Inquire, Critique, Transform, Reflect: Reimagining P–3 Leadership in California

• In Event: Transforming Educational Leadership: Righting Wrongs of Race and Difference

Abstract

An investment by California in Universal Transitional Kindergarten (UTK) provides an opportunity to reset and reimagine how we think about equity-centered instructional leadership. The incorporation of 4-year-olds into the public school system requires two systems (PK and K-12) that have historically operated separately to learn from each other and recognize inequities that have existed across both systems. This descriptive paper examines how we are developing content and facilitation moves to support the learning and practices of PK-12 leaders throughout California. This paper describes two strands of professional learning that are being developed for school leaders across the state.

The first is a professional learning model targeted at current school and district leaders in the field. The professional learning model is broken into eight modules . Each module is developed by a lead team of experts and then piloted in different regions across the state. Once the pilots have been completed and content and facilitation moves determined, the modules are then provided throughout the state with on-going professional learning and coaching provided for those training.

Our second professional learning is through two free graduate level courses that are provided online and synchronous. The courses are voluntary and are available to candidates in administrative credentialing programs across the state. Candidates in a preliminary credentialing program who are working obtain their initial certification to become a school leader and those in clear credentialing programs who are new school leaders in the field. The courses are focused on equity-centered instructional leadership in the P-3 context. Each course is piloted and continually improved upon by the feedback and integration of new content from the field.

This paper highlights the professional learning content/structure (inquire, critique, transform, reflect) and facilitation moves we are incorporating across professional learnings to prepare CA leaders. Specifically, the paper describes ways in which we are attempting to address racial injustices and re-imagine possibilities for the P-3 learning space. Initial findings and interpretations from our pilots from both professional learnings are provided. We then describe our future research and data collection process as the professional learning is implemented throughout different regions of CA to meet the needs of current and future school leaders. Additionally, we share the implications for this work in practice, research, and policy. Little et. al (2022) highlight the lack of research on principal leadership in the early learning context - we believe our work will bring a much-needed equity-focused perspective to this developing body of knowledge.

Authors

• Christopher Thomas, University of California - Berkeley

• Aija Simmons, University of California - Berkeley

• Viviana Garcia, University of California - Berkeley