Leadership for Increasingly Diverse Schools, Second Edition

Description

The second edition of Leadership for Increasingly Diverse Schools helps both practicing and aspiring school leaders deepen their knowledge, skills, and dispositions to create schools that best serve all students. This book helps readers sharpen their awareness of how students’ multiple dimensions of diversity intersect, as well as develop strategies for working with students of all socioeconomic statuses, races, religions, sexual orientations, languages, and special needs. Leadership for Increasingly Diverse Schools provides school leaders with the theory, research, and practical guidance to foster teaching and learning environments that promote educational equity and excellence for all students. Special features: Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including ability/disability, linguistic diversity, race, socioeconomic status, sexual orientation, gender, religion, and social frontiers. Chapters synthesize literature, share practical strategies and tools, include school-level and district-level cases illustrating inclusive leadership, and provide extended learning opportunities. Online eResources features additional resources, documents, and links to specific tools described in the chapters, accessible at www.routledge.com/9780367404604. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents About the Editors About the Contributors Series Editor Introduction Foreword Preface Acknowledgments Chapter 1 Introduction: Intersectionality in Educational Leadership Core Expectations of School Leaders Social Justice and Leadership Standards What Does Social Justice Leadership Look Like? Pursuing Socially Just Schooling: Leadership Practices Fostering Communities of Practice What Are COPs? Who Belongs to My Social Justice Leadership COP? What Is Our Shared Repertoire? Building Networked Social Justice Communities References Chapter 2 Inclusive Leadership and Disability Part 1: The Current Context of Disability in Schools What Do People With Disabilities Say? Voices of the Community Part 2: What We Know about Disability: The Literature How Does Disability Relate to Other Areas of Difference? Intersections and Overrepresentation The Social Construction of Disability The Efficacy of Inclusive Services Response to Intervention (RTI) We Must Assume Students CAN! Presumption of Competence Part 3: Inclusive Leadership for Students with Disabilities in K–12 Schools Leaders’ Roles in Inclusion and Disability Set a Bold, Clear Vision of Full Inclusion Engage in Collaborative Planning and Implementation Conduct an Equity Audit to Understand Current Realities Create Service Delivery Maps Set Goals Based on the Vision Align School Structures Build Instructional Teams Transform Classroom Practices Reduce Fragmentation of Initiatives Monitor, Adjust, and Celebrate Case Studies School Case Studies District Case Study Important Lessons From These Case Studies Dealing with Resistance Additional Cases Conclusion NoteS References Chapter 3 Inclusive Leadership and Poverty Part 1: The Current Context of Poverty in Schools Part 2: What We Know about Poverty: The Literature The Impoverished Curricula That Comes From Deficit Thinking Part 3: Inclusive Leadership Around Poverty in Schools Dismantling Tracking and Ability Grouping Culturally Responsive Theories of Education Funds of Knowledge Funds of Knowledge in Practice Culturally Responsive and Culturally Relevant Pedagogy Culturally Relevant Pedagogy in Practice High-Expectation Curriculum: Creating Opportunities for Engaging Learning Through Rigorous Discussion Case Study Equity Audit Conclusion Notes References Chapter 4 Inclusive Leadership and Race Part 1: The Current Context of Race in Schools The Problem of Race in U.S. Schools Race and Intersectionality Part 2: What We Know about Race: The Literature Current Challenges Strategies Part 3: Inclusive Leadership Around Race in K–12 Schools Case Studies Principal Meredith Hall Principal Mabel Washington Superintendent Carlos Pérez Superintendent Manuel Vargas Tools and Strategies Video/Film Screenings Book Circles Multicultural Curriculum Transformation Seminars Parent Involvement, Outreach, and Programming Equity Audit Questions Conclusion: From Curiosity and Compassion to Inclusion and Justice Note References Chapter 5 Inclusive Leadership and Multilingual Learners Part 1: The Context of English Learners in Schools Part 2: What We Know about “English Learners”: the Literature Base Part 3: Inclusive Leadership Around English Learners in K–12 Schools Conclusion Note References Chapter 6 Inclusive Leadership and LGBTQ Students Part 1: The Current Contexts for Lesbian, Gay, Bisexual, Transgender, and Questioning Students in Schools Part 2: What We Know about LGBTQ Students and Perceived-LGBTQ Students: The Literature Harassment of LGBTQ and Perceived-LGBTQ Youth Relative to Social Justice Leadership The Effects of Name-Calling LGBTQ Identity-Development Theories and Research Part 3: Inclusive Leadership around LGBTQ Issues in K–12 Schools Implementation of a School-Wide Equity Audit Regarding LGBTQ Matters Creation of LGBTQ-Supportive Rituals, Celebrations, and Activities District Policies and Community Involvement Case Studies A Popular Principal Decides to Become an Ally for a Transgender Student Speaking Up for the Voiceless Among Peers Conclusion References Chapter 7 Inclusive Leadership and Gender Part 1: Gender in the U.S. School Context Today Voices of the Community Part 2: What We Know about Gender: The Literature Legislation Classroom Pedagogies, Course Content, and Curriculum Materials Academic Performance, Gendered Career Preparation, and Encouragement Sexual Harassment Pregnancy and Parenting Part 3: Inclusive Leadership Around Gender in K–12 Schools From Awareness to Action A Case Study of Professional Development: Gender as a Sustained Theme Lessons for Leaders Data-Driven Reflection and Action: The Power of Infographics3 Reflective Practice With the Community Involving Students as Part of the Solution Applications Across PreK–12 Some Examples of Projects or Tactics in Lower Grades Conclusion Notes References Chapter 8 Inclusive Leadership and Religion Part 1: The Current Context of Religion in Schools History, in Brief Changing Religious Demographics Non-Homogeneous Groups Why Religion Is a Hot-Button Issue Part 2: What We Know About Including Religion And Religious Beliefs: The Literature Including Religion as a Topic in the Curriculum Including Religious and Non-Religious People Religion, Spirituality, and Identity Development Including Communities of Belief Intersections Across Communities: Religion and Race/Ethnicity, Language, and Sexual Orientation The Intersection of Religion and Race/Ethnicity The Intersection of Religion and Immigration The Intersection of Religion and Sexual Orientation Part 3: Inclusive Leadership around Religion Tool 1: Personal Reflection—The Spiritual Autobiography Tool 2: School-Level Religious Inclusion Equity Audit Tool 3: District-Level Analysis of Current Practices Case Studies Conclusion Notes References Chapter 9 Inclusive Leadership on the Social Frontiers: Family and Community Engagement Part 1: The Current Context of Social Frontiers in Schools Intersections: Boundaries and Borders Advocacy at Intersections Boundary Spanners, Border Crossers, and Advocates Part 2: What We Know about Social Frontiers: The Literature Culturally Responsive Leadership Parent Engagement Community Engagement Place-Based Initiatives Intersections Part 3: Inclusive Leadership On Social Frontiers in Schools Tripping Equity Traps Asset Orientations Recrafting Space Recrafting Spaces at Schools Recrafting Space in Neighborhoods Continuing Education Connecting to the Core Role as School Leader Antiracism Fostering Relational Networks Home Visits Community-Based Equity Audits Story Mapping Building Partnerships PreK–12 Educational Institutions Institutes of Higher Education Community-Based Organizations Roles of School Leaders Equity Audit Questions Conclusion References Chapter 10 The Equity Audit as the Core of Leading Equity Audits as a Focus of Scholarship Exploring the Use of Equity Audits Preparing Leaders to Conduct Equity Audits The Equity Audit Process Phase 1: Identifying Integrated/Inclusive Practices as Measured by Proportional Representation as the Anchoring Philosophy of the Equity Audit Phase 2: Establishing the Team to Conduct the Equity Audit Phase 3: Designing the Audit Phase 4: Collecting and Analyzing the Data Phase 5: Setting and Prioritizing Goals Based on the Data Phase 6: Developing an Implementation Plan Conclusion Note References Appendix: Equity Audit Data Collection and Analysis Reference Index