Principals don’t always get deep training on how to address inequities in schools before they start the job. And districts are still working out how to fill that gap.
Jennifer Clayton, an associate professor of educational leadership and administration at George Washington University, examined a professional development program to help principals become better equity leaders in five Virginia districts. The program was a partnership with the districts and a local university, none of which were named in the study.
The observations and responses from the principal-participants, published in the Journal of Educational Administration, give some insights into what can help principals become more skilled at identifying inequities in their schools and devising strategies to address them.