Sustaining leadership development in a time of rapid change:
The ULA model

By Carole Gupton

As every administrator knows, staying abreast of the latest research and best practices within the field of PK-12 administration can be a daunting challenge. That’s why the Department of Educational Policy and Administration (EdPA) and the office of Continuing Professional Studies (CPS) are strongly committed to providing PK-12 administrators with timely and convenient opportunities to access cutting-edge research and best practices from around the country.

One exciting way EdPA and CPS are meeting this commitment is through a professional studies collaboration with four public school districts in the Twin Cities. Known as the Urban Leadership Academy (ULA), this collaboration strives to meet the needs of both new and experienced school leaders by providing a framework for assisting school leaders in creating high-performing schools within urban areas.

Started in 1996, ULA continues to expand both in terms of the number of participants it attracts and in the type of services it provides. Besides holding interactive workshops throughout the school year and a summer institute featuring locally and internationally renowned speakers, ULA offers opportunities for school administrators to interact and share ideas.

For example, a ULA advisory council composed of designated leadership staff from the partnership school districts meets four to six times a year with College faculty and staff to develop and review program content and delivery. The advisory committee also assists in selecting an annual program theme relevant to their current leadership roles and needs – ensuring ULA meets the practical needs of today’s school leaders while recognizing that the 21st century requires a new kind of principal and leader!

This year’s program theme, Solving the Puzzle of Achievement for All, has guided the selection of speakers and topics for the 2003-2004 school year. Well-known east coast principal Steve Edwards kicked off the year with a dynamic presentation on The Role of Trust in Addressing the Achievement Gap. Upcoming workshops will cover topics such as conflict and communication styles, mobilizing people through understanding task and relationships, and facilitation skills.

In my opinion, ULA has been successful both because of the trust that has developed among our partners over the years, and because of the unique qualities of the program itself. Put simply, ULA focuses on “real stuff” when it comes to school leadership and reform.

As someone who was an urban principal before becoming coordinator of the ULA program, I didn’t want only theory when it came to professional development. I wanted practical ideas and concepts about school improvement that were embedded in sound theory. Even though I was veteran principal, I was interested in learning new skills and in sharing my skills with less experienced colleagues while drawing on their ideas and energy. Yet leaving my building to participate in professional development activities was always a difficult choice. It helped to know that at a workshop I would have an opportunity to network, share and reflect with other principals and school leaders. I believe many other school leaders feel the same way.

That is why I am pleased that ULA seeks to bridge and integrate research on leadership in urban education with the experiences of the urban educator. The emphasis on “urban” reflects the need to enhance teaching and learning in an era of rapid political, social, cultural, and educational change. In fact, our member districts - Mounds View and North St. Paul in addition to Minneapolis and St. Paul - are indicative that geography is not what defines urban. We also draw many school leaders from school districts ranging from Edina to Robbinsdale, since all workshops, colloquia, and institutes are open to non-member districts.

Six assumptions provide the premise for ULA::

• There is a critical need for professional development programs to adequately prepare urban educators for effective leadership in the 21st century.

• Collaborative initiatives that expand knowledge and share information among urban school districts and universities/colleges are necessary and desirable.

• Programs and events are collaboratively planned by representatives of participating school districts and college faculty/staff.

• Professional development programs provided to educational leaders will provide a continuum of options, which emphasize the knowledge, skills and values relevant to urban school leadership.

• Evaluation of the ULA program will be ongoing and provide data for continuous planning and decision-making.

• All partners will share staff and funding responsibilities.

School leaders from the member districts attend all activities without personal cost, except for the summer institute. They choose which workshops or topical sequences to attend, and how much time they want to spend there during the day. Breakfast, breaks, and lunch are used to provide additional networking opportunities for participants.

As the ULA coordinator, I am very proud of the work and energy that that all our partners are providing to make this an excellent professional development program for school leaders. ULA promotes thinking about transitions needed in both policies and process to focus on the future, and ULA participants tend to be avid learners who are both challenged and energized by the thought of new possibilities. They are at the forefront of the 21st century school leader—someone who can lead instruction, shape a professional learning community dedicated to the achievement and support of all its students and staff, and connect the outside community and its resources to the school and its goals.

For a program description and the 2003-2004 schedule, please check the ULA Web site at www.cehd.umn.edu/CPS/ULA.

Carole Gupton, Ph.D is a retired principal from Minneapolis Public Schools. She has worked for 35 years as an urban educator. She is a Senior Fellow for the Urban Leadership Academy and the Office of Continuing Professional Studies. You may contact her at cgupton@umn.edu

Subscribe
Want to receive an e-mail notice when the next edition of The Leader is published? Send your e-mail address to licldr@umn.edu and you won't miss an issue.