0.2 Bizzell, b. (july 2009). leading in rural appalachia  (Page 3/4)

School principals lead instruction, model behavior, guide faculty conversations, and have great influence over school climate and culture (Darling-Hammond, LaPointe, Meyerson, Orr, and Cohen, 2007; Leithwood, Louis, Anderson and Wahlstrom, 2004). Using that influence to support a culturally responsive school that recognizes the unique contributions of students’ home culture would benefit the students of Appalachia.

Leadership for social justice

Closely related to cultural responsiveness is the idea of social justice. McKensie et al. (2008) defined social justice to include the goals of academic achievement and critical consciousness, both of which align with the definition of cultural responsiveness. They included inclusive practices as the third goal of social justice in their definition noting that students with disabilities and students who are language diverse are often taught in segregated settings.

McKensie et al. (2008) suggested a design for a leadership development program in which principals would be prepared for social justice work. As with Farmer and Higham’s (2007) design for a leadership program focused upon cultural responsiveness, McKensie et al. made suggestions for both student selection and curricular components.

McKensie et al. (2008) argued for a stringent process of student selection. They specifically identified three criteria for selection: (a) an understanding of and commitment to social justice issues, (b) outstanding teaching skills, and (c) demonstrated leadership ability. They argued that without such requirements, it would be unrealistic to expect adequate preparation of leaders for social justice in the typical two-year program.

In terms of program design, McKensie et al. (2008) argued that elements of social justice be embedded throughout the leadership curriculum. Consistent with the goals used in their definition of social justice, the curriculum they proposed included critical consciousness, a strong emphasis on instructional leadership, and planning for inclusive structures and student supports. Finally, the authors argued for an induction program that extends the development of leaders beyond graduation.

A model for educational leadership in rural appalachia

This section will briefly explore a model of educational leadership proposed for educators serving in rural Appalachia (Johnson et al. 2009). Johnson et al. proposed a model of leadership that is organized around three components: knowledge, people, and place. This model, while unique, includes components of cultural responsiveness and social justice. It has the dual goals of developing “leaders who can move forward educational goals while contributing to sustaining and revitalizing rural communities” (para. 6).

The first component of this model is knowledge (Johnson et al., 2009). Johnson et al. proposed a construct termed systemic knowledge . Systemic knowledge combines traditional academic or curricular knowledge with contextual knowledge. Contextual knowledge is that knowledge which is learned informally and connects with place and culture. Johnson et al. argued that systemic knowledge prepares students for the variety of contexts in which they will live their lives while honoring the culture of the student. Honoring their culture, the authors argued, teaches the students that they and their culture are important. Leaders must understand, according to the authors, that knowledge is power and that power can work to help marginalized students overcome inequities. With greater emphasis upon state academic standards and assessments, devoting time and resources to contextual knowledge will require strong leadership.