Abstract

A new breed of leader is needed for American public schools, one who can both promote the public good and meet modern accountability demands. Often referred to as a scholar-practitioner, this type of leader blends theory with practice, philosophizing practice while practicing a philosophy. Such blending in a person is not simple, however, because practical and theoretical knowledge are qualitatively different. Instead, a blending of spectatorknowledge and participant knowledge is needed. Coupled with a thorough understanding of organizational realities, an awareness of these types of knowledge enables leaders to empower individuals within the schools, simultaneously fostering democratic principles, ensuring social justice, and giving voice to all.