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Richard M UCEA 2022 Equity Focused Prep.pptx

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Richard M UCEA 2022 Equity Focused Prep.pptx

  1. 1. Presentation Title Goes Here Subtitle of Presentation Preparation for Equity- Oriented Leadership: A Review of the Research
  2. 2. Background
  3. 3. Preparation for Equity • Increasing attention to issues of equity-oriented leadership within the research, leadership standards, program visions, and more • What do we know about preparation for equity? • Research provides several syntheses of effective leadership preparation (e.g., Crow & Whiteman, 2016; Murphy & Vriesenga, 2007) • Few syntheses of effective leadership preparation for equity (with recent exception of Young et al., 2022)
  4. 4. Purpose Review the literature across ten key facets of preparation program design to identify program activities that advance their leadership candidates’ equity orientations, knowledge, and skills. a) candidate recruitment and selection, b) curriculum, c) pedagogy, d) assessment, e) clinical and field experiences, f) faculty, g) developmental supports, with attention to supports for students of color, h) supports for program graduates, i) partnerships with community and other organizations, and j) program evaluation
  5. 5. Research Questions 1. Within each of the ten key facets of preparation program designs, what actions has the research suggested programs can take that support the development of equity-oriented leaders? 2. What has the research suggested can support the development of equity-oriented leaders outside of these ten program facets? 3. What is the state of the equity-oriented leadership preparation literature—who is publishing in this arena, where, and what key gaps exist, if any?
  6. 6. Method • Integrative review by three-person team • U.S. contexts over the past 20 years • Equity, social justice, transformative, anti-racist, inclusive, and other similar terms in relation to leadership, along with preparation • Empirical, descriptive, and theoretical • 76 pieces reviewed • Annotations to each of the ten facets, plus descriptive data related to articles, within spreadsheet • Thematic analysis of annotations
  7. 7. Findings
  8. 8. RQ1: Key Facets of Program Design Illustrative Example of Themes Across One Area of Program Design— Equity-Oriented Clinical/Field Experiences
  9. 9. Activities within an Equity-Grounded Clinical/Field Experience • Activities likely to build equity-oriented dispositions • Readings related to issues of equity, marginalization, and oppression are likely to build equity dispositions but typically occur within coursework • Critical self-analysis (Hewitt et al., 2014) • Leader examines and critiques leadership practice with an eye to equity • Cultural portraits of school community (Gordon, 2012) • Leader creates slimmed-down ethnography of the school community to build awareness, cultural competence, and caring for the community
  10. 10. Activities within an Equity-Grounded Clinical/Field Experience • Activities likely to build equity-oriented knowledge and skills • Broad examples • Equity audits (Merchant & Garza, 2015) • Leader analyzes school data with an eye to equity and then acts upon that data • Activist action plans (Marshall & Theoharis, 2016) • Leader creates a plan for how he/she/they may leverage activism to improve school/community outcomes • School or community action research project (Byrne-Jiménez & Orr, 2013) • Leader engages in research within the school or community to identify causes and potential solutions to problems, particularly those that harm certain groups
  11. 11. Activities within an Equity-Grounded Clinical/Field Experience • Activities likely to build equity-oriented knowledge and skills • Specific examples • Honig and Honsa (2020) describe engaging candidates in identifying an equity-oriented problem of practice in their work and then using a Critical Race Theory-grounded cycle-of-inquiry approach (multiple cycles) throughout the first two years of the program to advance that practice toward equity • Salisbury and Irby (2020) describe a course-embedded instructional leadership project in which candidates assess literacy instruction within their school, assess literacy leadership, and then develop and enact a plan to improve literacy learning and leadership with an emphasis on equity.
  12. 12. Coaching and Mentoring to Support an Equity-grounded Clinical Experience • Hiring coaches for equity expertise • Select program faculty, including coaches, for equity expertise (Byrne-Jiménez & Orr, 2013) • Coaches/mentors can take a deliberate equity lens within coaching sessions (e.g., Honig & Donaldson Walsh, 2018; Honig & Honsa, 2020) • Work with leaders to identify goals related to candidates’ own equity development, or equity goals within the school • Observe demonstrations of leadership with attention to equity • Use artifacts of practice from clinical experience to create equity development plans
  13. 13. Other Supports for an Equity- grounded Clinical Experience • Diverse program faculty (professors, coaches, etc.) who possess deep equity content expertise can support candidates within their clinical experiences (McClellan & Dominguez, 2006; McKinney & Capper, 2010) • Embedding opportunities for dialogue with other leaders (e.g., within classrooms) to workshop and reflect on experiences in clinical settings (Gordon, 2012; Hewitt et al., 2014; Honig & Honsa, 2020)
  14. 14. RQ2: Consequential Program Design Facets Outside of Our Identified Ten • Equity-oriented vision • Program theory of action that infuses a justice focus • Vision of the end in mind (what graduates need to feel/know/do)
  15. 15. RQ3: State of the Literature • Facets of preparation most frequently examined • Curriculum • Pedagogy • Recruitment of candidates • Faculty • Facets of preparation least frequently examined • Supports for candidates, especially candidates of color • Supports for graduates • Evaluating the program
  16. 16. RQ3: State of the Literature • Few pieces related to preparation of aspirant rural and suburban leaders • Pieces tend to be theoretical or descriptive of one program’s activities • Little understanding empirically of whether/how program design is tied to increased graduate equity dispositions, knowledge, and skills
  17. 17. Discussion
  18. 18. Implications for Preparation Programs • We synthesize findings across over 70 pieces related to the preparation of equity-oriented leaders • Findings provide directions for program improvement work across key areas of program design
  19. 19. Directions for Future Research • Additional research across underrepresented key areas of program design • More investigations that link program design to program outcomes • Additional contexts, e.g., rural and suburban
  20. 20. Thank You Meagan Richard, mricha44@uic.edu @MeaganSRichard College of Education | Policy Studies in Urban Education

Hinweis der Redaktion

  • Much of this also can occur within coursework—but we are really concerned here with what happens in a clinical experience. In coursework there would be reading, reflection, discussion.
  • These types of activities tend to be the focus in the literature
  • Again, there is little in relation to coaching for EOL; while coaching seems to be growing in the leadership prep field there is little to be gleaned on this in relation to equity coaching
  • These items are likely to bolster candidates’ equity consciousness and aid them in working to learn to lead equitably

    General program facets but having these resources/activities during a clinical experience

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