Abstract
The key element in creating a school culture that is responsive to all students no matter their gender, sexual orientation, age, religious, linguistic, ethnic, socioeconomic, or ability is leadership (Templeton, 2017). Preparing a cadre of diverse leaders that resembles the students they serve is of great significance as they are crucial for fostering safe, inclusive, and respectful learning environments. The implementation of inclusive practices often falls to the administrators who are the best positioned to promote and support school reforms (Khalifa, Gooden, & Davis, 2016). An overwhelming demand for a diverse body of school leaders exists as they work to assure access and equity for all students (Green, 2016; Ishimaru, 2013). Furthermore, as schools become more diverse and standards become increasingly rigorous, school leaders must acquire the knowledge and skills needed to implement social justice models with evidence-based inclusive practices designed to ensure all students are provided with the supports necessary to achieve and thrive. The social justice needs for so many of our students with disabilities, of color and/or living in poverty, and their families, currently are evident. Although the policy and research debates continue, how to best serve all students in urban settings, a critical need remains for fully qualified and highly credentialed doctoral level school leaders who can foster an inclusive school environment; leaders who provide equal opportunities and access to education.
Presenters
Suzanne MartinProfessor, School of Teacher Education, University of Central Florida, Florida, United States Hannah Ehrli, Ed.D
Lead Instructor, Early Childhood Special Education, Orange County Public Schools, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Civic, Political, and Community Studies
KEYWORDS
LEADERSHIP, DIVERSITY, SCHOOL, ADMINISTRATOR
