Preparing Antiracist School Leaders in a School Choice Context

2018 ◽  
Vol 54 (5) ◽  
pp. 706-731 ◽  
Author(s):  
Sarah Diem ◽  
Bradley W. Carpenter ◽  
Tiffanie Lewis-Durham
Keyword(s):  
Graduate Students ◽  
School Choice ◽  
Educational Opportunity ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Leadership Preparation ◽  
Critical Examination ◽  
Skill Sets ◽  
Sense Of Efficacy ◽  
Choice Context

Aspiring school leaders must be equipped with skill sets to facilitate the critical examination of district policies that reproduce inequities. Policies such as school choice, which have racial and socioeconomic implications for educational opportunity, require leaders to operate from a social justice identity while seeking to enhance their sense of efficacy in antiracist leadership behaviors. In this study, we examined how graduate students in a leadership preparation program developed their racially aware identities while professionally embedded in a district that utilizes school choice policies and practices. Our findings illustrate the intentional work necessary to develop school leaders with antiracist identities.

Race-Making in Schools of Choice: Teacher Narrative Construction of the Black Interloper

2019 ◽  
Vol 121 (8) ◽  
pp. 1-62
Author(s):  
Carla O'Connor ◽  
Shantá R. Robinson ◽  
Alaina Neal-Jackson ◽  
Elan C. Hope ◽  
Adam Hengen ◽  
...  
Keyword(s):  
Academic Success ◽  
School Choice ◽  
Black Students ◽  
Educational Opportunity ◽  
Meaning Making ◽  
Practical Knowledge ◽  
Underserved Populations ◽  
Market Theory ◽  
Schools Of Choice ◽  
Choice Context

Background Blacks are commonly targeted as a population that will benefit from school choice. Drawing upon market theory, school choice advocates argue that educational opportunity will increase for Blacks and other underserved populations when schools are required to compete for students. With choice, the historically underserved can presumably opt into schools that will provide their children higher quality education that confers better educational outcomes. To date, the promise of choice remains unfulfilled. Purpose/Objective We examine one underexplored factor that may contribute to the unfulfilled promise of school choice: how professionals make meaning of the very students who are expected to most benefit (in this case Black students) and how this meaning-making may compromise the prospect of greater educational opportunity via choice. In particular, we explore the stories teachers tell about Black students in the course of making meaning of Black underperformance as a professional “problem” and their own role in resolving this problem. Of special concern is how teachers racialize Black students via their narration of the status and experience of these youth and the consequent implications for all Black students in one choice context. Research Design The data for this study was collected as part of a multi-year, multi-method study of Black students in three demographically distinct school districts participating in an inter-district school choice system in the Midwest. Relying primarily on focus group interviews with teachers, we evaluated teachers’ narratives within and across districts to determine the discourse patterns that were germane to and differed across districts. Findings In the same way that Blacks are not often readily imagined as both Black and American, the Black students in the districts under study were constructed by teachers as interlopers—not readily imagined as both Black and full members of the school communities in which they were enrolled. In blurring these boundaries, teachers 1) rationalized their own sense of professional inefficacy in facilitating the academic success of Black students; and 2) normalized perspectives and practices that situate Black students and their families as deficient. Conclusion/Recommendations School choice was not articulated in these districts via professional perspectives and practices that increased Black educational opportunity, but was reconfigured as a trope that rationalized Black exclusion and underperformance. Unless teachers are supported in constructing radically different narratives than those reported herein, they are unlikely to cultivate personal practical knowledge that facilitates Black educational access and opportunity in schools of choice or elsewhere.

Educational leadership for social justice in Costa Rica, Mexico, and Spain

2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  
Keyword(s):  
Social Justice ◽  
Costa Rica ◽  
Educational Opportunity ◽  
School Leaders ◽  
Point Of View ◽  
Equal Educational Opportunity ◽  
Content Type ◽  
School Directors ◽  
Leadership For Social Justice ◽  
Distribution Of Resources

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Understanding Charter School Leaders’ Perceptions of Competition in Arizona

2021 ◽  
pp. 0013161X2110373
Author(s):  
Benjamin Creed ◽  
Huriya Jabbar ◽  
Michael Scott
Keyword(s):  
Logistic Regression ◽  
School Choice ◽  
Charter School ◽  
Fixed Effects ◽  
Regression Models ◽  
School Leaders ◽  
State Level ◽  
Local Market ◽  
School Practices ◽  
Logistic Regression Models

Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’ responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders’ responses to competition. Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling “top competitor” schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school’s quality and the level of perceived competition. Implications for Research and Practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

Professional Standards for Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
National Policy ◽  
Leadership Preparation ◽  
The United States ◽  
National Standards ◽  
Professional Standards ◽  
School Level ◽  
Professional Fields

Standards are used in a variety of professional fields to identify core elements of practice within the field as well as to describe a desired level of performance. The first set of standards for the field of educational leadership in the United States was introduced in 1996 by the Interstate School Leaders Licensure Consortium (ISLLC). Since then, they have become the de facto national standards for educational leaders. The ISLLC standards have been updated three times and were recently renamed Professional Standards for School Leaders (PSEL) under the authority of the National Policy Board for Educational Administration (NPBEA). Over this same period of time, multiple sets of sister standards (e.g., standards for leadership preparation) have emerged as have evaluation tools and practice resources. Soon after their release, a variety of concerns were raised about the standards and their potential impact on the practice of education leadership, particularly school level leadership. Some argued that the standards were too broad, while others argued that they were too specific. Similarly, concerns were raised about the focus of the standards and what was left out or only weakly included. These and other concerns continued to plague newer versions of the standards. Concerns notwithstanding, today, educational leadership standards are fully embedded in the lifeworld of the educational leadership profession. They have been adopted and adapted by states, districts, professional organizations, and accrediting bodies and used in a variety of ways, including: setting expectations for educational leadership preparation and practice, state certification, leadership recruitment, professional development and support, and evaluating leadership practice.

Designer Leadership: The Emerging Global Adoption of Preparation Standards

2002 ◽  
Vol 12 (5) ◽  
pp. 552-578 ◽  
Author(s):  
Peter Gronn
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Preparation ◽  
New Approach ◽  
Leader Preparation ◽  
Normative Basis ◽  
Recruitment And Selection ◽  
The Uk ◽  
The U.S

This article discusses designer leadership, a new approach to producing school leaders. Designer leadership is the product of the customization of leader preparation through the adoption of standards-based accreditation and licensing of school administrators. Designer leadership preparation is discussed in relation to its historical precursors, ascriptive and meritocratic leadership. The article contrasts the UK and the U.S. approaches to standards and highlights some significant discrepancies between the language of designer leader standards and the realities of practice. As part of what it will mean to play the new leadership game introduced by new standards regimes, the article foreshadows the emergence of a series of tensions for policymakers and practitioners concerned with school leadership career demographics, recruitment and selection, and the normative basis of standards.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

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