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David DeMatthews

The University of Texas at Austin, Department of Educational Leadership and Policy, Faculty Member

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Dr. David DeMatthews in an assistant professor in the Educational Leadership and Foundations Department at the University of Texas at El Paso (UTEP). Prior to coming to UTEP, Dr. DeMatthews served as a high school social studies teacher, assistant principal, and central office administrator (Baltimore City Public Schools and District of Columbia Public Schools). Dr. DeMatthews has conducted educational research focused on issues related to K-12 school leadership, educational policy, and marginalized student populations in urban and rural school districts. His research has appeared, or is forthcoming, in a variety of journals, including: Educational Administration Quarterly, Teachers College Record, Journal of School Leadership, Journal of Cases in Educational Leadership, International Journal of Educational Research, Educational Forum, and Education Policy Analysis Archives. His research has also been presented at national and international conferences, including: American Educational Research Association (AERA), University Council of Educational Administation (UCEA), World Education Research Association (WERA), and Comparitive International Educational Society (CIES).
Address: El Paso, Texas

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Irina Malkina-Pykh

Saint-Petersburg State University

Global Journal of Guidance and Counseling in Schools: Current Perspectives

Joshua Marever E . Magmanlac

Lyceum of the Philippines University - Batangas

Jovielyn S. Mañibo

Institute of Buddhist Studies

Beth H U D N A L L Stamm

Western University Canada

Daniel P David, PhD, LCSW

Walden University

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Papers by David DeMatthews

Principal Burnout: How Urban School Leaders Experience Secondary Trauma on the U.S.-Mexico Border

Leadership and Policy in Schools

The mental health needs of school principals have been consistently overlooked in the field of ed... more The mental health needs of school principals have been consistently overlooked in the field of educational leadership and in the preparation and professional development of principals. This mixed-method study compares rates of burnout and secondary trauma of principals in one urban school district along the U.S.-Mexico border with other human-service professionals and provides examples of how two principals experienced burnout and secondary trauma. Most principals reported low rates of burnout and secondary trauma, but follow-up interviews with two newer principals revealed significant exposure to trauma. Findings inform new directions for research and new emphases for preparation.

1555458918786988-1.pdf

Accountability policies have impacted school leadership practices both positively and negatively.... more Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency's district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.

Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap

Background: For decades, Black students have been more likely to be suspended than their White pe... more Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students

Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

Mexican American students constitute the largest group of Latina/os in the United States and have... more Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?

Journal of Latinos and Education Preparing principals on the U.S.-Mexico border and beyond: A call to confront fear, uncertainty, and the marginalization of Mexican American Students

Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap

Background: For decades, Black students have been more likely to be suspended than their White pe... more Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Righting Past Wrongs: A Superintendent's Social Justice Leadership for Dual Language Education Along the U.S.- Mexico Border

by David DeMatthews and David S Knight

The role of superintendents in adopting and developing dual language education and other equity-o... more The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy resea rch. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that " disappeared " hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies

Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.–Mexico Border

Background/Context: Previous research has focused on the importance of a social justice leadershi... more Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with social justice leadership and the ways in which principals prioritize when dilemmas or challenges arise. Principals may be frequently confronting challenges and dilemmas when they lead for social justice, especially considering the pressures and unintended consequences of high-stakes accountability, dwindling school budgets, and increased teacher turnover rates. By examining the nature of social justice leadership in a high-poverty elementary school located along the U.S./Texas–Mexico border, this study explores how certain facets of social justice generate contradictions, tradeoffs, and dilemmas that have implications for marginalized student groups and communities.

Social justice dilemmas: evidence on the successes and shortcomings of three principals trying to make a difference

Social justice leadership has become a popular topic and catchphrase in the field of educational ... more Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.

Student Voice from a Turnaround Urban High School: An Account of Students with and without Dis/Abilities Leading Resistance against Accountability Reform

by Barbara Pazey and David DeMatthews

Urban Education, 2019

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior t... more The Every Student Succeeds Act redefines the priorities of our nation’s
education system. Prior to its passage, turnaround strategies advanced
solutions for low-performing schools. Research literature examining how
these reforms impacted the schooling experiences of students attending
these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

Texas Campus Carry Law's Implications on Social Justice Preparation

The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty member... more The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty members believe this will impact their ability to engage in social justice teaching that challenges the status quo and promotes the development of a reflective and equity-oriented teacher or school leader. This commentary discusses how campus carry is already effecting an institution serving Hispanic students in Texas.

Social Justice Leadership and Family Engagement: A Successful Case From Ciudad Juárez, Mexico

by David DeMatthews and D. Brent Edwards Jr.

Research Approach: This in-depth qualitative case study explores one school leader's enactment of... more Research Approach: This in-depth qualitative case study explores one school leader's enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world's most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader's focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

School Leadership for Dual Language Education: A Social Justice Approach

This article examines how a dual language program can be developed within the framework of social... more This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as fi eld notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o-White achievement gap. Findings suggest the importance of family-teacher support, multiple stakeholder perspectives, teacher recruitment, and ongoing professional development and program evaluation.

" This Too Shall Pass " : A New Principal's Experience With School Improvement

by James Coviello and David DeMatthews

The story of the past 15 years in U.S. education has been one of fundamental reform and transform... more The story of the past 15 years in U.S. education has been one of fundamental reform and transformation. These changes are felt most acutely in the daily lives of teachers and principals and often have lasting effects on the context of the school community. This case study explores the challenges facing a principal when attempting reform and improvement efforts set in a larger backdrop of social and economic change. This case involves issues related to understanding school context and improving communication skills for new principals and can be used for principal preparation and educational leadership courses.

The Racial Discipline Gap: Critically Examining Policy, Culture, and Leadership in a Struggling Urban District

Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately ... more Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just school. The case draws upon critical race theory and social justice leadership to explore issues related to urban education, discipline policy, racism, deficit thinking, and community engagement. The case raises important questions related to educational policy and principal preparation.

How to Improve Curriculum Leadership: Integrating Leadership Theory and Management Strategies

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2014

Principals play an important role in developing high quality, critical, and community-oriented cu... more Principals play an important role in developing high quality, critical, and community-oriented curriculum leadership and renewal. Curriculum leadership is complex and challenging for new and veteran principals. The purpose of this article is to provide an approach to curriculum leadership that weaves theories of leadership together with quality management techniques. Each step in the process requires principals to think about and apply dimensions of instructional, distributed, and social justice leadership theories. These approaches to leadership and management will support the development of a school that is more conducive to positive change, a school culture that embraces collaboration, and faculty and staff who are willing to go above and beyond for their students and their diverse needs.

Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School

Leadership and Policy in Schools, 2015

Principals experience a range of feelings and emotions while practicing social justice leadership... more Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive school. Sensemaking theory was applied to examine the principal's experiences leading for social justice and how successes, challenges, and failures influenced her leadership. Findings have implications for theory, future research, and principal selection, preparation, and training.

Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities

International Journal of Educational Leadership and Management

Professional Learning Communities (PLCs) can be powerful tools for school improvement but require... more Professional Learning Communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs.

The Clearing House: A Journal of Educational Strategies, Issues and Ideas Effective Leadership is Not Enough: Critical Approaches to Closing the Racial Discipline Gap

A review of student discipline and suspension data disaggregated by race highlights how school le... more A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap.

Principal Burnout: How Urban School Leaders Experience Secondary Trauma on the U.S.-Mexico Border

Leadership and Policy in Schools

The mental health needs of school principals have been consistently overlooked in the field of ed... more The mental health needs of school principals have been consistently overlooked in the field of educational leadership and in the preparation and professional development of principals. This mixed-method study compares rates of burnout and secondary trauma of principals in one urban school district along the U.S.-Mexico border with other human-service professionals and provides examples of how two principals experienced burnout and secondary trauma. Most principals reported low rates of burnout and secondary trauma, but follow-up interviews with two newer principals revealed significant exposure to trauma. Findings inform new directions for research and new emphases for preparation.

1555458918786988-1.pdf

Accountability policies have impacted school leadership practices both positively and negatively.... more Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency's district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.

Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap

Background: For decades, Black students have been more likely to be suspended than their White pe... more Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students

Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

Mexican American students constitute the largest group of Latina/os in the United States and have... more Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?

Journal of Latinos and Education Preparing principals on the U.S.-Mexico border and beyond: A call to confront fear, uncertainty, and the marginalization of Mexican American Students

Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap

Background: For decades, Black students have been more likely to be suspended than their White pe... more Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Righting Past Wrongs: A Superintendent's Social Justice Leadership for Dual Language Education Along the U.S.- Mexico Border

by David DeMatthews and David S Knight

The role of superintendents in adopting and developing dual language education and other equity-o... more The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy resea rch. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that " disappeared " hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies

Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.–Mexico Border

Background/Context: Previous research has focused on the importance of a social justice leadershi... more Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with social justice leadership and the ways in which principals prioritize when dilemmas or challenges arise. Principals may be frequently confronting challenges and dilemmas when they lead for social justice, especially considering the pressures and unintended consequences of high-stakes accountability, dwindling school budgets, and increased teacher turnover rates. By examining the nature of social justice leadership in a high-poverty elementary school located along the U.S./Texas–Mexico border, this study explores how certain facets of social justice generate contradictions, tradeoffs, and dilemmas that have implications for marginalized student groups and communities.

Social justice dilemmas: evidence on the successes and shortcomings of three principals trying to make a difference

Social justice leadership has become a popular topic and catchphrase in the field of educational ... more Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.

Student Voice from a Turnaround Urban High School: An Account of Students with and without Dis/Abilities Leading Resistance against Accountability Reform

by Barbara Pazey and David DeMatthews

Urban Education, 2019

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior t... more The Every Student Succeeds Act redefines the priorities of our nation’s
education system. Prior to its passage, turnaround strategies advanced
solutions for low-performing schools. Research literature examining how
these reforms impacted the schooling experiences of students attending
these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

Texas Campus Carry Law's Implications on Social Justice Preparation

The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty member... more The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty members believe this will impact their ability to engage in social justice teaching that challenges the status quo and promotes the development of a reflective and equity-oriented teacher or school leader. This commentary discusses how campus carry is already effecting an institution serving Hispanic students in Texas.

Social Justice Leadership and Family Engagement: A Successful Case From Ciudad Juárez, Mexico

by David DeMatthews and D. Brent Edwards Jr.

Research Approach: This in-depth qualitative case study explores one school leader's enactment of... more Research Approach: This in-depth qualitative case study explores one school leader's enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world's most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader's focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

School Leadership for Dual Language Education: A Social Justice Approach

This article examines how a dual language program can be developed within the framework of social... more This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as fi eld notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o-White achievement gap. Findings suggest the importance of family-teacher support, multiple stakeholder perspectives, teacher recruitment, and ongoing professional development and program evaluation.

" This Too Shall Pass " : A New Principal's Experience With School Improvement

by James Coviello and David DeMatthews

The story of the past 15 years in U.S. education has been one of fundamental reform and transform... more The story of the past 15 years in U.S. education has been one of fundamental reform and transformation. These changes are felt most acutely in the daily lives of teachers and principals and often have lasting effects on the context of the school community. This case study explores the challenges facing a principal when attempting reform and improvement efforts set in a larger backdrop of social and economic change. This case involves issues related to understanding school context and improving communication skills for new principals and can be used for principal preparation and educational leadership courses.

The Racial Discipline Gap: Critically Examining Policy, Culture, and Leadership in a Struggling Urban District

Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately ... more Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just school. The case draws upon critical race theory and social justice leadership to explore issues related to urban education, discipline policy, racism, deficit thinking, and community engagement. The case raises important questions related to educational policy and principal preparation.

How to Improve Curriculum Leadership: Integrating Leadership Theory and Management Strategies

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2014

Principals play an important role in developing high quality, critical, and community-oriented cu... more Principals play an important role in developing high quality, critical, and community-oriented curriculum leadership and renewal. Curriculum leadership is complex and challenging for new and veteran principals. The purpose of this article is to provide an approach to curriculum leadership that weaves theories of leadership together with quality management techniques. Each step in the process requires principals to think about and apply dimensions of instructional, distributed, and social justice leadership theories. These approaches to leadership and management will support the development of a school that is more conducive to positive change, a school culture that embraces collaboration, and faculty and staff who are willing to go above and beyond for their students and their diverse needs.

Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School

Leadership and Policy in Schools, 2015

Principals experience a range of feelings and emotions while practicing social justice leadership... more Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive school. Sensemaking theory was applied to examine the principal's experiences leading for social justice and how successes, challenges, and failures influenced her leadership. Findings have implications for theory, future research, and principal selection, preparation, and training.

Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities

International Journal of Educational Leadership and Management

Professional Learning Communities (PLCs) can be powerful tools for school improvement but require... more Professional Learning Communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs.

The Clearing House: A Journal of Educational Strategies, Issues and Ideas Effective Leadership is Not Enough: Critical Approaches to Closing the Racial Discipline Gap

A review of student discipline and suspension data disaggregated by race highlights how school le... more A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap.

Public-Private Partnerships, Accountability, and Competition: Theory versus Reality in the Charter Schools of Bogotá, Colombia

by D. Brent Edwards Jr. and David DeMatthews

While charter schools are among the most prevalent public-private partnerships in the education s... more While charter schools are among the most prevalent public-private partnerships in the education sector, they are frequently only assessed by measuring outputs such as enrollment and test scores. In contrast, this article assesses the logic model behind charter schools, specifically the mechanisms of accountability and competition, through a study of the Concession Schools in Bogotá, Colombia, using a realist evaluation methodology. Despite the program's success in increasing access in marginalized areas, findings indicate that accountability and competition were hindered in practice—because of insufficient choice for parents and other unique organizational and