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
An Examination of the Asynchronous Turn in Principal Preparation
While not specific to equity and justice, this study has substantial implications for equity and justice within K-12 and our field more broadly. Along with two colleagues, I am investigating the increase in preparation programs that have moved toward asynchronous online modalities, often with accelerated 7-8 week "semesters." I was inspired to engage in this work after watching my prior institution, Old Dominion University, force all online programs to move to an accelerated asynchronous model. Anyone who knows about principal preparation knows that key to preparation is learning in authentic community. Research indicates that my prior institution is not unique. Within this project, we are examining the state of UCEA institutions (given that UCEA purports to be a collection of higher-quality preparation programs) as it relates to asynchronous modalities. We conducted a survey of all UCEA Plenum Session Representatives (PSRs) with an approximately 60% response rate and interviewed a subset of approximately 15 PSRs working within asynchronous programs to understand this landscape better. We anticipate several pieces to be published from this work, including an overview of findings, an examination of pressures and processes integral to this shift to asynchronous, pedagogical matters in teaching leadership aspirants asynchronously, and departmental/human resources dynamics. Related to implications for equity and justice, I argue that these programs are inadequately preparing principals, and that this will negatively impact students within schools these individuals move to work within. Given that these programs are likely inadequate and substandard, and at the same time market themselves as increasing access for those who may be unable to attend other program modalities, I also argue that these programs are providing a substandard product to disproportionately historically marginalized populations. We are actively seeking out grant opportunities that would allow us to build a database to support broader, more quantitative work about this ecosystem.
The Educational Leadership Faculty Job Market
A key component of effective leadership preparation is the faculty who design and deliver learning and field experiences. Thus, leadership preparation program quality (or lack thereof) is tightly linked to faculty qualifications and competencies. Related to social justice, diverse faculty and those who take a critically-conscious lens are particularly capable of supporting justice-centered leadership preparation. Within this project, I am working with a colleague to gather and systematically analyze educational leadership faculty job market postings across multiple hiring cycles beginning in 2024-25. Amongst other topics, we are examining key patterns across postings generally toward unhiding key aspects of the job market, how equity and justice are taken up within postings, and how discussion of equity intersects with state policies across the country.
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 two published manuscripts, and we have additional manuscripts planned.
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.