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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter Seven: Culturally Responsive Principal Leadership: A Case Study (Kendra Lowery / Kofi Lomotey)

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CHAPTER SEVEN

Culturally Responsive Principal Leadership

A Case Study

KENDRA LOWERY AND KOFI LOMOTEY



Kamau Nkrumah, the principal of Shirley Chisholm Elementary School (SCEC), located in a northeastern city, was celebrating, having recently received the Johnson Family Award. He won the award for being designated as the outstanding educator of the year. This national award is given annually to two educators who have demonstrated exceptional commitment to the students and families in their community, contributing to their pre-collegiate and postsecondary success. Recipients receive $10,000 and a community celebration. During the award ceremony, three former and three current Chisholm students stood up to talk about how Principal Nkrumah had changed their lives.

The occasion prompted Principal Nkrumah to reflect on the rich experiences and continuing challenges he faced at Chisholm. He and his staff had developed close relationships with members of the community over the past 10 years. Several of the staff who had been with the principal throughout his entire tenure grew up in the community and had established trusting relationships with students and families—a crucial component of culturally responsive leadership. Many of his senior staff had been leaders in the building. They were considered respected elders and were mentors to the younger staff.

Over the past three years more than a third of his senior staff had retired, necessitating the hiring of several new faculty and staff. The district entered...

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