Articulation + Action = Effective Leadership Development  

Reporter: Kurtis Smyth, Illinois State University 

Panelists: Jeff Dase, Deputy Superintendent, Rock Island/Milan SD 41, Ian Scott, Principal, Rock Island/Milan SD 41, Andrea Parer, Aspiring Leader, Rock Island/Milan SD 41, Sharon Williams, Ed.D., Superintendent, Rock Island/Milan SD 41 

In this informative session, district leaders from Rock Island/Milan SD 41, a diverse, 14-school system serving 6,200 students speaking 20 different languages shared how they have built a comprehensive, coherent leadership development pipeline grounded in clear articulation and deliberate action. Williams emphasized that effective leadership systems must confront a common challenge: the gap between what districts say they value and what they actually do in practice. Their work, she explained, begins with identifying and closing that “alignment gap.”

The presenters encouraged participants to reflect on their own district behaviors. What do leaders do when no one is watching? Also, to consider which actions reinforce their values and which unintentionally interrupt progress. This relationship between articulation and access became a central theme: students and staff only gain access to strong leadership when expectations are clearly communicated, consistently modeled, and supported through systems.

A major focus of the session was the district’s multi-tiered Principal Pipeline, which is built on four components:

1. Rigorous Job Standards
2. Pre-Service Training
3. Selective Hiring Procedures
4. Ongoing Support and Evaluation

Their selection process reflects this rigor. Candidates begin with a screening phase, followed by a structured panel interview including an instructional video analysis task and a written scenario prompt. Finalists advance to a superintendent interview based on the STAR method — Situation, Task, Action, Result — with an emphasis on Action, which the district weights at 60%. Dase explained that actions reveal not just what candidates know but how they lead, solve problems, and respond to real challenges.

The district also invests deeply in leadership cultivation for aspiring administrators. The Aspiring Leader Academy uses a strenuous application and interview process that requires candidates to reflect on their leadership story, articulate their values, and demonstrate both instructional insight and relational skills. Mentorship, shadowing opportunities, and structured meetings provide meaningful on-the-job development, helping leaders grow through direct experience.

Students remain at the center of this leadership work. The presenters highlighted moments where students demonstrated confidence and ownership such as a child proudly saying, “I did it!” — as evidence of the impact strong leadership has on school culture. They noted that when students consistently make connections with a “champion” in their building, it often reflects the systems leaders have created to support staff, instruction, and relationships.

Challenges persist, particularly regarding time constraints and staffing shortages. However, the district continues to anchor its development work in purposeful action. Leaders use an Articulation Checklist to align daily practices with school improvement plans, ensuring that leadership behaviors support academic and organizational goals.

Ultimately, the presenters reinforced that leadership development does not happen by accident. When districts pair clear articulation with intentional action, they create systems that cultivate effective leaders and improve student outcomes.