[Editor's note: This is the third post in our latest blog series by John Chubb, "Building a Better Leader: Lessons from New Principal Leadership Development Programs." See here and here for prior posts.]
Every leadership development program is guided by leadership standards, statements of what successful leaders should know and be able to do. This is true of the exemplars examined in this blog series and of open-enrollment programs run by countless colleges and universities. Thirty-two states comprise the Interstate School Leaders Licensure Consortium (ISLLC) which developed a competency framework that is used in programs licensed in member states. It includes standards relative to school culture, management, community relations, and vision of learning.
In fact, most competency frameworks—whether guiding mundane licensure programs like many carrying the ISLLC imprimatur or other, more heralded alternatives—include similar expectations. School leaders should provide vision, set worthy goals, build effective teams, cultivate positive cultures, drive quality instruction, and get results. One would be hard pressed to distinguish successful from unsuccessful leadership development programs by looking only at competency frameworks.
KIPP’s framework has but four elements, consistent with the expert advice that less is more: student focus (what KIPP also calls “prove the possible”), drive results, build relationships, and manage people. Tellingly, the framework began with just the first two elements—in essence an almost maniacal focus on student achievement, which had been the founders’ secret to success. As KIPP sought to develop more school leaders, it recognized the crucial importance of working with the adults in...