Men’s Voices: Black and White Aspiring Principals Reflect on Their Preparation to be Racial Equity Leaders

2021 ◽  
pp. 194277512110691
Author(s):  
Natalie Rasmussen ◽  
Candace Raskin
Keyword(s):  
Identity Development ◽  
Principal Preparation ◽  
Phenomenological Study ◽  
Focal Point ◽  
White Male ◽  
Preparation Program ◽  
Racial Equity ◽  
Black And White ◽  
Aspiring Principals ◽  
Principal Preparation Program

This phenomenological study examined the racial identity development of Black and White men—aspiring school leaders—who had recently completed a principal preparation program as members of a racially diverse cohort of students. The principal preparation program was designed with an unapologetic emphasis on race and addressing issues of racism. The study found that making race and issues of racism a focal point of all curriculum and pedagogy increased participants’ racialized realization and produced Black and White male aspiring principals who felt prepared to lead schools through the lens of racial equity.

Reflections of Two Distinct Principals: Preliminary Perspectives on How the Principal Preparation Programme Contributed to their Self-Efficacy Development

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Santhanamary Ap R. Anthony ◽  
Hamdan Bin Said
Keyword(s):  
Principal Leadership ◽  
Self Efficacy ◽  
Principal Preparation ◽  
Efficacy Beliefs ◽  
Preparation Program ◽  
Aspiring Principals ◽  
Efficacy Development ◽  
Effective Principal ◽  
Sources Of Efficacy ◽  
Principal Preparation Program

Effective principal preparation is a strategic necessity to face the forthcoming “tsunami” of challenges associated with the leadership position in the 21st century. This recognition of the need for specific preparation for aspiring school leaders has been slower to emerge worldwide and in many developing countries such as Malaysia, preparatory training is still not a prerequisite requirement for appointment as a principal. This paper reports on the preliminary findings on the principal preparation program in Malaysia and the effectiveness of the program elements in contributing to the self- efficacy development of the aspiring principals. The qualitative study captured the “live experiences” of two distinct principals and presents their perspectives on how specific elements within their principal preparation program catered to their self- efficacy development. Reflections of the principals led to the conclusion that, although the principal preparation program was viewed as effective in imparting knowledge and skills needed for principal leadership but it could still improve on inducing purposeful elements or experiences to enhance the sources of efficacy beliefs which are vital for self-efficacy development. Keywords - Self-efficacy, Principal Preparation Program, Aspiring Principals, Sources of Efficacy Beliefs, Self-Efficacy Development.

Leaders Changing how they Act by Changing how They Think: Applying Principles of an Anti-Racist Principal Preparation Program

2018 ◽  
Vol 120 (14) ◽  
pp. 1-26 ◽  
Author(s):  
Mark A. Gooden ◽  
Bradley W. Davis ◽  
Daniel D. Spikes ◽  
Dottie L. Hall ◽  
Linda Lee
Keyword(s):  
School Leadership ◽  
Principal Preparation ◽  
Preparation Program ◽  
Racial Equity ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Cultural Racism ◽  
Leadership Beliefs ◽  
Principal Preparation Program ◽  
The Impact

Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.

Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

2012 ◽  
Vol 3 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Steve J. Rios ◽  
Daniel Reyes-Guerra
Keyword(s):  
Principal Preparation ◽  
Minority Group ◽  
Educational Leaders ◽  
Race To The Top ◽  
Department Of Education ◽  
Master's Program ◽  
Preparation Program ◽  
Chi Square ◽  
Principal Preparation Program ◽  
Initial Statistical Analysis

This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.

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