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for NJDOE approval of an intensive and continuing training Notable, as well, is the fact that the NJL2L program is self-
program for mentors of new school leaders to address the funded, with no financial support from the state. FEA delivers
need for a statewide mechanism that ensures compliance the program without additional costs to the NJDOE. The fees
with state code requirements related to mentor training to paid by the residents include the mentor stipend of $1,500 and
improve the quality of the mentoring experience, and approval another $300 for program maintenance. The program fees
for a comprehensive and coherent support system that are structured for the program to be self-sustaining, not profit-
coordinates standards-based mentoring and continuing job- generating.
embedded leadership development of new school leaders.
The intent of the proposal was to support state initiatives to The program requirements for face-to-face contact with a
improve retention, continuing professional development, and trained mentor, Peer Support Groups, and reflective practice
performance of new school leaders.” guided by the Explorations have the potential to significantly
support new school leaders during the critical first years on the
In May 2005, after a limited pilot program, the state and the job and have the potential to infuse the school leadership ranks
FEA signed a Memorandum of Understanding allowing the in New Jersey with reflective, research-based practitioners.
FEA to train all mentors and to implement the new process One of the notable impacts of NJL2L is its encouragement and
for standard principal certification for all new school leaders development of reflective leadership practices. Through the
using the NJL2L model. Thus NJL2L replaced the state’s Explorations, new school leaders make explicit connections
own induction program, which was thought to be ineffective. between what they see in their schools and communities to
Since implementation in July 2005, 428 mentors have been the New Jersey Professional Standards for School Leaders.
trained through NJL2L and 1,328 new school leaders have Another impact of the Leaders to Leaders program is the
participated in the program. Currently, 518 (39%) of these development of personal and professional networks through
NJL2L participants are employed in high-need districts. the Peer Support Groups, where new school leaders can make
professional contacts and find others to rely upon.

Fast facts about NJEXCEL and NJL2L

In September 2003, FEA was awarded “The 3Rs for School May 2007 FEA Testimony before State Board of Education on
Leadership: Recruit, Retain and Revitalize” SLP Grant. The proposed “Professional Licensure and Standards” to strengthen the Code
project was designed to improve student achievement in nine high- in both certification requirements and school leader preparation
need LEAs in New Jersey by improving recruitment, preparation, programs in the following areas: (1) include rigorous criteria and
retention, professional development, and school leadership practices procedures for NJDOE review and approval of non-traditional
of principals and assistant principals. leadership preparation programs; (2) state certifications in leadership
areas are issued only upon completion of state-approved programs
June 2004 Selection of NJEXCEL was Selected as a “Case Study at the post-graduate levels; (3) all state-approves school leader
Site” by “Learning Innovations at West Ed” for “Innovative Approaches certification programs require a minimum of a master’s degree for
to Alternative Recruitment and Preparation of Educational Leaders admission; (4) clarify the appropriate “recognized leadership and
and Identifying and Learning from Successful Practices.” management fields” that would qualify individuals with a master’s
degree for principal certification, and require that those who have no
In December 2004 NJEXCEL was selected by the US Department P-12 educational experience must complete a State-approved post-
of Education “Office of Innovation and Improvement” for inclusion in graduate program leading to principal certification.”
its publication “Innovation Pathways to School Leadership” as one
of six educational leadership programs that have an “unrelenting July 2007 Supplemental Funding Proposal for 2005 SLP Grant for
commitment to program rigor and quality; a clear vision of strong “The 3Rs for School Leadership: Recruit, Retain, and Revitalize.”
school leadership; a cohort structure that encourages candidates Funding would support an “External Evaluation and Impact Study” of
to support one another throughout their careers; and a culture of the NJEXCEL and NJL2L Programs to determine the extent to which
continuous improvement. the 2005-2008 SLP Project met its goals and objectives to improve
recruitment, preparation, certification, appointment and performance
In April 2005-2008 The SLP Grant: “The 3Rs Project for School of highly qualified principals and assistant principals in high-need
Leadership: Recruit, Retain and Revitalize” was renewed. The schools.
proposed project utilized a systemic approach to improving school
leadership in four urban high-need LEAs in New Jersey through FEA Directors of School Leadership Programs
continued development, enhancement, expansion, evaluation NJEXCEL, NJL2L, and NJTLC
and study, dissemination, and replication of The 3Rs for School
Leadership Model – a seamless continuum of interrelated research-
based strategies and program models that are designed to 2003 - 2010 - Ellie Forster
systematically improve school leader recruitment and preparation,
induction and retention, and continuing professional development. 2010 - 2011 - Mary Reece

November 2005 NJPSA Testimony before State Board of Education 2011 - 2018 - Frank Palatucci
on “Professional Licensure and Standards.” Recommendations
focused on expansion of administrative certification requirements and 2018 - Present - Angelina Martino Finnegan
alternative and non-traditional programs.