Educational Leaders Encouraging the Intellectual and Professional Capacity of Others
A Social Justice Agenda
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- Description
- Contents
This book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people’s voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership.
Introduction: Educational Leaders Encouraging the Intellectual and Professional Capacity of Others: A Social Justice Agenda; Elizabeth Murakami-Ramalho and Anita Pankake.
- Part I. The Foundation of Social Justice: Developing Others.
- Chapter 1. Building Capacity: The Foundation of Developing Others; Anita Pankake and Jesus (Chuey) Abrego, Jr.
- Chapter 2. A Context for Developing Social Justice for Staff and Students: Communities of Professional Learners; Stephanie A. Hirsh and Shirley M. Hord.
- Chapter 3. Reculturing Organizations; Jane B. Huffman.
- Chapter 4. Philosophical Reflections on Moral Transformative Leadership; JoAnn Franklin Klinker and David Thompson.
- Chapter 5. Leadership for Social Justice: A Matter of Influencing Policy Development; Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes.
- Part II. Building Social Justice: Intellectual and Professional Capital.
- Chapter 6. Teacher Induction: A Process for Advancing Social Justice; Maria B. Roberts and Anita Pankake.
- Chapter 7. Barriers and Marginalization in Female Teacher Leadership; Shirley J. Mills and Janine Schall.
- Chapter 8. Professional Development to Strengthen Department Chair Instructional Leadership Capacity: Advancing Social Justice in Urban High Schools; Hans W. Klar and Paul V. Bredeson.
- Chapter 9. Lessons from a Principal Preparation Program: Creating Support through Social Justice Practices; Elizabeth Murakami Ramalho, Encarnacion Garza Jr., and Betty Merchant.
- Chapter 10. Voices of Veteran Administrators; Marilyn L. Grady, Marlie Williams, and Julie Gaddie.
- Chapter 11. Critical Differences in Superintendency Seekers; Ava J. Muñoz, Shirley J. Mills, Anita M. Pankake, and Elizabeth Murakami.
- Chapter 12. Advancing Social Justice through Support Personnel; Fernando Valle and Sylvia Mendez-Morse.
- Chapter 13. Charter Schools: Meeting the Democratic Mission of Public Education; Ann Allen and Martyza Gawlik.
- Part III. Mentoring Strategies for Building Intellectual and Professional Capacity.
- Chapter 14. Service Learning Provides University Students with a Vehicle to Address: Inequities in Urban Education; Diane Profita Schiller and Mary Charles.
- Chapter 15. Mentoring Women and Minority Educational Leaders: The Need for Research; Gloria Crisp.
- Chapter 16. Building Bridges and Epistemologies among Practitioners and Researchers in Educational Leadership; Ashley Oleszewski and Elizabeth Murakami-Ramalho.
- Chapter 17. Mentoring as a Social Justice Equalizer in Higher Education for Women; Whitney H. Sherman and Margaret Grogan.
- Chapter 18. Mentoring Relationships in Higher Education: An Important Means of Encouraging the Development of Others; Maria Simmonson and Ava Munoz.
- Epilogue: I'm still here, God. Fenwick W. English.