. This position paper explores globalization realities and role options for educational leadership professors: (1) to understand globalization implications for education, (2) collaborate at multiple levels with like minded educational experts, and (3) to engage in international program offerings. Educational leadership is an agent of reform on a global rather than national scale. Preparation and career-long development of school leaders throughout the world are integral to the well being of societies everywhere (English, Papa, Mullen, & Creighton, 2012). The American knowledge base on educational leadership is valued worldwide and American educational leadership scholars have rich opportunities to engage in processes of creating future school leaders capable of addressing challenges of globalization.

Reports in the media on American public schools are pretty dismal. Accountability measures enacted with the passing of the No Child Left Behind Law of 2002 include federal and state sanctions for school districts not making adequate yearly progress on state assessments. Typically these results are published locally, which only increases the perception that many American schools are failing to prepare students for the future. Often educators and in particular school leaders are scapegoated in the absence of any other solutions to educate American youth. Marzano and Waters (2009) provide more promising evidence related to American schools. Their meta-analysis, which sought to uncover deeper understandings of the underlying relationships between district leadership and student achievement revealed, "when district leaders are carrying out their leadership responsibilities effectively, student achievement across the district is positively affected" (p. 5). "The accountability movement has put school boards in a new, unfamiliar environment" (Marzano & Waters, 2009, p. 77). Historically, school boards have not focused to any great extent upon student achievement. This study sought the perceptions of sitting school board presidents of expectations for their superintendent. Findings of the study reveal these school board presidents fully support ISLLC and ELCC standards, which provide the foundation for superintendent preparation programs. Female board presidents' perceptions of the importance of several factors were stronger than their male counterparts.

This interpretive case study focused upon the outcomes of a 14-year collaboration between a PreK-4 elementary school serving a high percentage of low-income students and a church located in the same urban neighborhood. The purposes of the investigation were to (1) perform a qualitative study that identified central themes underlying this successful collaboration; (2) effectively integrate the themes into a coherent program theory that characterizes the efforts by stakeholders to impact poverty; and (3) use emerging theory to develop a framework to be adapted by other organizations including--but not restricted to--churches, to effectively address issues of poverty within their communities. Results revealed key aspects of an emerging program theory based upon central themes of respect and spirituality. Collaborative leadership, renewed community, and poverty resources grew from those central themes to produce multiple program outcomes, including: moral purpose, catalytic action, sustainability, collaborative relationships, commitment, educational salience, social knowledge, and poverty understanding and advocacy. These outcomes together characterized the emerging program theory that, while unique to this program, was consistent with much of the literature addressing successful community collaborations designed to impact and cope with poverty. Schools and other community organizations are encouraged to look at this successful collaboration for the building blocks for collaborative program foundations, but also cautioned that many essential ingredients will emerge from the culture that is unique within their school community. (Contains 1 table and 1 figure.)

This assessment is designed as part of a graduate level principal preparation program in the area of supervision and evaluation of teachers. The assessment has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (ELCC 2.2, 2.3, 2.4, 3.3, 5.1, 5.2, and 5.3). The purpose of the assessment is for students to demonstrate understanding of alternatives (from clinical supervision) methods of professional growth for teachers. The assessment is in two parts; the first part is completed in a small group setting where each group presents a proposed (district level) Professional Growth Plan that they develop to the graduate class. The second part of the assessment is an individual implementation plan to apply leadership knowledge and skills to a district they know well. Students are required to make connections between the Professional Growth Plan and the development of a learning community, to identify potential resistance to the plan, proactive measures to reduce resistance, and personal reflection upon professional skills necessary in order to successfully implement the plan.

This manuscript reports results from two open-ended questions from a larger descriptive study that sought to gather perceptions from practicing Illinois superintendents on coursework and other program characteristics in superintendent preparation programs. The study surveyed all Illinois superintendents (873 districts) using an online survey. We asked superintendents two open-ended questions about the knowledge and skills that should be included in superintendent preparation programs and what advice they might offer professors of educational administration to improve superintendent preparation programs. Responses to the first question essentially aligned with national standards for school leadership preparation. When asked to provide advice to superintendent preparation programs, practicing superintendents stated the importance of program relevancy to rapidly changing and challenging school district environments. Respondents provided important insights into moral leadership, political acumen, university faculty credibility, and characteristics of learning experiences. The most often mentioned learning experience was the internship. No respondent reported his or her internship experience had been too rigorous. (Contains 1 table.)

The purpose of this study was to analyze changes made to the design of a principal preparation internship. The study is based in part upon findings of a previous study on internship practices in Illinois administrator preparation programs (Tripses, Philhower, Halverson, Noe, & Morford, 2005) which found discrepancies in the design of internship programs based upon the state standards for principal preparation programs. Revisions were based upon a review of the current literature and faculty analysis of student performance under the previous internship design. Revisions involved clarification of expectations for students through the design of the internship, creation of effective assessments connected to these expectations, and finally employing sound instructional pedagogies to create the kind of leaders American society deserves.