ERIC Number: EJ1066878
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 186
Radical Recentering: Equity in Educational Leadership Standards
Galloway, Mollie K.; Ishimaru, Ann M.
Educational Administration Quarterly, v51 n3 p372-408 Aug 2015
Background: The widely adopted Interstate School Leaders Licensure Consortium standards are designed to guide the preparation and professional development of educational leaders. However, the standards' limited mention of race, class, ethnicity, ability, gender, sexuality, or other marginalized identities suggests that addressing persistent inequities need not be a central concern of preparation programs and leaders in P-12 schools. Purpose and Proposed Model: In this article, we put forth a new set of standards with equity at the core. We seek to advance the conversation about why standards centered on equity are needed--particularly in light of a proposed standards refresh--and what implications would follow from equity-focused standards. To this end, we offer 10 high-leverage equitable leadership practices, identified through research and the extant literature as those most likely to mitigate disparities for students who have not been well served due to their race, class, ethnicity, home language, and/or ability. We discuss how a set of equity-focused leadership standards would facilitate radical changes in leadership preparation programs, professional development, and evaluation. Implications: We aim for this work to augment the conversation around leadership standards and compel action to bring equity to the center.
Descriptors: Standards, Instructional Leadership, Equal Education, Elementary Secondary Education, School Administration, Administrator Education, Professional Development, Administrator Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A