All Means All: A Case Study on Intentional School Director Talent Pipeline Initiatives at an Urban Title 1 School District

Autor/inn/en	Straub, Sarah; DiBella, Mark; DeMoya, Kelly
Titel	All Means All: A Case Study on Intentional School Director Talent Pipeline Initiatives at an Urban Title 1 School District
Quelle	In: Critical Questions in Education, 12 (2021) 3, S.171-188 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Case Studies; Talent Development; Instructional Leadership; Inclusion; Leadership Role; Social Justice; Disadvantaged Schools; School Districts; Ethnography; Alignment (Education); Institutional Mission; Leadership Training; Fellowships; Coaching (Performance); Problem Solving; Barriers; Personal Narratives; Principals; Administrator Attitudes; Kindergarten; Elementary Secondary Education; Administrator Characteristics; Urban Schools; Texas (Houston) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Begabtenförderung; Talentförderung; Instruction; Leadership; Bildung; Erziehung; Führung; Inklusion; Soziale Gerechtigkeit; School district; Schulbezirk; Ethnografie; Führungslehre; Fellowship; Stipendium; Problemlösen; Erlebniserzählung; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Bogotch (2002) proposed that educational leadership cannot be separated from social justice, and this is a sentiment that is taken to heart at an urban Title-1 school district in Houston, Texas. To intentionally address the need for such alignment between mission and practice, the district implemented a recruitment and talent development initiative that actively sought to change the district's talent pool. This program develops effective leaders through a fellowship that focuses on building and leading an effective team, coaching and managing with excellence, and solving high-impact, complex problems. Using a position-subject approach (Conrad, Haworth, & Millar, 2001), this paper evaluates the extent to which the program uplifts diverse voices in school leadership and the extent to which the program successfully prepares participants for leadership roles. This manuscript includes a description of a successful and inclusive school leadership pipeline, an explanation of challenges and resistance faced for both leadership initiatives, and strategies to continue growth in this particular area of educational leadership through data collected via survey, interview, and autoethnographic reflections. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01