0.1 Beyond convention, beyond critique: toward a third way of  (Page 12/12)

In self-accountability, schools gather data on how typically marginalized groups are being treated and educated as well as factors that are contributing to any documented inequity. Documenting inequity, however, is not enough; plans for addressing the inequity need to be designed, implemented, and measured for their effectiveness. One way of documenting self-accountability is to develop an equity portfolio with a structure similar to the school portfolio advocated by Bernhardt (1994). An annual equity portfolio could include separate sections documenting each of the following:

1. Data gathering and analysis methods used to assess the level of equity in the school for multiple cultural groups, as well as the results of the assessment

2. Action plans for addressing inequities documented in the equity assessment, including plans for developing partnerships, professional development, changes in school policies and structures, improvements in classroom practice, and so on, as well as descriptions of data that will be gathered to assess the effectiveness of improvement activities

3. Implementation of action plans, including specific programs and activities, ongoing dialogue about improvement efforts, and modifications to the action plan in response to feedback or changing conditions

4. Data gathering and analysis to determine the effects of improvement efforts by the end of the school year, and recommendations for continuing, revising or initiating new improvement actions the following school year

External accountability for equity and social justice can be linked with the school equity portfolio discussed above. One idea is to have an external assessment team of practitioners and university faculty members begin an equity assessment of a school by reviewing the school’s equity portfolio. Based on their review of the portfolio as well as their own assessment activities (conversations with stakeholders, observations, and so on), the visiting team provides the school with feedback on its efforts. A related idea is to form regional equity and social justice networks that organize and coordinate external assessment teams for member schools. Equity networks also can establish communication channels enabling schools in different districts to share equity portfolios, strategies, materials, and so on.

Principal preparation programs can help students develop skills for facilitating equity self-studies, action plans, and portfolios as well as participating in equity networks. Field projects might include participating in a school equity assessment or portfolio development team or—depending on the level of expertise the student has developed—serving on an external equity assessment team.

Implications for practice and research

When we discuss development of principal preparation programs, members of the educational leadership faculty become the “practitioners.” The first step in consideration of the model described here is considerable dialogue on how it might be used as a guide for program development. The seven components of the model are so interrelated that they need to be implemented together, however program development can still be incremental, with the model gradually applied to different aspects of program content, delivery, and assessment. Initially, action research by program faculty is the best way to explore how to apply the model. Faculty can discuss how the model can be adapted to the local program’s context and students, try out ideas on a small scale, gather data on effects, and reflect on progress and next steps. Formal program revisions can follow action research and reflective dialogue on potential changes. Although program change can be gradual, steady movement toward program coherence is essential: recruitment, courses, field experiences, student assessment and program self-assessment all must be moving toward consistency with each other for real program improvement.

Although action research is an excellent vehicle for program development, traditional qualitative and quantitative research on educational leadership preparation for equity and social justice also has an important role to play. Earlier in this article I cited institutional isomorphism in the field of educational leadership as a barrier to making principal preparation programs more focused on equity and social justice. To eliminate this barrier, other institutions within the field that make or influence policy must be shown the value of integrating equity and social justice in preparation programs. Traditional research on the effects of preparing principals to be leaders for equity and social justice can influence the way other institutions within the organizational field value such preparation. Using research to influence policy makers, of course, is not a new idea; four decades ago, Barry (1972) discussed the research-policy connection:

• Perhaps the most important influence of research is through its effect on the way policy-makers look at the world. It influences what they regard as fact or fiction; the problems they see and do not see; the interpretations they regard as plausible or nonsensical; the judgments they make as to whether a policy is potentially effective or irrelevant or worse (p.79).

The scope of faculty research, then, should include both action research for program reform and, eventually, traditional research on the effects of that reform.

Conclusion

Developing a program that prepares principals to be leaders for equity and social justice is a significant challenge, especially when one considers all of the other responsibilities we are expected to prepare principals for. Moreover, much that principals need to know, value, and be able to do in the arena of equity and social justice requires students to engage in extensive field experiences in school or community settings—experiences intended to assist with praxis. Beyond clinical experiences integrated with regular courses, a yearlong internship seems warranted. Finally, universities and school districts that do not already do so should consider partnering to develop principal induction programs that provide support to school leaders for up to the first three years of their careers. Most principal preparation programs, thus, will need to do fairly extensive reprioritizing and restructuring in order to properly address diversity. However, it is difficult to think of any goal that should receive a higher priority than equity and social justice for our nation’s children.

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