Principal Preparation Answerability Rubric (PPAR): Toward Just Educational Renewal Centered on Black, Brown, and Indigenous Teachers and Students

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Advancing Just Education via Leadership for Equity and Inclusion (Table 10)

Abstract

This paper introduces the PPAR, a tool designed to evaluate pedagogical decisions in principal preparation programs, specifically assessing their effectiveness in preparing principals to support Black, Brown, and Indigenous (BBI) students and teachers. Despite much progress, Minnesota policy language remains superficial, often relying on vague "fairness" rhetoric, which fails to address the need for substantial resource redistribution to BBI communities. The PPAR provides a more comprehensive framework, focusing on historically marginalized voices and redefining what principals should learn pre-licensure to be accountable to BBI communities. By offering this tool, we aim to help principal preparation educators and program evaluators critically assess and improve their programs, fostering co-created, localized solutions and advancing equitable education policies in Minnesota and beyond.

Authors

• Nathaniel D. Stewart, University of Minnesota

• Malaika Joy Bigirindavyi, University of Minnesota