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Culturally Competent and Racially Conscious Professional Development for School Leaders: A Review of the Literature


by Daniel D. Spikes — 2018

Scholars have argued that leaders should be more culturally competent in light of the changing demographics and dynamics of schools (Diem & Carpenter, 2012; Gooden & Dantley, 2012; Spikes & Gooden, 2015). While professional development has historically been used as a mechanism to develop the skillset of in-service educators, little is known about the aspects of this in-service training that lead to the type of transformation needed to meet the needs of all students. Therefore, this chapter will review and synthesize the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development. The findings from this chapter will enable school district and building leaders seeking to promote racial equity within their schools to provide meaningful learning opportunities for their staff.


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Cite This Article as: Teachers College Record Volume 120 Number 14, 2018, p. -
http://www.tcrecord.org ID Number: 22383, Date Accessed: 6/19/2018 10:07:24 AM

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About the Author
  • Daniel Spikes
    Iowa State University
    E-mail Author
    DANIEL D. SPIKES is an assistant professor of Educational Leadership, Organizations, and Policy in the School of Education at Iowa State University. His research interests include school leadership in general, with a specific interest in social justice and anti-racist leadership; cultural competency and anti-racist professional development for educators; racial disparities in education; and school tracking. Recent publications include: Chambers, T. T. V., & Spikes, D. D. (2016). Tracking is for Black people: A structural critique of deficit perspectives of achievement disparities. Journal of Educational Foundations, 29, 29–54; and Gooden, M. A., & Spikes, D. D. (2016). The risk of cultivating care in an urban high school: Exploring a Black high school principal’s experience and his castigation. In L. Bass (Ed.), Black mask-ulinity: A framework for Black masculine caring. New York, NY: Peter Lang Publishing.
 
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