Page 61 - EdViewptsSpring2017

for the principal to provide professional A principal who strives to build rela-
development to staff on how to facilitate ...these open and honest tionships with the community seeks
these conversations in a constructive conversations may be to develop a stronger connection
way, which will allow for all voices and with students and families (Gardiner
opinions to be heard and respected. An difficult for some staff and Enomoto, 2006). It is crucial for
inclusive curriculum must be assessed but will ultimately principals to have an understanding of
through ensuring that the content taught lead to an awareness the community, families and students
is “culturally sensitive, advocacy driven they serve. This understanding by the
and not biased” (Klotz, 2006, pg. 13). of how their own bias principal cultivates productive partner-
Culturally-competent principals continu- may impact the learning ships between the school and families
ously focus on the needs of all learn- opportunities they which fundamentally support students.
ers and engage in ongoing dialogue A culturally-competent leader strives
with staff about the specific needs of provide students in their to continuously build and maintain
students (Smith, 2005). The principal own classrooms. collaborative community partnerships,
should offer professional development which essentially focus on the distinct
opportunities which focus on best by a culturally-competent principal and needs of students (Gooden, 2005; L.
instructional practices to support the their staff will provide the opportunities Johnson, 2006; Khalifa, 2012).
diverse needs of students (Leithwood for significant and systemic conversa- Moreover, as principals embark on
and Riehl, 2003). These ongoing tions that are solution oriented. The reviewing their comprehensive equity
professional development opportuni- overall discussion of its relevancy and plans, engage in conversations about
ties will lead to critical conversations its impact on the school, students and the diversity of students as it pertains
about the specific needs of students, learning is essential as it pertains to to learning experiences and popula-
identification of achievement gaps multicultural education and the develop- tion, they must do everything possible
and trends in data (Klotz, 2006). The ment of an inclusive curriculum. Through to advocate for the specific needs of
principal and staff should create a multicultural education, “all students will all their students. The path to cultural
specific plan regarding the identified acquire the knowledge, attitudes and competent leadership may be difficult
needs of students. skills needed to function in an ethnically for some because it requires honest
Further, a culturally-competent princi- and racially diverse nation and world” conversations about their own beliefs
pal identifies the connection between (Banks, 1993, pg. 28). Multicultural edu- and bias. It requires self reflection as
an inclusive curriculum and multicul- cation and the diverse learning experi- a leader and ongoing systemic con-
tural education. Multicultural education ences it brings should be embedded in versations about equity and equality
primarily focuses on providing equal an inclusive curriculum. as it relates to learning experiences
opportunities for all and examining Culturally-competent principals strive provided to students. Although the
and reducing prejudice against others to develop relationships with the path to cultural competent leadership
(Banks, 2008, Sleeter, 2001; Sleeter community, which is supportive, may be difficult, it is not impossible but
& Grant, 2003). The examination of encouraging, productive and reward- instead necessary. Our students are
these issues and facilitation of conver- ing for all (Gardiner and Enomoto, dependent on us as leaders to provide
sations about multicultural education 2006; Johnson, 2006; Walker, 2001). them with the best possible education.
Their future depends on it.

References:
Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice. Review of Research in
Education, 19, 3-49.
Banks, J. A. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3),
129-139.

Gardiner, M. E., & Enomoto, E. (2006). Urban School Principals and Their Role as Multicultural Leaders. Urban
Education, 41, 560-584.
Gooden, M.A. (2005). The Role of an African American Principal in an Urban Information Technology High School.
Educational Administration Quarterly, 41, 630-650.

Johnson, L. S. (2006). Making Her Community a Better Place to Live: Culturally-Responsive Urban School Leadership in
Historical Context. Leadership and Policy in Schools, 5, 19-36.
Khalifa, M. (2012). A Re-new-ed Paradigm in Successful Urban School Leadership Principal as Community Leader.
Educational Administration Quarterly, 48, 424-467.
Klotz, M. B. (2006). Culturally-Competent Schools: Guidelines for Secondary School Principals. Principal Leadership:
High School Edition 6(7), 11-14.

Educational Viewpoints -59- Spring 2017