When schools focus narrowly on issues of student achievement and other district priorities, they may limit their school’s potential in meeting the diverse needs of students, families, and communities. In this article, we examine how principals engage in activism and recognize and take advantage of political opportunities to facilitate social change in their communities.
Utilizing a critical discourse analysis framework, this study assessed the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.
This article reports an examination of school leadership organized as a network of formalized teacher-leader roles that blend teaching with instructional and managerial leadership. It argues that formal and embedded teacher-leader networks may have more potential to support teachers and school improvement than coaching roles or informally distributed leadership.
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education.
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–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 article 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 article draws on the sensemaking framework and status risk theory to describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.
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 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 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 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 the socialization rites that newly appointed secondary school vice-principals experienced as they negotiated the passage between teaching and administration.
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 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.
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.
One of the prominent ways in which educational leaders shape school conditions and teaching practices is through their beliefs and actions regarding teacher learning. Of course, leaders must still attend to myriad important matters, such as selection, assignment, and retention of teachers; utilization of financial and other material resources; and cultivation of school-level leadership and school-family-community relations. But the shift to a greater emphasis on the instructional role of leaders should be paramount. In this chapter, I will address school- and district-level leadership for teacher workforce development through improving teacher learning and capacity.
This article examines the centrist leader perspective of the ISLLC standards and argues that the centrist view undermines the potential for collaborative leadership in schools.
Major cities in the United States, unhappy with persistent achievement
gaps between students of different races and socioeconomic
backgrounds, now search for highly effective medicine men who will
upgrade urban school productivity. These efforts stand in stark contrast
to the first two hundred years of the Republic, when villages
relied on local ministers, elders, or farmers with extra time in the winter
to visit the schools, many of which operated for only a few months
of the year.
This case study describes how one urban elementary school in a high-reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are: a) the school's commitment to learning; b) the principal's support and vision for community involvement; c) the school's receptivity and openness to community involvement; and d) the school's willingness to engage in two-way communication with potential community partners about their level and kind of involvement.