Preparation: Educational leadership beyond illusion

The reconceptualization of education will require prepared leadership capable of responding to a changing world. This case study reviewed the language of administrators enrolled in Fordham University\u27s Educational Leadership Program in an attempt to determine the presence or absence of attributes considered essential by theoreticians for the reconceptualization of education. Language samples were coded using indicators representative of four attributes: reflective practice, participatory empowerment, intellectual knowledge, and critical understanding. Results suggest that the preparation model was successful in altering the language of its participants consistent with the attributes deemed essential by theoretical models examining reconceptualization within a changing society. Aspects of Fordham\u27s program contributing to language change were considered along with specific recommendations for administrative preparation programs