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.

Principal leadership preparation towards high-performing school leadership in Malaysia

2020 ◽  
Vol 9 (4) ◽  
pp. 425-439
Author(s):  
Donnie Adams ◽  
Ashley Ng Yoon Mooi ◽  
Vasu Muniandy
Keyword(s):  
School Leadership ◽  
Principal Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Roles ◽  
Professional Qualification ◽  
Content Type ◽  
High Performing ◽  
Comprehensive Plan

PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

Positive school leadership

2017 ◽  
Vol 99 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Joseph Murphy ◽  
Karen Seashore Louis ◽  
Mark Smylie
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Principals ◽  
School Leaders ◽  
National Policy ◽  
Educational Leaders ◽  
Professional Associations ◽  
School Management ◽  
Professional Standards ◽  
Management And Leadership

In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.

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.

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.

scholarly journals Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
J. Eric Tubbs ◽  
H. E. Holliday
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
Real World ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
University Supervisors ◽  
Leadership Experiences ◽  
Regular Work ◽  
Practicum Experiences

The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are valuable to program developers in their future program redesign effort. Practicum experiences expose candidates to real-world school leadership experiences. Unfortunately, because of all kinds of conditional limitations, such practicum experiences can only be offered in conjunction with candidates' regular work in school. However, leadership practicum experiences can be well planned with a high collaboration of supervisors, mentors and candidates who have an invested interest in school improvement. In this study, what we learn from the differences of perceptions among supervisors, mentors and candidates is a caution to all stakeholders that we need to do a better job to prepare the next generation of school leaders. Supervisors, mentors and candidates need to form a coalition to explore other options, especially out-of-the-box strategies, to deliver a highly effective practicum program for potential educational leaders. 

scholarly journals What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

2020 ◽  
pp. 0013161X2093885
Author(s):  
Yinying Wang
Keyword(s):  
Decision Making ◽  
Organizational Behavior ◽  
School Leadership ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Organizational Contexts ◽  
Trait Affect ◽  
The Moment

Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.

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