Critical Self-Reflection and Principal Preparation: Reconceptualizing Culturally Responsive Instructional Leadership (CRILS)

• In Event: Equity, Diversity, and Inclusion in Principal Preparation: Preparing Leaders for Justice

Abstract

This paper highlights the significance of self-reflection and its variations used in principal preparation. We analyse the role of instructional leadership driving much of the leadership preparation initiatives and emerging culturally responsive school leadership principles, both of which privileges self-reflection in the preparation of school leaders. We stress the significance of structured critical self-reflection to avoid the ambiguities associated with various unstructured reflective practices. We re-introduce Culturally Responsive Instructional Leadership (CRILS), a concept that marries structured critical self-reflection with culturally responsive and instructional leadership components. The purpose of this study was to analyse recent graduates from a principal preparation program, which featured a course in critical self-reflection structured around culturally responsive school leadership.

Authors

• James Wright, San Diego State University

• Angel Miles Nash, Chapman University