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Publication date: 15 October 2016

Lori G. Boyland, Jeff Swensson, John G. Ellis, Lauren L. Coleman and Margaret I. Boyland

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide…

279

Abstract

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students.

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Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 January 2015

Lori G. Boyland, Lynn E. Lehman and Shawn K. Sriver

This study investigates the performance of Indiana’s new principals per the Educational Leadership Constituent Council (ELCC) and the Indiana Content Standards for building-level…

40

Abstract

This study investigates the performance of Indiana’s new principals per the Educational Leadership Constituent Council (ELCC) and the Indiana Content Standards for building-level leader preparation. Using quantitative survey methodology, information was collected from Indiana superintendents regarding the effectiveness of principals who had recently completed university administrative preparation programs. Analysis of responses revealed that superintendents viewed their new principals as “proficient” in almost every area, with the highest mean observed in the category of Integrity. In contrast, the mean response for “financial management” was found to be in the “basic” range, creating implications for an area of potential development in school leadership education in the state.

Details

Journal of Leadership Education, vol. 14 no. 1
Type: Research Article
ISSN: 1552-9045

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