Superintendents and principals are invited to nominate teachers and other school leaders with the interest and aptitude for moving into building and district leadership to the Western Kansas Leadership Academy.

Through a partnership between KASB, United School Administrators of Kansas and the Southwest Kansas Regional Service Center, the Academy was created to address an acute shortage of applicants for principal and superintendent positions in Western Kansas. It is open to participants in districts west of Kansas Highway 14. Nominations from current school leaders are due Sept. 13.

SUBMIT A NOMINATION

Participants must be nominated by a principal or superintendent and are then invited to apply. If accepted, participants will participate in five day-long sessions through the upcoming school year, meeting in Garden City. Participants also can earn college credit in educational leadership from Fort Hays State University based on those standards.

The program, which began in 2021-22, is seeking nominations for the fourth annual cohort of educators that will begin this fall. From the first two cohorts, 13 educators have moved from the teacher level to leadership positions. But even if participants don’t move into a formal leadership role, the skills they learn will be valuable to both the individual and the school system, says KASB Field Specialist and Academy Facilitator Gary Sechrist.

“What we are looking for in this program are teachers who are already teacher leaders in their building,” said Sechrist. “They are good teachers, they understand instruction. They are respected by their colleagues. But they haven’t yet had training on how leadership works. We (who facilitate this program) love seeing how the lights just really come on as they see how they can go to another level. They are thirsting to go beyond what they are doing in their own classroom to leading other teachers.”

Through five sessions, the academy focuses on the seven standards for educational leadership preparation adopted by the National Policy Board for Educational Administration: Mission, Vision, and Improvement; Equity, Inclusiveness, and Cultural Responsiveness; Learning and Instruction; Community and External Leadership; Operations and Management; and Building Professional Capacity. The standards also align with Kansas State Standards.

As a result, program participants can receive prior learning credit and do not have to take the introductory class for a degree in educational leadership at Fort Hays State University, according to Dr. Robert Moody, Coordinator of Education Leadership at FHSU. Scholarship funding is also available for academy participants who enter the FHSU program.
Extensive research shows that leadership is critical to student success. That’s backed up by recent Kansas teacher satisfaction surveys that show the importance of school leadership in teacher retention and engagement. The

State Board of Education has been focusing on strengthening school building and district leaders to support state education goals.
However, in recent years, school districts across the state, but especially in more rural and isolated areas like much of western Kansas have struggled to find candidates for principal and superintendent positions. Program facilitators explain how the academy tries to address some of those causes.

USA Kansas Executive Director G.A. Buie says the program tries to identify strong teachers who may not have thought about being principals or superintendents, but will respond to the challenge if they feel they have support. “All of us who have been in school leadership have had someone one kind of tap us on the shoulder and urge us to take another step,” he said. Sechrist agreed. “I've had a lot of people in these programs say they never saw themselves as a leader until their principal or superintendent came to them and said, you ought to participate in this academy. I see something in you that I don't think you see in yourself.”

For Kim Mauk, CEO and Executive Director of Southwest Plains Service Center, who grew up in the area, then worked for many years in the Clark County (Las Vegas) school system, the program responds to a unique issue in rural western Kansas. “In larger districts, there are more layers a teacher can work in before assuming duties of a principal or higher,” she said. “In our area, you have the make that big jump all at once.”
Sechrist says the academy strives to give “hands on” experience. “We go into classrooms. We do some walk-through observations, and then we talk about it and give them experience of doing evaluations. We bring principals to talk about their experiences. We included some of the former participants that have gone on to the principalship, and we just let them talk and ask questions of the folks that have actually taken that step.”

“The experience equipped me with a multitude of strategies and perspectives on effective school leadership,” said Andrew Korte, a teacher in Wallace County USD 241 who became principal of the Junior/Senior High School after participating in the academy. “One of the most significant aspects was developing a clear and compelling vision for our school. I learned how essential it is to articulate a shared vision that inspires both staff and students, fostering an environment conducive to growth and achievement. Additionally, the academy provided an exceptional opportunity to forge meaningful connections with fellow educators and leaders, creating a network of support that I continue to rely on in my professional journey.”

Brandy Martinez, a teacher in Dodge City USD 443 agreed. “I enjoyed being a part of a community of like-minded individuals who held the same aspirations and goals. The facilitators and guest speakers allowed me to feel empowered in my decision to pursue leadership. I believe educators who are interested in leadership but haven’t made a commitment to coursework or a master’s program would benefit from the WKLA.”
Program facilitators say one of the most powerful elements of the academy is how participants begin to learn what school leadership really involves. “It’s amazing how many teachers say that despite years teaching in a school, they didn’t know what a principal actually does,” said Buie. “They get a whole new appreciation for those roles and begin to see how they can make a difference in them.”

Program leaders also speak highly of the participants. “It’s inspiring to witness their dedication and enthusiasm as they engaged in discussions, shared insights, and collaboratively developed strategies for effective school leadership,” said KASB Field Services Specialist Alma Henry. “It not only highlights the potential of these future administrators but also reinforces the importance of continuous learning and professional development in education, especially in a cohort model of this region.”