A letter to State Superintendent Debbie Critchfield,

I write to you not only as a professor of Educational Leadership, but as someone deeply committed to the development of strong, capable leaders in our Idaho public schools. I am a long-time Idaho public school educator and school leader in both the charter and traditional public sectors. I now have the privilege of helping cultivate the next generation of school leaders in my role at The College of Idaho. I want to express concern regarding the proposed revision to administrator qualification requirements that would limit the criteria to a bachelor’s degree, a background check, and five years of experience in broad professional fields.

While I appreciate the intent to widen the talent pool and perhaps address leadership shortages, I believe such a sweeping reduction in qualifications may inadvertently undermine the long-term success of our schools. School leadership is not simply a managerial role; it is hopefully one that is intensely instructional and transformational. Preservice graduate programs in educational leadership are not gatekeeping mechanisms, but instead, they are laboratories of reflective practice and fundamental knowledge and skills. These programs immerse candidates in the complexities of educational law, curriculum design, data-informed decision making, and equity-driven leadership. More importantly, they cultivate the ethical and instructional mindset necessary to support teachers and promote student learning. I can say, without a doubt, that even a few courses in educational leadership improve the dispositions, skills, and knowledge of preservice school administrators.  They are, and will be, better-informed and educated leaders as a result of their focused coursework.

Experience in government, the military, or the private sector undoubtedly brings transferable skills. However, there is no true substitute for having walked the halls as an educator, grappling with student needs, navigating parent partnerships, and interpreting policy with classroom consequences in mind. In an era where educational challenges grow ever more complex, our students, and our educators, deserve leaders who are not only capable, but specifically prepared. I urge you to consider maintaining a more robust set of qualifications that honors the depth, responsibility, and unique skill set this role requires.

There are other pathways to broaden and deepen our pool of qualified school leaders.  Among them are increased opportunities for identification and mentorship from existing leaders, state support via partial tuition reimbursement for those seeking the additional skills needed to be effective school leaders, and cohort-based programs aimed at keeping aspiring leaders in their systems to create a pipeline of leadership.

I appreciate and respect your leadership and your service to our schools.  Let’s not open the floodgates to the myriad unforeseen problems this proposal will undoubtedly create.  Instead, let’s encourage our future leaders to learn and grow in a way that is meaningful and purposeful.

With passion and care for our students’ futures,

— By Matt McDaniel, an assistant professor at The College of Idaho, leading the college’s M.Ed. in Educational Leadership program.