The final journey a leader of content knowledge must undergo is to provide consistency, concentration, and meaning within the day-to-day uncertainties of a change initiative. At this critical juncture in the implementation process, administrators-as-managers assume the role of distant observer and transmitter of orders. Without a personal framework for understanding the instructional implications of a change initiative or specific knowledge about the theories, ideas, and practices that govern the change initiative, the manager can do little else but inspect and expect.
The leaders of content knowledge, however, do not view a change initiative through binoculars but rather find avenues to insert themselves directly into the change initiative. The leaders of content knowledge will assume a number of different roles outside the formal positions in the school hierarchy— a department chairperson, a member of behavior disorder team, a member of a team to study interdisciplinary studies—to directly experience the uncertainties that accompany any complex social experiment. The dual role of administrator and leader of content knowledge affords the administrator with the opportunity to make the day-to-day adjustments to variables in a new program that are not working as planned. Knowledge of the instructional components of a change initiative provides the leader of content knowledge with the opportunity to meaningfully participate in an ongoing dialogue with faculty on perceptions and priorities of the program. Most importantly, the leader of content knowledge understands the subtle changes that must occur in a change initiative that evolve out of staff insights —what the literature calls tacit knowledge— about what is working and what is not working in the program.
The final and most important task of a leader of content knowledge is to leave the situation in good hands —or what the literature now calls, “distributed leadership” (Spillane, et al 2001). Being embedded in the day-to-day operations of the instructional improvement initiative provides the leader of content knowledge with a unique vantage point from which to evaluate the leadership potential of those most involved in the change effort. When working shoulder-to-shoulder with teachers and other staff members the leader of content knowledge can accurately assess what a potential teacher leader understands of the theories, ideas, and practices associated with the change initiative, her ability to influence her colleagues to stay the course, and her commitment to the goals of the change initiative. The underlying goal of working closely with prospective teacher leaders is to assist in the development of a knowledge base and interpersonal skills to institutionalize the strategies teachers and administrators have agreed upon. The most satisfying part of the situational journey are the weekly conversations with teachers, department chairpersons, and support staff who have assumed the mantle of leader of content knowledge and knowing that it is safe to move on to the next instructional challenge.
The Journey Never Ends
The characteristic that distinguishes administrators-as-managers and leaders of content knowledge is evidenced in the way the change initiative culminates. Administrators-as-managers approach the change initiative process as a series of tasks which the supervisor in charge checks off one-by-one. The final “check-off” might be a completed budget, a new room configuration, the administration of a test, or the filing of a report.
Leaders of content knowledge, on the other hand, understand that changing the hearts and minds of those most directly working with children requires a process in which teachers are immersed in learning environments and conversational forums where they are able to interact with colleagues and mentors about the theories, ideas, and practices they are being asked to apply in their classrooms. Teachers are willing to change very deeply held beliefs and practices about teaching and learning if the change makes sense to them, if they perceive a long-term commitment by an administrator to the change initiative, and if they receive proper support throughout the change process. So, for the leader of content knowledge the journey never ends. One situation leads to another situation.
Alan C. Jones 