The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
3. One Principal’s Influence on Sustained, Systematic, and Differentiated Professional Development for Social Justice
| 33 →
One Principal’s Influence on Sustained, Systematic, and Differentiated Professional Development for Social Justice
Brad W. Kose
Purpose defines success.—David Allen
I hate the phrase, “All kids can learn.” To me, that’s an insult to educators and to kids because of course all kids can learn. The question is, “What are they learning?”—Audrey Union, Principal of Integration Middle School
In this article, I explore the promising practices of Audrey Union (all names in this article are pseudonyms), a white principal of Integration Middle School (IMS), which served nearly 400 students in sixth through ninth grades. Approximately 40% of the students were of color and a similar percentage qualified for free and reduced lunch. In particular, I examine her influence in creating systemic, sustained, and differentiated professional development for social justice in her school. This is a critical case study (Yin, 2003) in that her practices offer in-depth insights for addressing at least two crucial challenges faced by middle level principals.
The first challenge concerns providing quality professional development opportunities for all teachers to enhance their practice for all students, a core component of school improvement (Elmore, 2002). Several authors have provided models of or demonstrated the crucial role principals play in creating these opportunities (Bredeson, 2003; Lindstrom & Speck, 2004; Tallerico, 2005; Youngs & King, 2002). However, documented principal practice is needed for creating a more comprehensive understanding of how...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.