Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence

2017 ◽  
Vol 31 (5) ◽  
pp. 661-678 ◽  
Author(s):  
Daniel D. Liou ◽  
Carl Hermanns
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Demographic Change ◽  
School Leaders ◽  
Transformative Leadership ◽  
Leadership Studies ◽  
Leadership Program ◽  
Content Type ◽  
Diverse Student Populations ◽  
Diverse Student

Purpose The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student. Design/methodology/approach Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics. Findings The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership. Research limitations/implications The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change. Practical implications The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change. Social implications By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools. Originality/value This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

Understanding Relational and Responsible Leadership for School Leaders

2019 ◽  
Author(s):  
Brigitte Smit ◽  
Mapula Mabusela
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Research Methodology ◽  
Leadership Practices ◽  
Quantitative Research ◽  
School Leaders ◽  
Relational Leadership ◽  
Responsible Leadership ◽  
Leadership Studies

Relational leadership and responsible leadership are important subjects in the literature, and more attention can be paid to these leadership practices in educational leadership. Most educational leadership studies focus on distributed, instructional, teacher, and transformational leadership using mostly quantitative research. The aim is to explore and describe relational and responsible leadership in the context of educational leadership. Qualitative research methodology such as narrative inquiry is not often used for inquiries into educational leadership studies. Moreover, the scholarship on narrative inquiry as a relational methodology for relational and responsible educational leadership is scant, and there is a need to broaden the discussion to include appropriate the concepts of relational leadership and responsible leadership for educational leadership in a context of relational narrative inquiry. Relational and responsible leadership theories can be appropriated through a relational research methodology using narrative inquiry. These scholarly lenses may add value to school leadership research and to school leaders who wish to transform and change leadership practices, specifically in diverse school communities with challenging and problematic educational landscapes.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

Qualitative research and educational leadership

2015 ◽  
Vol 29 (7) ◽  
pp. 798-806 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Anthony H. Normore
Keyword(s):  
Qualitative Research ◽  
Educational Leadership ◽  
Data Collection ◽  
Design Methodology ◽  
Research Practice ◽  
Leadership Studies ◽  
Intended Audience ◽  
Content Type ◽  
Qualitative Research Design ◽  
Collection Strategies

Purpose – The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership. Design/methodology/approach – The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all. Findings – The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience. Originality/value – Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.

scholarly journals Preparation Of Future School Leaders

2011 ◽  
Vol 4 (11) ◽  
Author(s):  
Lynn Walton Varner
Keyword(s):  
Educational Leadership ◽  
Research Study ◽  
Mississippi Delta ◽  
School Leaders ◽  
Stanford University ◽  
Delta Region ◽  
Leadership Program ◽  
Educational Leadership Program ◽  
Future School

An Educational Leadership program in the Mississippi Delta region has been recognized as one of the top eight programs in the country by an exhaustive national research study conducted by Stanford University.

Ontario school principals and diversity: are they prepared to lead for equity?

2017 ◽  
Vol 31 (5) ◽  
pp. 598-611 ◽  
Author(s):  
Stephanie Tuters ◽  
John Portelli
Keyword(s):  
Social Development ◽  
Educational Leaders ◽  
Social Situation ◽  
Leadership Preparation ◽  
School Level ◽  
Learning Needs ◽  
Content Type ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
The Usa

Purpose Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue. Design/methodology/approach This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to support their diverse student populations. Findings Results of the data analysis regarding the supports and training available to assist educational leaders in supporting the learning needs of diverse student populations demonstrate a serious lack of support. Very few actual resources exist for leaders, and most of those that do exist are connected to agencies outside of the education system, such as Settlement services. Research limitations/implications Recent research investigating the relationship between identities and educational experience and teaching points to the importance of in-depth and targeted approaches to teacher preparation, and leadership preparation to help provide teachers and leaders with the knowledge, dispositions, and skills required to support all students in their academic and social development (Cochran Smith et al., 2009). This study confirms such findings. Given the current situation in Ontario and much of North America, there is a great need for leadership preparation programming, and school-level resources that provide educational leaders with the knowledge and skills to support all students in their academic and social development, but also in helping educational leaders to understand and address the systemic nature and forms of discrimination which their students face daily. Practical implications With very few school boards requiring leaders to have a Masters’ degree in Education, and none having stipulations regarding course content. This leaves educational leaders unprepared to deal with the reality of their situations, leading to the perpetuation of inequities in Ontario schools. Originality/value Although sparse, previous research into the state of support and preparation for administrators and educators with regard to diverse student populations in Ontario revealed that little to no preparation or support exists (see e.g. Price, 2002). This study helps to fill that gap in existing research.

Epistemological trends in educational leadership studies in Israel: 2000-2012

2015 ◽  
Vol 53 (5) ◽  
pp. 574-596 ◽  
Author(s):  
Ori Eyal ◽  
Noa Rom
Keyword(s):  
Educational Leadership ◽  
Design Methodology ◽  
School Effectiveness ◽  
Empirical Studies ◽  
Blind Spot ◽  
Leadership Studies ◽  
Content Type ◽  
The Impact ◽  
Blank Spot ◽  
Blind Spots

Purpose – The purpose of this paper is to identify the epistemological trends in the Israeli Educational Leadership (EL) scholarship between the years 2000 and 2012. Design/methodology/approach – The 51 studies included in this review were detected through a systematic search in online academic databases. Abstracts of studies identified as being relevant for this review were read, however, only empirical studies which addressed EL constructs, practices, and processes were ultimately included. As part of data analysis, studies were classified using categorization techniques. To ensure trustworthiness, two independent researchers systematically analyzed all studies. Themes were then compared with thematic trends found in other EL reviews. Findings – Three themes, which reflect conceptual and methodological distinctions, emerged in this review: first, the impact of leadership on school effectiveness; second, the politics of leadership; third, alternative lenses of leadership. Findings revealed a prevalence of studies adopting alternative lenses in the Israeli scholarship, though they represent a blind spot internationally. In addition, findings revealed a blank spot in the Israeli research attributed to few studies which embed leadership into the realm of instruction, though they are prevalent around the world. Originality/value – Theoretically, the findings of this review are valuable for providing a foundation from which to address the blank and blind spots in the field of EL. Practically, its contributions offer insights regarding the cultural complexities of EL-related constructs which may be valuable for local and international EL academics, policymakers, and practitioners, researching or implementing EL scholarship worldwide.

Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

2015 ◽  
Vol 53 (3) ◽  
pp. 416-438 ◽  
Author(s):  
Martha McCarthy
Keyword(s):  
United States ◽  
Educational Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
Political Climate ◽  
Preparation Programs ◽  
Content Type ◽  
The Us ◽  
Educational Leadership Preparation Programs

Purpose – The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders. Design/methodology/approach – The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead. Findings – Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper. Research limitations/implications – Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation. Practical implications – We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum. Originality/value – The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership

2019 ◽  
Vol 57 (1) ◽  
pp. 2-20 ◽  
Author(s):  
Rachel Roegman ◽  
Sarah Woulfin
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
Theory And Practice ◽  
Preparation Programs ◽  
Content Type ◽  
Institutional Contexts ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
K 12

Purpose The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts. Design/methodology/approach This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs. Findings Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership. Research limitations/implications The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice. Practical implications Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways. Originality/value Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling

2021 ◽  
pp. 136548022199913
Author(s):  
Brian Vassallo
Keyword(s):  
Educational Leadership ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Critical Incident ◽  
School Leaders ◽  
Daily Routine ◽  
Management Scenarios ◽  
Culturally Responsive Leadership ◽  
Routine Tasks ◽  
Core Characteristics

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their believes and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

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