Pub Date : 2020-11-03DOI: 10.1177/1052684620972061
Jeffrey McCabe
Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.
{"title":"An Exploratory Study to Assess School Principals’ Knowledge of Child Welfare Policies","authors":"Jeffrey McCabe","doi":"10.1177/1052684620972061","DOIUrl":"https://doi.org/10.1177/1052684620972061","url":null,"abstract":"Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"21 1","pages":"167 - 185"},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74676474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-03DOI: 10.1177/1052684620972065
Jeff Walls
Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.
{"title":"Performativity and Caring in Education: Toward an Ethic of Reimagination","authors":"Jeff Walls","doi":"10.1177/1052684620972065","DOIUrl":"https://doi.org/10.1177/1052684620972065","url":null,"abstract":"Schools are expected to be sites of caring, but there is evidence that both students and adults often experience them as uncaring places. One reason is that a sustained and heavy policy emphasis on accountability and demonstrations of effectiveness has placed pressure on educators to perform in certain ways, and to care about things other than caring. This case study explores how leaders and teachers at two schools balance their efforts to care for students, on the one hand, with the performative pressures they feel, on the other hand. Teachers who were able to prioritize a balance of care used collaborative relationships with colleagues to manage the pressure they felt, and took a longer term, more emotionally attuned, and more inquiry-based approach to meeting student needs. Implications for theory and practice are discussed.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"16 1","pages":"289 - 314"},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85625544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-30DOI: 10.1177/1052684620972062
Michael Scaletta, M. Hughes
School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.
{"title":"Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation","authors":"Michael Scaletta, M. Hughes","doi":"10.1177/1052684620972062","DOIUrl":"https://doi.org/10.1177/1052684620972062","url":null,"abstract":"School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"25 1","pages":"267 - 288"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74729238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/1052684620951723
Awaachia’ookaate’ (Jason D. Cummins, Apsáalooke), Ethan Chang
Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining “safety zone theory” and Critical Policy Analysis, we examine how one Apsáalooke educational leader, Cummins negotiated and challenged institutionalized practices delimiting “safe Indian-ness.” These include: (a) transactional, policy inscribed relations between schools and Native communities; and (b) tepid district implementation of pro-Native legislation, such as policies expressing a commitment to preserving Native American cultures. We convey how Cummins made, unmade, and remade new policy meanings through local leadership practices, such as creating more humanizing Apsáalooke-defined spaces for community-school engagements and orchestrating local pressure to move district leadership to fulfill policy commitments to serve Native students. Data includes 18 interviews with Apsáalooke tribal members, education policy texts, and collaborative auto-ethnographic memos. Based on these findings, we develop the notion of dangerous leadership: a decolonial leadership praxis that challenges settler–colonial conceptions of safety and negotiates material, communal, and personal threats that such acts of subversion tend to provoke. We conclude by discussing implications for dangerous leadership amid nonideal and constantly shifting settler-colonial school contexts.
{"title":"Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts","authors":"Awaachia’ookaate’ (Jason D. Cummins, Apsáalooke), Ethan Chang","doi":"10.1177/1052684620951723","DOIUrl":"https://doi.org/10.1177/1052684620951723","url":null,"abstract":"Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining “safety zone theory” and Critical Policy Analysis, we examine how one Apsáalooke educational leader, Cummins negotiated and challenged institutionalized practices delimiting “safe Indian-ness.” These include: (a) transactional, policy inscribed relations between schools and Native communities; and (b) tepid district implementation of pro-Native legislation, such as policies expressing a commitment to preserving Native American cultures. We convey how Cummins made, unmade, and remade new policy meanings through local leadership practices, such as creating more humanizing Apsáalooke-defined spaces for community-school engagements and orchestrating local pressure to move district leadership to fulfill policy commitments to serve Native students. Data includes 18 interviews with Apsáalooke tribal members, education policy texts, and collaborative auto-ethnographic memos. Based on these findings, we develop the notion of dangerous leadership: a decolonial leadership praxis that challenges settler–colonial conceptions of safety and negotiates material, communal, and personal threats that such acts of subversion tend to provoke. We conclude by discussing implications for dangerous leadership amid nonideal and constantly shifting settler-colonial school contexts.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"98 1","pages":"519 - 540"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83608178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/1052684620969932
Meghan Comstock, Jason Margolis
Some recent district-level teacher leadership programs have incorporated both instructional coaching and formal evaluations into teacher leaders’ (TLs) responsibilities, which research suggests could challenge the relational dynamics necessary for effective coaching. Using a sensemaking lens, we conducted a qualitative case study of one district’s effort to integrate coaching and formal evaluation in their teacher leadership policy. We conducted a total of 26 semistructured interviews with district administrators and school leaders, TLs, and teachers in two schools, and seven observations of teacher leadership activities. We coded interview transcripts and field notes deductively and inductively. We found that when granted autonomy, principals drew on varied sources for making sense of and enacting this policy, and the messages they conveyed through school leadership norms deeply influenced how teachers and TLs enacted and experienced the integration. The integrated district policy in and of itself did not hinder relationships between teachers and TLs; rather, what mattered most for teachers was the extent to which they perceived their TLs as part of a larger system of support or accountability. This study suggests that the school norms that school leaders put into place when enacting teacher leadership policies deeply influence teachers’ perceived relational dynamics with TLs. Teacher leaders have a unique role in implementation that is shaped by school-level norms and conceptions of effective leadership and coaching.
{"title":"“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators","authors":"Meghan Comstock, Jason Margolis","doi":"10.1177/1052684620969932","DOIUrl":"https://doi.org/10.1177/1052684620969932","url":null,"abstract":"Some recent district-level teacher leadership programs have incorporated both instructional coaching and formal evaluations into teacher leaders’ (TLs) responsibilities, which research suggests could challenge the relational dynamics necessary for effective coaching. Using a sensemaking lens, we conducted a qualitative case study of one district’s effort to integrate coaching and formal evaluation in their teacher leadership policy. We conducted a total of 26 semistructured interviews with district administrators and school leaders, TLs, and teachers in two schools, and seven observations of teacher leadership activities. We coded interview transcripts and field notes deductively and inductively. We found that when granted autonomy, principals drew on varied sources for making sense of and enacting this policy, and the messages they conveyed through school leadership norms deeply influenced how teachers and TLs enacted and experienced the integration. The integrated district policy in and of itself did not hinder relationships between teachers and TLs; rather, what mattered most for teachers was the extent to which they perceived their TLs as part of a larger system of support or accountability. This study suggests that the school norms that school leaders put into place when enacting teacher leadership policies deeply influence teachers’ perceived relational dynamics with TLs. Teacher leaders have a unique role in implementation that is shaped by school-level norms and conceptions of effective leadership and coaching.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"36 1","pages":"297 - 317"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75322582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/1052684620969931
John A. Williams, A. Davis, Sonyia C. Richardson, C. Lewis
School discipline disparities within the U.S. P-12 public schooling system have been a staple issue for over four decades. The enforcement of out-of-school suspensions, in particular by inexperienced teachers, have traditionally impacted Black and Latinx students more than White students. Yet teachers are not the final decision-makers regarding student discipline which rests primarily on the shoulders of assistant principals and principals. While researchers have clearly linked teacher experience to discipline disparities, more research is needed to fully explicate the tenure of assistant principals; who often are the final decision-makers when it pertains to suspending a student. Utilizing human capital theory, this study examines school discipline data and North Carolina personnel data from the 2015–2016 school year to determine if assistant principals’ years of experience in the current role, and their years of experience as teachers could predict out-of-school suspensions by gender and race. The findings suggest that Black males’ suspension could be predicted by assistant principals’ years of experience as a teacher; and Latinx females’ suspensions could be predicted by assistant principals’ longevity in their current position and in their roles as classroom teachers. Interestingly, the findings illuminate that assistant principals are relatively inexperienced within the state, with most having less than one-year worth of experience in these positions.
{"title":"Can Assistant Principals’ Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals","authors":"John A. Williams, A. Davis, Sonyia C. Richardson, C. Lewis","doi":"10.1177/1052684620969931","DOIUrl":"https://doi.org/10.1177/1052684620969931","url":null,"abstract":"School discipline disparities within the U.S. P-12 public schooling system have been a staple issue for over four decades. The enforcement of out-of-school suspensions, in particular by inexperienced teachers, have traditionally impacted Black and Latinx students more than White students. Yet teachers are not the final decision-makers regarding student discipline which rests primarily on the shoulders of assistant principals and principals. While researchers have clearly linked teacher experience to discipline disparities, more research is needed to fully explicate the tenure of assistant principals; who often are the final decision-makers when it pertains to suspending a student. Utilizing human capital theory, this study examines school discipline data and North Carolina personnel data from the 2015–2016 school year to determine if assistant principals’ years of experience in the current role, and their years of experience as teachers could predict out-of-school suspensions by gender and race. The findings suggest that Black males’ suspension could be predicted by assistant principals’ years of experience as a teacher; and Latinx females’ suspensions could be predicted by assistant principals’ longevity in their current position and in their roles as classroom teachers. Interestingly, the findings illuminate that assistant principals are relatively inexperienced within the state, with most having less than one-year worth of experience in these positions.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"351 1","pages":"246 - 266"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80042175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1177/1052684620969926
Michelle D. Vaughan, Craig A. Mertler
In this article, we look in general at the nature of a profession, how the teaching profession has become deprofessionalized, and various ways in which teachers perceive their profession. We continue by examining ways that teachers can regain a sense of professionalism—through the application of action research and other forms of teacher inquiry—as well as how these activities and initiatives can help teachers to build capacity, regain their lost autonomy, and lend voice to their professional work, especially in light of the recent and current COVID-19 pandemic. Next, we present support for these ideas, offered by highly-experienced teachers in the field. We close with a summary discussion of the approach we are advocating—including considerations for school leaders in the support of teacher inquiry—as well as a discussion of future directions for the larger picture issue of teacher professionalism.
{"title":"Reorienting Our Thinking Away From “Professional Development for Educators” and Toward the “Development of Professional Educators”","authors":"Michelle D. Vaughan, Craig A. Mertler","doi":"10.1177/1052684620969926","DOIUrl":"https://doi.org/10.1177/1052684620969926","url":null,"abstract":"In this article, we look in general at the nature of a profession, how the teaching profession has become deprofessionalized, and various ways in which teachers perceive their profession. We continue by examining ways that teachers can regain a sense of professionalism—through the application of action research and other forms of teacher inquiry—as well as how these activities and initiatives can help teachers to build capacity, regain their lost autonomy, and lend voice to their professional work, especially in light of the recent and current COVID-19 pandemic. Next, we present support for these ideas, offered by highly-experienced teachers in the field. We close with a summary discussion of the approach we are advocating—including considerations for school leaders in the support of teacher inquiry—as well as a discussion of future directions for the larger picture issue of teacher professionalism.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"109 1","pages":"569 - 584"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81601334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-22DOI: 10.1177/1052684620966062
K. Farquharson, Michelle C. S. Therrien, Andrea Barton-Hulsey, A. Brandt
Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.
{"title":"How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools","authors":"K. Farquharson, Michelle C. S. Therrien, Andrea Barton-Hulsey, A. Brandt","doi":"10.1177/1052684620966062","DOIUrl":"https://doi.org/10.1177/1052684620966062","url":null,"abstract":"Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"39 1","pages":"225 - 245"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78814802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-13DOI: 10.1177/1052684620966063
Sarah J. Zuckerman, Cailen O’Shea
The Every Child Succeeds Act of 2015 signaled a shift toward the recognition of the importance of school leadership, reflecting a growing body of literature that demonstrates principals are second only to classroom instruction in supporting student success. This influence is the greatest when principals focus on teaching and learning, or instructional leadership. The ability to focus on instructional leadership requires knowledge, as well as the schema that creates mental models for instructional leadership tasks. This study draws on interviews with principals to examine the relationship between their theory of leadership, which are conceptualized as leadership schema, and their instructional leadership practices. The findings suggest that there are similarities in the instructional leadership tasks undertaken by principals, but that how they engage in tasks is partially determined by their theory of leadership.
{"title":"Principals’ Schema: Leadership Philosophies and Instructional Leadership","authors":"Sarah J. Zuckerman, Cailen O’Shea","doi":"10.1177/1052684620966063","DOIUrl":"https://doi.org/10.1177/1052684620966063","url":null,"abstract":"The Every Child Succeeds Act of 2015 signaled a shift toward the recognition of the importance of school leadership, reflecting a growing body of literature that demonstrates principals are second only to classroom instruction in supporting student success. This influence is the greatest when principals focus on teaching and learning, or instructional leadership. The ability to focus on instructional leadership requires knowledge, as well as the schema that creates mental models for instructional leadership tasks. This study draws on interviews with principals to examine the relationship between their theory of leadership, which are conceptualized as leadership schema, and their instructional leadership practices. The findings suggest that there are similarities in the instructional leadership tasks undertaken by principals, but that how they engage in tasks is partially determined by their theory of leadership.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1997 1","pages":"274 - 296"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88172436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-22DOI: 10.1177/1052684620951735
Jessica T. Shiller
As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.
{"title":"Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa* * * Aotearoa is the Indigenous name for New Zealand.","authors":"Jessica T. Shiller","doi":"10.1177/1052684620951735","DOIUrl":"https://doi.org/10.1177/1052684620951735","url":null,"abstract":"As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"588 - 603"},"PeriodicalIF":0.0,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77180593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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