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Leadership 2.0/3.0

CU Build Capacity

Leadership 2.0 is a two-year program for mid-career principals to give them skills needed to seek out and solve problems. This program provides Clemson certification and can be used for credit toward an educational specialist degree. The program is a combination of in-person, on-campus, in-district and online work. Nearly 20 are enrolled in the first cohort, but many superintendents also are participating in the opening session. Leadership 3.0 is a two-year program for mentor-coaches to give them skills needed to mentor and coach principals. This program provides Clemson certification and can be used for credit toward an educational specialist degree. The program is a combination of in-person, on-campus, in-district and online work. Nearly 20 are enrolled in the first cohort, but many superintendents also are participating in the opening session.

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Leadership 2.0/3.0 Western Piedmont Education Consortium Logo CU Build Capacity was created for aspiring and current school leaders who have the dispositions needed to bring change to educational settings to meet the learning needs of all children.

Leadership 2.0 is a two-year program for mid-career principals to give them skills needed to seek out and solve problems, while Leadership 3.0 is a one-year program for senior leaders to train them to them coach and mentor future leaders. Both programs provide Clemson certification and can be used for credit toward an educational specialist degree. The program will be a combination of in-person, on-campus, in-district and online work. Nearly 20 are enrolled in the first cohort, but many superintendents also are participating in the opening session.

News and Updates

  • L2/L3 publication in Palmetto Administrator
  • L2 participants are asked to schedule a meeting with their Clemson partner and L3 mentor in October.
  • The next meeting of L2/L3 is November 13 at Newberry High School at 8:30am.

Just Published

Buskey, F. C., & Pitts, E. M. (2013). The role of personal ethical checking in courageous school leadership. NCPEA Education Leadership Review, 14(3), 73-80.

Abstract: When school leaders make calculated decisions to deviate from hierarchical or cultural directives and norms, they may be viewed as mavericks or brigands. This paper details a process of ethical checking to help differentiate ethical decisions from more arbitrary or self-serving ones. The paper examines conflicts inherent in many professional codes. We use our model of artistic insubordination (Buskey & Pitts, 2009) as a departure point and examine the relationship between language and steps from Dr. Martin Luther King’s direct action model with concepts already found in educational leadership. We use both to develop a process of ethical checking. The process should help school leaders attempting to balance the demands of being administrative leaders, democratic citizens, and human beings (Starratt, 2004).

Buskey, F. C. (2013). Servants, managers, and monkeys: New perspectives on school leadership. International Journal of Leadership in Education: Theory and Practice. DOI:10.1080/13603124.2013.807359

Abstract: This commentary links three observations into a framework for viewing hierarchical position holders. The author suggests that confusion between where, who, and what leadership is distorts our understanding and expectations from people in hierarchical positions. The author describes three types of hierarchical actors. Servants are motivated to serve those working at the bottom of the hierarchy. Managers are motivated to create smooth running organizations. Monkeys are motivated by their own self-interests. The way we prepare educational leaders is tightly linked with notions of hierarchy, but the author suggests that decoupling hierarchy and leadership preparation may be beneficial to educational organizations.

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