Thoughtful selection of project leaders is critical to program success. Leaders are needed at every level of the project and expertise, knowledge, training and support may vary depending on the position description. Elaine Woo provides clear examples on her poster (#5) of the people skills that are critical for leaders at every level of a successful LSC project. She also talks about waiting to select the "right" person for the job an important idea that has proved true for us.

When choosing leaders, it is important to consider the strengths of the candidates individually and in relation to the leadership team and role each individual will play. Diversity is key, enriching every aspect of the program. Multiple attributes are indicators of success in leadership positions in an LSC program. Examples include: a deep understanding of inquiry teaching and learning, pedagogical content knowledge, knowledge of science and mathematics content and how children learn; experience implementing the standards-based curriculum and assessment; credibility with colleagues; and the ability to motivate and challenge others to reason and become critical friends.

Another important aspect is motivation to become a leader not every expert teacher wants to be a leader. Motivation to assume a leadership role is important. Therefore, the potential to grow, adapt to ambiguity, and learn become factors. Identifying potential may be one of the most important aspects of selecting leaders. Who knows it all in the beginning or even after years of work? What is enough knowledge is another important question. There are so many variables some not tangible - yet critical when choosing the "best" person for a specific position. Then, there are the complications that district-hiring policies can add to the mix.

Other attributes that I look for include a thirst for learning, willingness to reflect on hard questions, and ownership of philosophies and practice reflective of the project. How teachers interact with children is very important. Do they really listen? Ask productive questions? We find that teachers often tend work with adults in much the same ways as they work with children. Respect for the learner is essential.

Leadership is certainly not a one-size-fits-all model when considering selection, development, or support. There is so much more to consider and you have put critical issues on the table. I wonder if we all made a poster on leadership, what common threads would emerge? What variations and why?