Current Status of School Leadership, Preparation, and Licensure: A Study of Schools for the Deaf

• In Event: 34.022 - Leadership Preparation: Systems and Policy

Abstract

The traditional Anglo-centric bias of schooling marginalizes many students who come from minority cultures (Ladson-Billings, 2001). Modes of communication and interactions with others used by white, middle-class teachers may serve as unintentional barriers to the education of children who come from different social backgrounds (Delpit, 1995). When English to the exclusion of other languages is used in school, the learning capacity of non-speakers is severely compromised (Banks, 2004). In the same way, the traditional hearing-centric bias of schooling marginalizes Deaf students (Bauman, 2004). The purpose is to explore the school leadership within schools for the deaf, school leaders’ knowledge and practice of Deaf culture and ASL, and licensure of current school leaders in six schools for the deaf.

Authors

• Catherine Ann O'Brien, Gallaudet University

• Kerry Kathleen Robinson, University of North Carolina - Wilmington