Blazing New Trails - Connexions

298 CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION
The purpose of this chapter is to share results of an action research study that examined
the process and products that resulted from a strategy used with students who were completing
their administrative credential and pursuing a master’s degree in education leadership. The
project involved teams of students immersed in a professor-designed investigation focused on
the phenomenon of culturally proficient leadership in public elementary schools with high
levels of diversity and academic achievement. The goal of the project was threefold: to provide
students with a hands-on research experience, to immerse them in the reality of cultural
proficiency in the schools, and to require them to work as part of a team. This action research
project came about due to the author’s doubts regarding the degree to which the students
understood the importance of a level playing field for all students and families. It is hoped that
the results of this study will be useful to those preparing future school administrators.
CONCEPTUAL FRAMEWORK: WHY BECOME A
CULTURALLY PROFICIENT LEADER?
Culturally proficient leaders recognize their influence on student achievement, the
importance of understanding the school and community cultures, the leader’s role in promoting
social equity, the concept of cultural proficiency, and ways to strengthen cultural proficiency
for school-wide success. Each of these concepts will be discussed below.
The Leader’s Influence on Student Achievement
Research has shown that leaders influence student learning by setting direction,
developing people and making the organization work (Leithwood, Seashore Louis, Anderson
& Wahlstrom, 2004). Leaders articulate the vision, collaborate with others to set goals, enforce
high expectations and provide support for producing results. Making the organization work
involves the creation of a positive culture that supports the ever changing improvement agenda
at each site. Part of this culture involves policies and practices that allow school personnel to
welcome and effectively serve the diverse students enrolled at their site.
The Need for Leaders to Understand School and Community Culture
Research literature emphasized that school leaders must understand their school culture
in order to make the organization work (Deal & Peterson, 1999; Fullan, 1991; Leithwood &
Jantzi, 1990, 2000; Peterson & Deal, 2002; Sashkin & Walberg, 1993; Sergiovanni, 2001).
However, being familiar with the school culture alone is not the end of the leader’s journey. He
or she must also become familiar with the community’s many cultures and then align policies
and practices with them (Getzels, Lipam and Campbell, 1968; Hallinger & Leithwood, 1996).
In a study conducted by Howley, Woodrum, Burgess and Rhodes (2009), the match between
leadership style and community culture in four very different schools was examined. It was
determined that success in moving the school forward was closely tied to the leader’s respect
of and response to the local cultures rather than disregarding, trying to change, or opposing
them. In each case, the principal mediated between his/her vision and the values and
expectations of the community. The authors suggested that the community be taken into
consideration when educational leaders are hired in order to ensure a better fit. They also
pointed out that cultural competence means that the school molds itself to meet the needs of the
community rather than the other way around.