Professional Development

Hirsh, Stephanie; Killion, Joellen; Pollard, Joyce

doi:10.1093/obo/9780199756810-0128

Cited by 3 publications

(2 citation statements)

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“…Some of the findings were akin to what was found in the literature in that almost 90% felt that distributed leadership can be the fuel in the engine required to move that academic unit into a learning organisation. This was similar to the suggestion advanced by Spillane et al (2004) Southworth (2009) advanced, it could also be embraced to help to propel specific actions toward leadership; and allow the staff to incorporate their new knowledge and competencies into their practice (Mizell, 2010) as a means of continuously strengthening their practice (Hirsh, 2010), and increasing their levels of effectiveness (Public Impact for the Chicago Public Education Fund, 2008).…”

Section: Discussionmentioning

confidence: 79%

Expanding Leadership Capacity toward Social Justice

Hill-Berry¹

2019

REAL

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Article Info Educational administrators are consistently challenged to find the right mix of leaders and to identify potentials that can be harnessed to expand the cadre. In both the academic and research communities, there has been much dialogue surrounding the way in which leadership is developed in organisations. These discourses continue to provide avenues for researchers to identify and recommend best practices for leadership development. Varied types of leadership could be explored as a means of expanding leadership capacity and sustaining a cadre of leaders suited to meet the growing needs in educational communities and other spheres. This study investigated perceptions of staff concerning distributed leadership as a possible strategy for enhancing succession planning, expanding leadership capacities, and ensuring that social justice is practiced within their organisation. Two main questions were explored in this study to uncover participants' perceptions of current leadership practices and distributed leadership; and to have them suggest how distributed leadership could be used within their academic unit to expand leadership capacity and to practise social justice. This research provides valuable information regarding how distributed leadership can be used to augment leadership capacities, enhance succession planning, and expand leadership capacity to ensure social justice is practised within the specified context.

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Section: Discussionmentioning

confidence: 79%

Expanding Leadership Capacity toward Social Justice

Hill-Berry¹

2019

REAL

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“…This could be interpreted as participants identifying certain gaps but did not think of distributed leadership as a tool that could have helped to bridge those gaps. Therefore, since participants admitted that this academic unit could use distributed leadership to coach, mentor, and train prospective leaders, like Southworth (2009) advanced, it could also be embraced to help to propel specific actions toward leadership; and allow the staff to incorporate their new knowledge and competencies into their practice (Mizell, 2010) as a means of continuously strengthening their practice (Hirsh, 2010), and increasing their levels of effectiveness (Public Impact for the Chicago Public Education Fund, 2008).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2019

REAL

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Brooks (2008) argues that, 'Justice is both an abstract "big" idea and also a concrete "little" idea' (p. 8) and is understood as a process or a way of "ethical living" in a diverse society' (Furman & Shields, 2003, p. 1358). Social justice then is "where all members of a society, regardless of background or procedural justice, have basic human rights and equal access to the benefits of their society" (Hemphill, 2015, p. 2). Educational leadership for social justice is leadership that ensures fairness in rights and access to the educational benefits of one's society. However, the processes and systems for ensuring fairness are open to various interpretations, are influenced by leaders' conception of social justice and may be seen as complex and contextualized endeavors (Arar, Ogden, & Beycioglu, 2019). Consequently, educational leadership for social justice is a bold undertaking. Educational leadership for social justice assumes that those who are assigned formal leadership roles pay attention to issues of equity and ensure that the power that resides within the social structures of education are more responsive to the rights of citizens (Miller, Roofe, & García Carmona, 2019). As stated by Theoharis (2007), at the heart of educational leadership for social justice are leaders who "…. advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing condition" (p. 223). Furthermore, Corbett (1976) notes that in order to do justice one cannot work alone, one needs a community approach. This community approach involves all education stakeholders giving attention to issues of equity and fairness in how policy is designed, how educational leaders practice leadership and the types of partnership relationships that are formed and leveraged among stakeholders to support leading for social justice. The papers in this special issue lead us to examine a range of issues associated with two broad areas of educational leadership for

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