Document Type

Conference Proceeding

Abstract

Equitable school leadership is intentional; it requires learning, listening, action, and reflection. This study explored how two school administrator preparation programs, focused on culturally responsive instructional leadership and critical self-awareness, promote and foster equitable leadership. With the aim of preparing leaders for a complex and pluralistic society, this study probed which aspects of the programs contributed to leadership successes and program adjustments that would better address the challenges novice leaders face. Interviews were conducted with recent graduates new to their leadership roles. Opportunities for authentic application of knowledge promoting leadership for educational equity and cultural responsiveness was identified as most beneficial. Novice leaders were challenged by conflict and difficult conversations, thus they stressed the need for more experiences in challenging settings. Findings supported leadership preparation programs’ prioritization of culturally responsive instructional leadership and critical self-awareness.

Publication Title

National Social Science Proceedings, Las Vegas Conference #1

Volume

70

Issue

1

First Page

117

Last Page

130

Publication Date

2019

Comments

The section was extracted from the larger volume of all Conference Proceedings available from the National Social Science Association Publications website and is available courtesy of a Creative Commons Attribution 3.0 Unported License.

Download

Share

COinS