A view from the field: the process of improving equitable systems leadership

• Published in: Journal of educational administration 2019-09, Vol.57 (5), p.484-500
• Main Authors: Rigby, Jessica, Donaldson Walsh, Emily, Boten, Shelley, Deno, Allison, Harrison, M. Scott, Merrell, Rodrick, Pritchett, Sarah, Seaman, Scott
• Format: Article
• Language: English
• Subjects: Case studies; Central Office Administrators; College School Cooperation; Educational administration; Educational leadership; Equal Education; History Instruction; Instructional Improvement; Instructional Leadership; Leadership; Learning; Principals; Professional development; Race; Researchers; School boards; School Districts; School principals; School superintendents; School systems; Social justice; Students; Studies; Supervision; Systems Approach; Teachers; Teaching; Teaching Methods
• ISSN: 0957-8234; 1758-7395
• DOI: 10.1108/JEA-09-2018-0181

Purpose Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice. Design/methodology/approach This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework. Findings Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver. Research limitations/implications This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus. Practical implications Findings suggest that districts should focus on equity framing as the foundation for principal support and development. Originality/value This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.