Leading with Heart: Urban Elementary Principals as Advocates for Students

Becoming a Mindful Superintendent in a “Turnaround” District

“…It is worth noting that urban schools enroll a disproportionate percentage of students from low socioeconomic backgrounds, as well as those of linguistic and ethnic diversity, which add to the urgency and complexity of decision making and action concerned with teaching and learning (Gardiner & Enomoto, 2006;Riehl, 2000;Theoharis, 2008). In addition, urban schools are found least likely to demonstrate high performance and most likely to evidence little improvement compared to their suburban peers (Price, 2010;Rodriquez, Murakami-Ramalho, & Ruff, 2009;Sicoly, 2002). Berkovich & Eyai (2015) summarize the leadership literature to suggest pursuing socially just policies and procedures for traditionally underserved students as rewarding for principals and superintendents.…”

Latina/o School Principals as Instructional Leaders

“…In fact, the literature asserts that a relationship exists between Latina/o racial identity and leadership practices (Hernandez, 2015(Hernandez, , 2012(Hernandez, , 2005Rodríguez, Murakami-Ramalho & Ruff, 2009). Other studies examine the relationship among culture, ethnicity, and gender on Latina leadership styles (Avalos & Salgado, 2016;Carrion-Méndez, 2009;Enriquez-Damian, 2009;Gallegos, 2006;Hernandez, 2005;Loebe, 2004).…”

Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level

“…The purpose of this study is to determine the extent to which the key practices of transformative leadership apply to special education students at the elementary and secondary level. School leaders, including principals and other administrators, who have a fundamental knowledge of these practices can focus their efforts on improving schools as places where student academic needs are fostered (Rodriguez, Murakami-Ramalho, & Ruff, 2009). Based on the findings of this study, suggestions will be made regarding how these practices can be implemented on a wider scale to assist special needs learners in elementary and secondary schools throughout the United States.…”

“…Such relationships have been vital in creating positive environments where all students, regardless of their social or cultural background, can learn. Rodriguez et al (2009) added that leaders who have adopted inclusive strategies and have advocated for the needs of all students have helped to fulfill the moral obligations of their schools. These strategies, similar to those of O'Donnell and White, included maintaining high expectations for all students, treating all students with respect, and building relationships within the school community.…”

“…These are also similar to those that Cochran-Smith et al (2009) found in their study of first and second-year teachers who taught for social justice. Rodriguez et al (2009) explained that elementary principals in large urban areas have focused more on school-community relations than secondary school administrators, experiencing higher parental involvement as a result. Lashley (2007) asserted that the advent of NCLB (2001) legislation has changed the role of principals and their responsibilities.…”