Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

“…Too often, researchers depict trust as “atmospheric” rather than within the theoretical bounds of interpersonal relationships. Through questions asked of teachers such as whether a principal develops a culture of caring and trust within their school (Wahlstrom & Lewis, ), researchers inappropriately ascribe trust to a generalized measure across the entire school, which ignores the inherent differences in power (Ishimaru & Galloway, ) that distinguish a teacher‐to‐principal relationship from that of a teacher‐to‐other‐teachers. Trust describes assorted interpersonal relationships within an organization, within and across hierarchies, and so we should attend to those interactions within our research while discarding the notion of a trusting essence that imbues the entire school.…”

Equitable leadership on the ground: Converging on high-leverage practices

“…The focus group further insisted on including language that leadership practices must address the systemic, structural, and sociopolitical nature of disparities between dominant and nondominant students and families. In addition, the focus group participants argued for a shift in the conception of leadership, from traditional, individualistic, and hierarchical to participatory and collective (see also Anderson, 2009;Ishimaru & Galloway, 2014;Ogawa & Bossert, 1995;Ospina & Foldy, 2005;Ryan, 2014).…”

“…Before the process of revising the ISLLC standards began, we were in the midst of a project designed to explore what standards and core responsibilities of leadership might look like if developed through the lens and language of equity, using the 2008 ISLLC standards as a point of departure (see also Ishimaru & Galloway, 2014). During the refresh, we used this work to advocate for placing issues of equity at the center of the new leadership standards .…”

“…To begin to identify high-leverage leadership practices for equity, we conducted an extensive review of the literature on social justice and equity in leadership and education (Ishimaru & Galloway, 2014). We found the following leadership practices consistently described as those most likely to effect educational change towards equity: inclusive development of an equity vision (e.g., Fullan & Hargreaves, 1991;Kose, 2009;Stone-Johnson, 2014;Theoharis, 2007), creating and sustaining an equitable culture (e.g., Louis & Wahlstrom, 2011;Scheurich & Skrla, 2003), facilitating rigorous and culturally responsive teaching (e.g., Gay, 2000;Ladson-Billings, 1994;Rigby, 2014), supervising instruction for equity (e.g., Kose, 2009;McKenzie et al, 2008;Rigby, 2014), equitably allocating resources (e.g., Brayboy et al, 2007;Byrne-Jimenez & Orr, 2013;Darling-Hammond, 2010), authentically collaborating with families and communities (e.g., Auerbach, 2007;Ishimaru, 2013;Khalifa, 2012;Moll et al, 1992;Wilson et al, 2013), modeling equitable practices (e.g., Brown, 2004;Furman, 2012;McKenzie et al, 2008), and influencing policy (e.g., Anderson, 2009;Evans, 2013;Koyama, 2014).…”

Straddling the Divide Between Practice and Scholarship, Tensions of School Leaders Pursuing a Social Justice Leadership Phd

“…Practitioners are often described as doers , and in schools they are most commonly associated with school‐based educational administration. Although, practitioners are enacting content and approaches daily, they are often not the creators of the content, “practices” (Ishimaru & Galloway, , p. 94) or “actions” (Schultz, , p. 53). That is a role often attributed to scholars and academics of educational leadership.…”