Leadership for Increasingly Diverse Schools, Second Edition

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