Leading for Justice, Remedy, and Repair: Assistant Principal Balancing in a High-Stakes Accountability Environment

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Unpacking Testing, Redefining Justice: Leadership, Equity, and Accountability in the 21st Century (Table 3)

Abstract

This mixed-methods research study investigated the sensemaking and school leadership balancing actions of Texas secondary assistant principals (APs), who despite increasing pressures of state-mandated high-stakes testing and accountability systems, strive to repair harm, lead for justice, and create inclusive learning environments to meet the needs of all students. 79 assistant principals participated in a phase 1 quantitative survey with 10 APs selected to participate in phase 2 qualitative interviews. Findings revealed divergent AP views across social justice and accountability beliefs and drove recommendations for policy, practice, and future research by connecting what APs shared regarding leadership balancing actions that support social justice school leadership goals and help remedy and repair harmful impacts of high-stakes testing and accountability policies.

Author

• Robert Schlegel, University of Texas - San Antonio