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Abstract

Thirty years after the report that started the latest round of educational reform, A Nation at Risk (National Commission on Education Excellence, 1983), the Wallace Foundation began funding a series of studies examining the preparation of school and district leaders. Bringing together findings from four reports, one each by the American Association of Colleges for Teacher Education (AACTE), The School Superintendents Association (AASA), the American Institutes for Research (AIR), and the University Council for Educational Administration (UCEA), the Wallace Foundation issued five key recommendations for university preparation of school leaders. This call to action was sounded at a time when a shortage of school leaders is both active and continuingly predicted, and in which a seemingly ever-increasing focus on accountability continues to prevail. The attention to quality of the next generation of educational leaders equipped to face challenges of leading schools for the future in the Wallace report includes a focus on a high-quality curriculum emphasizing the skills principals most need, such as the ability to be instructional leaders, and also enables candidates to practice important job skills (Wallace Foundation, 2016).

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