This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–1-12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.
Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately White and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.
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.
This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth,; including undocumented students and unaccompanied minors.
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.
We ask the question: What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth? We identified a total of four more and less effective high schools using value-added scores (two of each), and we then analyzed interview, observational, and survey data collected in the schools to compare and contrast how leaders support key practices and organizational routines by their staff.
This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools.
This study extends knowledge about activities that facilitate school management team effectiveness. The authors discuss a distributive perspective to school leadership, acknowledging the new role of principals in enhancing school management team effectiveness and highlighting principals' internal and external boundary activities as fundamental.
This study explores the development of holistic school leadership, an approach where principals lead schools through the systems thinking concept and procedures, over principals' different career stages.
This research examines how effective principals framed the pressing challenges confronted in their leadership practice (technical, adaptive or mixed), and in what ways, learning was implanted in their response.
This study investigates the existence and extent of significantly different subgroups of teacher and leader responses to the Comprehensive Assessment of Leadership for Learning (CALL) survey. This survey is a formative assessment of school leadership developed by researchers at the University of Wisconsin-Madison employing the principles of distributed leadership and current research on leadership activities that promote student learning.
This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Courses, being the gateway to higher student performance and access to college, have been used as a policy lever to increase the rigor of students’ high school experiences.
This study examines the effects of metropolitan school district fragmentation―the proliferation of public school districts within a metropolitan area―on the trajectory of racial/ethnic school segregation between 2002 and 2010.
This article applies fuzzy set qualitative comparative analysis (QCA) to high school administrative and survey data to examine the relationship of school leadership and mediating organizational supports with students’ classroom participation. The study uses a configurational approach to examine combinations of supports that are associated with the varying levels of the outcome.
This study captures the background characteristics of HBCU leaders in order to lay the groundwork for future studies on HBCU presidents. It also seeks to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
Comprehensive, multi-year mass fundraising campaigns in American higher education began with the Harvard Endowment Fund (HEF) drive, which extended from 1915 to 1925. Based on the first thorough study of the archival records, this essay reveals that the campaign established novel features of university fundraising through contentious negotiations among conflicting groups, prompted the university administration to centralize and control alumni affairs and development efforts for the first time, and, above all, introduced today’s ubiquitous episodic pattern of continuous fundraising, in which mass comprehensive campaigns alternate with discrete solicitations of wealthy donors, whose dominant roles have never changed.
This paper explores to what extent central office administrators lead meetings of principal professional learning communities in ways that promise to strengthen principals’ development as instructional leaders and the conditions that help or hinder administrators in the process.
This article examines the relationship between district-focused education organizing efforts and parent-school relations in schools. Using a mixed-methods approach, the study found that schools with high organizing had more structural social capital than schools with little or no organizing, but limited teacher-parent trust in those schools highlighted tensions between dominant institutional scripts about the role of parents and organizing efforts to build more collaborative relationships in pursuit of educational equity.
This study offers insights into how 25 principals from public, private, and Catholic schools with varying levels of financial resources (i.e., high, medium, and low) renew themselves and prevent burnout, crucial for 21st-century school leaders.
This article examines how principal effectiveness and other determinants of teachers’ work environments explain teacher satisfaction and turnover. Using national data, it finds that effective principals have an even greater impact on teacher outcomes in schools with large numbers of disadvantaged students than in other schools, suggesting that policies focused on getting the best principals into the most challenging school environments may be effective strategies for lowering perpetually high teacher turnover rates in those schools.
This article examines gendered patterns of decision making by school board members. The article primarily focuses on power, gender, and vocal space/influence at the school board table.
This article examines the socialization rites that newly appointed secondary school vice-principals experienced as they negotiated the passage between teaching and administration.
This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.
The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.
In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.
This article establishes a set of design principles and implementation strategies for rebuilding educational leadership preparation programs. The rebuilding framework is grounded in analyses of 54 university-based preparation programs, and scholarship and reform work on school leadership preparation over the last quarter century.
This article examines school-based professional inquiry communities known as Critical Friends Groups, analyzing how four design features—their diverse menu of activities, their decentralized structure, their interdisciplinary membership, and their reliance on structured conversation tools called “protocols”—influence the capacity of these groups to pursue whole-school reform and instructional improvement.
This piece is a philosophical/theoretical inquiry into current educational strategies aimed at eradicating bullying within schools, set against the backdrop of a sixth-grade bullying encounter. This article, broadening current understanding and response to bullying, is focused toward fostering more nuanced and effective anti-bullying strategies.
Educational leaders have always had “data” of some kind available to them when making decisions. Gathering whatever information they could readily access, and drawing on accumulated experience, intuition, and political acumen, leaders have pursued what they viewed as the wisest courses of action. However, in many cases, the data drawn into the decision-making process was unsystematically gathered, incomplete, or insufficiently nuanced to carry the weight of important decisions.
School districts occupy a special place in the American educational system. They are the locus of accountability to both local and state government. In recent decades, this has meant that they have a responsibility to mobilize evidence to demonstrate that students are being educated (often in a cost-effective manner). As districts grow beyond a certain size, they take on certain staff functions related to curriculum and the support of teaching, so they house experts who use evidence about student achievement to make decisions. Finally, their staff roles often extend to collecting, analyzing, interpreting, and distributing data, especially student assessment or testing data.