Chapter 9: Educational Leadership Program Coordinators and Strategic Utilization of Adjunct Faculty

The tension inherent within educational leadership preparation programs situated in research-oriented universities where teaching and service can be pitted against the demands for research have persisted for decades (Crow et al., 2002; Hackmann & Wanat, 2016). Those faculty coordinating educational leadership programs find themselves in the critical position of managing these tensions to ensure that educational leaders with knowledge and skills to succeed in ever-challenging roles as school and district leaders. Of the scant research on educational leadership program coordinators (PCs), we know that their roles are ill-defined yet time intensive. We know that PCs are charged with a dizzying array of responsibilities that often occupy from 10 to 30 hours weekly, sometimes more (Hackmann & Wanat, 2008; Hackmann & Wanat, 2016). These tasks include, but are not limited to, coordinating accreditation activities, developing and sustaining partnerships with districts and other stakeholders, recruitment and student onboarding, cohort development, leading curriculum design, coordinating cross-program instructional expectations, coordinating the internship, facilitating post-program opportunities (i.e., placement/hiring support, professional development), student continuances and monitoring student academic performance, and course scheduling. Here, the teaching/ service versus research scholarship tension lives. These PC responsibilities operate in direct conflict with faculty job expectations of teaching, as well as research and publishing (Ingle et al., 2020). This role tension, along with the large volume of program coordination responsibilities, often leads to burnout for faculty taking on PC roles. Worse, often those tapped for these arduous roles are junior faculty who find themselves unable to keep up with their other contractual faculty obligations.