Developing a More Diversified School Leadership Pipeline: Recruitment, Selection and Admission through an Innovative University-District Partnership

Autor/inn/en	Reyes-Guerra, Daniel; Barakat, Maysaa; Maslin-Ostrowski, Patricia
Titel	Developing a More Diversified School Leadership Pipeline: Recruitment, Selection and Admission through an Innovative University-District Partnership
Quelle	In: Leadership and Policy in Schools, 21 (2022) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.2022711
Schlagwörter	College School Cooperation; College Admission; Administrator Education; School Districts; Partnerships in Education; Minority Groups; Urban Schools; Suburban Schools; Diversity (Faculty); Student Diversity; Cultural Differences; Recruitment; Masters Programs; Graduate Students; Principals; Gender Differences; Racial Differences; Ethnicity; Ethnic Diversity + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; School district; Schulbezirk; Hochschulpartnerschaft; Ethnische Minderheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Kultureller Unterschied; Recruiting; Rekrutierung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Principal; Schulleiter; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	The purpose of this qualitative case study was to describe and further our understanding of how a large urban/suburban university-district partnership fostered admission processes that led to a more diversified school leadership pipeline. Across findings was the strong joint decision-making and collaboration thus creating a robust system of admissions for the beginning stage of the principal pipeline. When universities and districts are mutually looking to prepare dynamic, diverse school leaders, they would benefit from real, profound relationship and partnership building. This case demonstrated how a contextualized, positive university-district relationship can result in the sum being greater than the parts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01