When you go back and look at the components of the pilot program of the new National Professional Qualification for Headship in England, the program focused on personalized training to meet the needs of the individual. It states, “meet the needs of the individual” and not one mention in the research regarding race and it’s impact on leaders and/or coaches. Kendall(2001) also discusses how many people who are white believe they do not have to be serious about the issue of racism. It is important to link Kendall’s discuss to principal coaching and if white coaches are not recognizing or entering into discussions about the possibility of encountering racism with principals of color during coaching sessions then we are perpetuating whiteness
…show more content…
The author goes on to say the interaction of race and class disadvantages result in multiple areas of isolation and in turn creates hardship (p.14). In the K-12 principal example, it is clearly linked to the message in Carnavale’s (2013) work, the system “blame the victim ideology”, or in this case “blame the ineffective principal of color”, and then we are advancing inequity. We are truly not supporting leaders. The institution and the preparation of principals are failing leaders. Gilmore’s (n.d.) work strengthens this idea by stating that the actions of the institution actually believe they are supporting minority success and by doing so they are negating it (p.1). You will hear districts praising their hiring practices to bring on more principals of color and therefore creating successful leadership models and creating role models for children of color. However, as discussed earlier, districts are having conversations of principals being a “good fit” schools. You will read how districts have inclusive hiring practices and increase percentages of teachers and leaders of color. What you will not read is how maybe only one or two leaders were hired increasing an already low percentage doubled, painting a picture that is simply not …show more content…
Professional development models to implement leadership coaching have been researched more in the last 10 years. It is time for coaching to expand beyond the classroom and become the school improvement strategy to boost performance of everyone who touches the lives of children (Reiss, 2015, p. 54). In order for principal coaching to be the school improvement strategy it must move beyond the whiteness it holds within its structure and develop into a structure that embraces race of leaders and the support needed to develop leaders of
The author goes on to say the interaction of race and class disadvantages result in multiple areas of isolation and in turn creates hardship (p.14). In the K-12 principal example, it is clearly linked to the message in Carnavale’s (2013) work, the system “blame the victim ideology”, or in this case “blame the ineffective principal of color”, and then we are advancing inequity. We are truly not supporting leaders. The institution and the preparation of principals are failing leaders. Gilmore’s (n.d.) work strengthens this idea by stating that the actions of the institution actually believe they are supporting minority success and by doing so they are negating it (p.1). You will hear districts praising their hiring practices to bring on more principals of color and therefore creating successful leadership models and creating role models for children of color. However, as discussed earlier, districts are having conversations of principals being a “good fit” schools. You will read how districts have inclusive hiring practices and increase percentages of teachers and leaders of color. What you will not read is how maybe only one or two leaders were hired increasing an already low percentage doubled, painting a picture that is simply not …show more content…
Professional development models to implement leadership coaching have been researched more in the last 10 years. It is time for coaching to expand beyond the classroom and become the school improvement strategy to boost performance of everyone who touches the lives of children (Reiss, 2015, p. 54). In order for principal coaching to be the school improvement strategy it must move beyond the whiteness it holds within its structure and develop into a structure that embraces race of leaders and the support needed to develop leaders of