It is axiomatic that leaders affect the success of organizations. However, the particular attributes and behaviors of leaders have differential effects across organizations with diverse governance and organizational arrangements. New ways of governing and organizing schools and school systems shape the leadership environment, just as leaders shape organizations. The characteristics typical of leaders (bringing others to places they had not intended to go) are increasingly being supplemented with characteristics associated with entrepreneurs, such as identifying a problem, addressing it with a compelling idea, and setting about its remedy by creating and growing a business.
CEG researchers study the implications of leadership within emerging and traditional school contexts. These include comprehensive school reform, charter schools, charter management organizations and other innovative forms of educational governance, including school networks.
- Charter Management Organizations: A National Study of Scale-Up and Strategic Planning
- Urban School Districts Reform Initiative
Charter Management Organizations: A National Study of Scale-Up and Strategic Planning
October 2008 – September 2010
The Center on Educational Governance (CEG) studied CMO scale-up and strategic planning. CMOs are nonprofit entities that oversee a network of charter schools and that 1) have a common, identifiable mission or instructional design across all schools; 2) have a home office/unified management team that provides significant, ongoing administrative support to charter schools; and 3) manage only classroom-based sites.
The study aimed to include all CMOs nationwide that currently operate at least 3 school campuses and have established plans to scale-up in the future (about 35 CMOs). Study methods included in-depth interviews with the CMO founder(s) and another member of the administrative team (2-3 interviews per CMO). Interview questions covered factors that influence scale-up, from finance and governance/management strategies to public policy at the federal, state and local levels.
Funding Source: U.S. Department of Education.
Urban School Districts Reform Initiative
July 2005 – 2009
Four urban school districts were awarded 3-year implementation grants by the Weingart Foundation, as part of its Urban School Districts Reform Initiative. The Initiative was launched in 2006 with the goal of supporting targeted reform efforts in smaller (5000-35,000 students) urban school districts educating high numbers of low-income students. The CEG research team assisted the Weingart Foundation in developing the Initiative and in selecting the four districts. During the grant period, the research team facilitated a collaborative learning community among the four districts, and evaluated implementation across the four reform projects.
Funding Source: Weingart Foundation.
Books and Book Chapters
Hentschke, G. C. (2010). Developing entrepreneurial leaders, in B. Davies & M. Brundrett (eds.) Developing Successful Leadership, London, Springer Science+Business, pp. 115-132.
Hentschke, G. C. (2007). Entrepreneurial leadership. In B. Davies, The essentials of school leadership 2nd edition London: Sage Publications Ltd. pp.147-165.
Kourilsky, M. L., Walstad, W. B., & Thomas, A. (2007). The Entrepreneur in Youth: An Untapped Resource for Economic Growth, Social Entrepreneurship, and Education. Northampton, MA: Edward Elgar.
Davies, B. (2005). The Essentials of School Leadership. London: Paul Chapman Educational Publishing.
Deal, T. E., Hentschke, G. C., & Kecker, K. (2004). Adventures of charter school creators: leading from the ground up: Rowman & Littlefield.
Davies, B., & West-Burnham, J. (2003). Handbook of Educational Leadership and Management. London: Pearson Education.
Murphy, J., & Datnow, A. (2003). Leadership Lessons from Comprehensive School Reforms. Thousand Oaks, CA: Corwin Press.
Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (December 2010). Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education. Elementary School Journal, 111(2), 282-313.
Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (April 2010). Developing a psychometrically sound assessment of school leadership: The VAL-ED as a case study. Educational Administration Quarterly, 46(2), 135-173.
Hentschke, G., Nayfack, M. & Wohlstetter, P. (2009). Exploring superintendent leadership in smaller urban districts does district size influence superintendent behavior? Education and Urban Society 41(3), 317-337.
Hentschke, G. C., & Wohlstetter, P. (2007). Conclusion: K-12 education in a broader privatization context. Educational Policy, 21(1), 297.
Kourilsky, M. L., & Hentschke, G. C. (2003). Educational entrepreneurship and covisionary multisectorism. International Journal of Entrepreneurship Education, 2(1).
Datnow, A., & Castellano, M. E. (2001). Managing and guiding school reform: Leadership in success for all schools. Educational Administration Quarterly, 37(2), 219.
Wohlstetter, P., & Briggs, K. L. (1994). The principal’s role in school-based management. Principal, 74(2), 14–17.
Hentschke, G., & Wohlstetter, P. (2006-2007). How public education policy shapes the education industry and vice-versa. University of Southern California Urban Education(Fall/Winter), 23-27.
Hentschke, G. C. (2006). Privatization in education: Myths, realities, prospects. University of Southern California Urban Education, Fall/Winter, 17-19.
Deal, T. E., & Hentschke, G. C. (2005). Different wine in different bottles: Entrepreneurial leaders for charter schools. University of Southern California Urban Education, Fall/Winter.
Hentschke, G. C., & Wohlstetter, P. (2004). Cracking the code of accountability. University of Southern California Urban Education, (Spring/Summer), 17-19.
Marsh, D. D., & Datnow, A. (2003). The role of the principal in comprehensive school reform. University of Southern California Urban Education, Fall, 18-20.