Title

Culturally Relevant Leadership: Developing a Culture of Equity

First Presenter's Institution

School District of Janesville

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Harborside East & West

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

I will share my qualitative research findings regarding the practices of two school leaders engaged in the work of closing the achievement gap for students traditionally underserved in American public schools.

Brief Program Description

How do school leaders close the achievement gap for students traditionally marginalized? Learn about the effective onsite practices of two school leaders who developed solid relationships with students, families, and staff to provide the foundation for developing literacy and numeracy interventions that narrowed the achievement gap.

Summary

The workshop will provide an interactive examination of a qualitative case study regarding the actions and beliefs of two principals engaged in the work of closing the achievement gap for students traditionally marginalized. Interviews, focus group, site observations, and document analysis informed the research. Specifically, the research questions sought to gain a deeper understanding of the nexus of the beliefs and actions of the principals through the lens of Ladson-Billings’ (1995b) Culturally Relevant Pedagogy, professional development, school leadership, and school culture. Research questions focused on discovering the culturally relevant beliefs and actions of school leaders in relation to the their daily work as well as how those beliefs and actions impacted the professional development they planned and the school culture they developed. Study results indicated that rather than a balanced framework as articulated by Ladson-Billings, these cases emphasized the Culturally Relevant Pedagogy component of Academic Excellence. The study provides insights related to the impact principals’ mental models have upon hiring practices, upon decisions pertinent to literacy and numeracy interventions, as well as upon the development of relationships with students, families, and staff. Furthermore, study implications for effective leadership practices are explored when building organizational capacity to meet the needs of students who have been historically underserved. Participants will engage in discussion of the research findings in relationship to their ongoing daily work to close the achievement gap for students traditional marginalized in American public education.

Evidence

Gloria Ladson-Billings' Culturally Relevant Pedagogy provided the foundation for this qualitative research study regarding the beliefs and actions of one elementary school principal and one high principal engaged in the work of closing the achievement gap for students of color and students of poverty. The research findings highlight the practices of both principals which can be replicated by educational leaders who share the same desire to make a significant difference in the lives of the youth they serve every day.

Format

Individual Presentation

Biographical Sketch

Dr. Lisa R. Peterson serves as the Rock River Charter School Principal and as the Coordinator of Charter School Development for the Janesville School District. Dr. Peterson earned her Bachelor's degree from UW-La Crosse a double major in English and Public Speaking. For fifteen years, Dr. Peterson taught English and Public Speaking at Parker High School where she also advised the Yearbook, Key Club, and Human Relations. For seven years, Dr. Peterson served as the Assistant Principal at Franklin Middle School. Dr. Peterson joined the Rock River Charter School team in the fall of 2011. A Nationally Board Certified Teacher, Dr. Peterson has a Master's degree from UW-Madison in Curriculum and Instruction as well as a Master's degree from Cardinal Stritch University for Educational Leadership. In July 2014, Dr. Peterson completed her PhD; her dissertation focused on the efforts of educational leaders to close the achievement gap. Valuing social justice, Dr. Peterson believes that all students should have access to a high quality education in order to prepare them for post-secondary opportunities. A servant leader, Dr. Peterson is deeply honored to have the opportunity to help Rock River Charter School students progress on their journeys toward successful futures.

Keyword Descriptors

Leadership, relationships, academic interventions, achievement gap

Presentation Year

2017

Start Date

3-7-2017 4:00 PM

End Date

3-7-2017 5:30 PM

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Mar 7th, 4:00 PM Mar 7th, 5:30 PM

Culturally Relevant Leadership: Developing a Culture of Equity

Harborside East & West

How do school leaders close the achievement gap for students traditionally marginalized? Learn about the effective onsite practices of two school leaders who developed solid relationships with students, families, and staff to provide the foundation for developing literacy and numeracy interventions that narrowed the achievement gap.