Leadership preparation is a key mechanism for promoting justice within schools, as leaders learn much of the introductory content and skills they need through preparation programs. As I note on the Teaching Philosophy page, I view teaching aspiring leaders as a central facet of my identity as a social justice scholar and a key mechanism through which I can advance educational justice for historically marginalized students within PK-12 schools.
Current Projects
Integrative Review of Equity-Oriented Principal Preparation Literature
Along with a colleague, within this systematic, integrative review of the literature I have examined the body of literature describing equity-centered principal preparation. We have explored ten facets of equity-oriented principal preparation, including program vision, curriculum, pedagogy, assessment, clinical and field experiences, aspirant recruitment and selection, partnerships, faculty, developmental supports, and improvement processes. Our interest is in identifying key trends across the literature that may provide a roadmap of helpful insights for preparation programs hoping to take up a stronger equity orientation. Thus far this work has led to one manuscript published in Education Sciences, listed below, and we have additional manuscripts planned to review clinical and field experiences, and program structures (recruitment and selection, partnerships, supports, faculty, and improvement processes).
Conversations about Race within Principal Preparation Programs
This systematic review of the literature, which I am conducting with a graduate student, examines existing literature to identify how race-based conversations can be effectively integrated into principal preparation programs. While scholars recognize the potential of these conversations to develop racial awareness and anti-racist practices, there is limited research that centers them as a key area of study. This review highlights the unique challenges these conversations within preparation programs, and learnings on how to overcome these challenges. This study seeks to support the development of antiracist school leaders who are equipped to engage in critical conversations and address racism within their schools. Related to this review, we have also advanced a manuscript to Journal of Cases in Educational Leadership that explores this topic from the perspective of a faculty member and doctoral students within an educational leadership preparation program.
Examining a Two-Course Sequence for Developing Aspirants’ Critical Consciousness, Knowledge, and Skills
This research project explores how PhD students in an Educational Leadership program develop justice-centered dispositions and skills through a two-course sequence that I developed. Specifically, this study will examine the impact of two courses, ELS 815 and ELS 876, and the pedagogical approaches within them. For example, within ELS 876 I use a Community of Practice model and improvement science techniques to support aspirants’ ability to pursue equity-oriented improvement within their buildings. Through data collected from pre- and post-course assessments, reflective journals, and classroom discussions, the study will provide insights into the preparation of justice-centered leaders.