Department of Educational Administration


Date of this Version



In: Promoting Critical Ideas of Leadership, Culture and Diversity: The 2010 Yearbook of the National Council of Professors of Educational Administration, ed. B.J. Irby, B.J. Alford, G. Perreault, & L. Zellner. Lancaster, PA, 2010.


Copyright © 2010 by ProActive Publications


My 2009 Living Legend presentation highlighted the fact that the National Council of Professors of Educational Administration (NCPEA) is currently experiencing "lightening speed" issues that Ilced to be addressed sooner rather than later in the scheme of things, Using the metaphor in the title, I suggested that we really can't wait until the "bicycle is finished," but we need to get on and "build the bicycle as we go," Further, I borrowed a phrase from Roger Martin (2007) who in discussing the innovative Amtrak Acela Railcar stated, "The salient issue is the ride, not the railcar" (p.83). I used another metaphor when discussing my scant qualifications for the Living Legend Award. In my research and writing, I have come to believe, "An author is essentially the PEN through which significant others write." I further concluded, "Whatever accomplishments bring me this recognition has resulted from that which significant others have contributed." So, as I began to think about how to approach this invited chapter for the 2010 NCP EA Yearbook, it occurred to me that I was facing the same metaphor once again. My accomplishments have really been dependent on the accomplishments of significant others, and more specifically, the Living Legends who came before me. How could I capture the connection between my accomplishments and those before me? I concluded the only way was to invite them to coauthor the chapter with me, and we would "ride this (under construction) bicycle together." The task has not been an easy one. How do we blend together the thoughts and ideas of eight Living Legends who span a decade and a year? We decided to focus on three pressing issues that we feel NCPEA is currently facing--and three pressing issues needing immediate attention from both our organization and the profession of educational leadership preparation. We further decided to present one issue at a time, with all our responses together.