I’m Here; I’m Queer: How One Parent Advocates for the Inclusion of Queer Youth

2021 ◽  
pp. 155545892110333
Author(s):  
Kody Colvin ◽  
Sean Edwards ◽  
Britnee Eng
Keyword(s):  
High School ◽  
School Leadership ◽  
School Administration ◽  
School Employees ◽  
Queer Youth ◽  
Federal Laws ◽  
Parent Advocates ◽  
Lgbtq Students ◽  
Bullying And Harassment

Educators and school administration are tasked with creating schools that support and affirm LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) students and families. This study explores a high school in a conservative community as one parent attempts to advocate for their transgender child and other LGBTQ+-identifying students. Although school employees are mandated by state and federal laws to ensure that all students are free from bullying and harassment, the research highlights that schools remain hostile for many LGBTQ+ students. This article provides reflection questions throughout the case as a way for school leadership to grapple with and challenge their thinking regarding LGBTQ+-affirming strategies in their schools.

“Getting Bruised, Hurting, and Dirty” in School Leadership

2019 ◽  
pp. 18-42
Author(s):  
Peter P. Grimmett
Keyword(s):  
Educational Leadership ◽  
Public Good ◽  
School Leadership ◽  
School Administration ◽  
School Leaders ◽  
The Public ◽  
Cultural Approach ◽  
Recruiting Teachers ◽  
Practice Of Teaching

Two themes, 1) administrative managerialism and 2) human kinship, are used to theorize an effective approach to educational leadership. The first arises from difficulty in Canada recruiting teachers into school administration. The second emphasizes human kinship, where we speak out of our materiality as an earthling. These themes suggest a leadership profile grounded in valuable experience gained in the practice of teaching. The intent of this chapter is to theorize an approach to leadership that emphasizes a sense of calling toward the public good, where school leaders can engage in the action that nurtures a culture encouraging teachers to be responsibly accountable and students to engage in assiduous study. “Careerists” rarely take time to understand the complexities of a symbolic/cultural approach and the author's claim is that we need to select leaders who understand how to infuse the work of teaching with value, meaning, passion, and purpose.

scholarly journals Principals’ sense-making of resource allocation within a national reform implementation

2020 ◽  
pp. 174114322092119
Author(s):  
Sherry Ganon-Shilon ◽  
Emanuel Tamir ◽  
Chen Schechter
Keyword(s):  
High School ◽  
School Districts ◽  
School Leadership ◽  
High School Principals ◽  
School Principals ◽  
Sense Making ◽  
Allocation Of Resources ◽  
Reform Implementation ◽  
State Schools ◽  
Complex Matter

Through a sense-making lens, this qualitative study explores high school principals’ considerations while they perceive and enact additional resources within a national reform implementation. Principals’ allocation of resources, especially as part of a national reform, is a complex matter for schools’ effectiveness in an era of accountability. This study investigates data from interviews with 22 Israeli high school principals implementing the national reform in secular and religious state schools from all school districts. Data analysis has yielded three themes: (a) promoting students’ learning achievements towards matriculation exams; (b) deepening student-teacher relations; and (c) developing a new pedagogy. Exploring the allocation of resources to suit principals’ particular needs through a sense-making prism may contribute to the scholarship and to the practice of school leadership while promoting change within a national reform implementation.

Broken bridges: a social network perspective on urban high school leadership

2018 ◽  
Vol 56 (5) ◽  
pp. 562-584 ◽  
Author(s):  
Yi-Hwa Liou ◽  
Alan J. Daly
Keyword(s):  
High School ◽  
Social Network ◽  
School Leadership ◽  
High School Principals ◽  
School Principals ◽  
Urban High School ◽  
Content Type ◽  
Innovative Climate ◽  
The Social ◽  
Secondary School Leadership

Purpose Secondary school leadership provides multiple challenges in terms of the diversity of tasks, multiple demands on time, balancing communities and attending to instructional programming. An emerging scholarship suggests the importance of a distributed instructional leadership approach to high school leadership. However, what has been less thoroughly explored is how secondary school leadership is distributed leaders across a school district. The purpose of this paper is to investigate the social structure and positions urban high school principals occupy in the district system. Design/methodology/approach This study was conducted in one urban fringe public school district in southern California serving diverse students populations. The data were collected at three time points starting in Fall 2012 and ending in Fall 2014 from a district-wide leadership team including all central office and site leaders. All leaders were asked to assess their social relations and perception of innovative climate. The data were analyzed through a series of social network indices to examine the structure and positions of high school principals. Findings Results indicate that over time high school principals have decreasing access to social capital and are typically occupying peripheral positions in the social network. The high school principals’ perception of innovative climate across the district decreases over time. Originality/value This longitudinal study, one of the first to examine high school principals from a network perspective, sheds new light on the social infrastructure of urban high school principals and what this might mean for efforts at improvement.

High School Administration. Horace A. Hollister

1910 ◽  
Vol 18 (8) ◽  
pp. 569-570
Author(s):  
Charles Marsh Clay
Keyword(s):  
High School ◽  
School Administration
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