چکیده (انگلیسی):

Grand Valley State University (GVSU) in conjunction with the Grand Rapids Michigan Public Schools
(GRPS) collaborated to implement a Wallace Foundation Grant Program designed to develop urban
school leaders. The theoretical constructs of the program were evident in the research on leadership and
change. This research formed a basis for the customized program content. Three major constructs were
explored: (a) characteristics of eective leadership, (b) change and communities of practice, and c) adults
as learners. The program coordinated state standards, integrated district initiatives, and provided the
aspiring leaders/candidates with skill sets that could be transferred to current and future settings. The
program was created around a cohort model, with participants who were carefully selected for leadership
development. The GRPS district leadership chose the participants based on their potential for successful
urban school leadership. The implementation of the program by GVSU faculty was based on a unique
team teaching approach. The instructional team members were selected based on their urban school
leadership experience and their highly successful collegiate teaching experience. GVSU faculty prepared
a customized course of study for the cohort participants. Ultimately, the course of study was designed
to lead the participants toward a Master's Degree in Educational Leadership or Educational Specialist
Degree. There was an expectation that all cohort participants would complete (a) a degree-seeking
program, (b) the required courses needed to obtain Basic Administrator Certication, or (c) a Michigan
Central Oce Endorsement. All aspiring leaders/candidates had a customized planned program prepared
for them, outlining how they would be able to complete the course of study A survey of participants
at the conclusion of the program strongly indicated the value of the cohort model in their development
of skills to be eective urban school leaders. At present, approximately 90% of the cohort participants
either remain or have been promoted as urban school administrators.