Page 60 - EdViewptsSpring2017

Wanted: Culturally-Competent Leaders!

By Beverly Green, Principal, Center Square School, Logan Township

The role of the principal must be aware of how instructional these open and honest conversations
practices in the classroom correlate may be difficult for some staff but will
has evolved from a manager to to the written curriculum. Therefore, ultimately lead to an awareness of how
an instructional leader. The 21st Cen- it is extremely important for principals their own bias may impact the learning
tury principal must not only possess to examine the written curriculum, opportunities they provide students in
a distinct understanding of the impor- policies and programs offered as to their own classrooms. Through these
tance of meeting the diverse learning how they support the diverse needs conversations, there must be dialogue
needs of all students, but must also of all students. Further, the extensive with staff pertaining to the need to en-
be prepared to lead a diverse student examination of the curriculum, policies gage all learners. These conversations
population, as children of color under and programs should lead to an under- will support a more inclusive curriculum
18 years of age will be the United States standing of what specific changes are comprised of a variety of learning ex-
majority by 2023 (Roberts, 2008). In needed, which will ultimately support periences to meet the diverse needs of
other words, it is essential for principals all students (Lindsey, Robins, and the student population (Klotz, 2006).
to demonstrate culturally-competent Terrell, 2003). An inclusive curriculum provides stu-
leadership. A culturally-competent principal must dents with evidenced-based learning
Culturally-competent principals must provide support to their staff on becom- and cultural inquiry opportunities, which
commit to educating staff on the need ing aware of their own bias about race, support a comprehensive understand-
for diverse learning opportunities pro- class and achievement. The principal ing of the relevancy to the instruction
vided to students. The staff must in turn must foster an environment in the (Klotz, 2006). The learning experiences
create diverse instructional opportunities school which allows everyone to en- facilitated through an inclusive cur-
in the classroom which support various gage in open and honest conversations riculum should prompt staff to engage
learning styles (Leithwood and Riehl, about their assumptions about race in conversations with students about
2003). Culturally-competent principals and culture (Singleton, 2012). Hence, race and culture. However, it is crucial

Educational Viewpoints -58- Spring 2017