From Classroom Leader to School Leader: Strengthening the Pipeline of Principals of Color

• In Event: Pathways, Practices, and Policies for Increasing Educator Diversity in K-12 Schools

Abstract

The study identifies systemic barriers and organizational conditions that prevent educators of color from advancing into leadership roles. Findings from this study are intended to inform the development of a forthcoming playbook for educational leaders of color that will provide tools to support their growth and development. By addressing both individual development and systemic change, the study aims to foster a more equitable and effective educational leadership landscape.

The study is grounded in the perspective that educational leaders of color play a crucial role in creating supportive, inclusive, and effective learning environments (Gilbert, et al., 2022; Grissom, Rodriguez, & Kern, 2017). It draws on theories of social justice leadership and equity-driven change, emphasizing the importance of cultural relevance, social and emotional intelligence, and strategic organizational navigation (Grissom, et al., 2021). The study employed qualitative methods, including interviews and focus group discussions with over 300 educators of color in leadership positions across the country. The study also utilized demographic data on school leadership and student populations, as well as organizational case studies and policy analysis. The materials used included transcripts of interviews, thematic coding frameworks, and various reports and publications on educational leadership. A detailed coding and analysis of these conversations illuminated common themes and effective leadership practices. The research focused on understanding the lived experiences of these leaders, their strategies for navigating challenges, and the competencies critical to their success.

The study identified ten essential competencies for educational leaders of color, which will be discussed during the presentation. These competencies are critical for navigating the unique challenges faced by leaders of color and for fostering inclusive and effective school environments. The study also highlighted the systemic barriers that hinder the advancement of educators of color, such as lack of clear pathways to leadership, added responsibilities without support, and biases in hiring and promotion practices.

The study makes significant contributions to the field by providing a comprehensive framework that addresses the specific needs and challenges of educators of color. It offers practical tools and strategies for both leaders of color and their allies to promote more equitable and effective leadership in schools. By prioritizing the development of resilient, representative leadership, the study aims to foster a more just and equitable education system that benefits all students.

References
Gilbert, N., Gran, J., Lewis, A., and Teodorescu, D. (2022). The Shoulder Tap: Educators of Color on the Leadership Representation Gap – and What We Can Do About It. Retrieved from https://newleaders.org/resources
Grissom, Jason A., Anna J. Egalite, and Constance A. Lindsay. 2021. “How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.” New York: The Wallace Foundation. Available at http://www.wallacefoundation.org/principalsynthesis
Grissom, J., Rodriguez, L., and Kern, E. (2017). Teacher and Principal Diversity and the Representation of Students of Color in Gifted Programs: Evidence from National Data. Retrieved from https://doi.org/10.1086/690274

Author

• Harrison Peters, MCEL