Urban Principal Pipeline Academy: Recruiting and Preparing Principals for Racial

Equity Leadership

Abstract

The purpose of this phenomenological qualitative study is to examine the experiences of

a race based Minnesota Urban Principal Pipeline program. Emphasis was placed on how the

program impacted the participants personal leadership journey racially and their preparedness to

lead racially diverse schools upon completion of the program. The study examines, through data

from racial affinity focus groups, the lived experiences of aspiring school principals in a

principal pipeline leadership development program, grounded in race based pedagogy and

content. The Minnesota Urban Principal Pipeline program was developed around four

foundational theories; intentional recruitment, removal of barriers for principal candidates, race-

based pedagogy and district/university partnership.

 Introduction

Background of the Problem

Strong principal leadership is critical to improving student achievement in our Nation's

schools. Research shows school principals are second only to teachers in impacting student

achievement (Seashore Louis, Leithwood, Wahlstorm, et.al., 2010). Despite this knowledge, a

pattern of licensing and hiring principals who are unprepared to ensure high levels of learning for

all children, of all races, within our Nations schools persists.

University preparation programs remain generally traditional and non-responsive to

growing racial diversity in schools (Goddard, 2015), persistent racial achievement gaps (NAEP,

2012) and the analysis of policies and programs that perpetuate the racial achievement gap. In a

study conducted by Hawley and James (2010), in surveying University Council for Educational

Administration programs, principal preparation programs appear not to be equipping leaders with

skills needed to meet the needs of an increasingly racially diverse school population. Hawley

and James (2010) found the following within principal preparation programs in the study:

addressed issues of diversity in a one course approach, focused on social economic issues rather

than race and failed to fully engage in race based pedagogy.

Principal Pipeline Programs

The Wallace Foundation, whose mission is focused on fostering improvement in learning

and enrichment for disadvantaged children, also recognized the importance in improving the

supply of high quality principals with the launch of the Principal Pipeline Initiative (PPI) in 2011

(Turnbul, Anderson, Riley, et.al., 2016). Six large districts engaged in the development of a

five-year Principal Pipeline program and received multi-year grants.

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 The work of the Wallace Foundation and the development of the PPI program attempted

to transform principal preparation and informed leadership practice around hiring, collaboration,

evaluation and internships. What the PPI program did not address were three critical issues

impacting schools and leaders today: (1) the changing racial demographics of children in our

schools, (2) the need to increase leaders of color within our schools and (3) the need to

implement race-based pedagogy.

Purpose of the Study

The purpose of this phenomenological qualitative study is to examine the lived

experiences of a race based urban principal pipeline program. Emphasis was placed on how the

program impacted the participants personal leadership journey racially and their preparedness to

lead racially diverse schools.

Theoretical Framework

The Minnesota Urban Principal Pipeline program was grounded in four foundational

theories that we theorized would collectively result in racially conscious principals. 1)

Intentional recruitment of leaders of color or racially conscious White leaders, 2) Removing

barriers for aspiring candidates, 3) Immersing aspiring principals in race-based pedagogy, 4) A

strong district/university partnership. (See Appendix B)

Intentional recruitment. Discriminatory hiring practices of principals persist due to the

traditional dominance of White men in school leadership roles (Smith, 2016). Principals of color

are often hired for challenged urban schools that receive low funding and resources and are

therefore more stressful environments than suburban schools, and these principals are expected

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to improve students behavior and performance (Smith, 2016; Newcomb & Niemeyer, (2013); &

Gooden (2012).

Recruiting the most high-potential leaders into the program was significant. These leaders

reflected the students and families within the urban school district.

Removal of barrier for principal candidates. The urban district, in collaboration with

the university, worked to remove barriers of time, financial resources, admission into graduate

school, high quality internships, skilled mentors and union pathways to the principalship.

Candidates selected for the Minnesota Urban Principal Pipeline were provided a paid year-long

internship in an urban school, weekly/biweekly full day race-based professional development,

the ability to gain a degree and K-12 principal license without cost to the participant, access to

interact and engage in learning with district leadership, and a licensed mentor.

Race-based pedagogy. Race based pedagogy and curriculum for the Minnesota Urban

Principal Pipeline was implemented as the third focus in program development. All the

curriculum, experiences and internship work focused on: (1) personal self-reflection of ones

own racial journey, (2) curriculum grounded in critical race theory tenets, (3) daily opportunities

to put theory into action through high quality internship experiences, (4) knowledge on what

instructional practices most significantly impact student learning, and (5) engagement with

mentors to lead through resistance (Perilla, 2014).

School district/university partnership. It is through a strong partnership between the

leadership of a large urban school district and the university that the Minnesota Urban Principal

Pipeline program as developed. The vision of the partnership was to develop and sustain a

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pipeline of Minnesota urban principals committed and skilled to lead with fearlessness, self-

knowledge and racial competence.

Methodology

The methodology grounding this research is qualitative in nature.

Phenomenology was employed as a means of qualitative research and provides a deep

understanding of a phenomenon as experienced by several individuals (Creswell, 2007, p.

62). The central phenomenon of interest for this study was the lived experiences of aspiring

school principals in a leadership development program pedagogically grounded in race based

content. Each participant shared the following universal phenomena:

Aspiring school leader, chosen by the district for the academy.

A leader of color not white or a white leader not of color.

Participated in the Minnesota Urban Principal Pipeline

Through identifying, describing, and understanding these phenomena, the researchers

could comprehend how the aspiring leaders experienced the Minnesota Urban Principal Pipeline

program through a racial lens.

Data Collection

Two semi-structured focus groups were held. Participants met in racial affinity groups,

one group included leaders of color and a second group included White leaders. (See Appendix

A). Both focus groups responded to the questions regarding their lived experiences racially as

aspiring urban school principals in a leadership development program pedagogically grounded in

race based content.

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Data Analysis

All transcribed text was downloaded and analyzed through NVIVO 10 (QSR

International), a qualitative research analysis software program. NVIVO 10 was used by

researchers to separately code the text. Brymans four stages of qualitative text analysis was

followed (2008). To validate the overarching themes and sub-themes, the researchers compared

their separately identified categories and code frequencies, searching for broad and then specific

agreement on selected phenomena and themes.

Results

An analysis of the text revealed three overarching themes. These themes are described

based upon the lived experiences of the leaders of color and White leaders separately.

Additionally, the text revealed contrasting views from each racial group therefore the three

themes described below illustrate how the leaders of color responded to the program as

compared to the White leaders respectively.

Theme 1: Validation versus Racial Awakening. The lived racial experiences of the

participants during the Minnesota Urban Leadership Academy, revealed significant and

contrasting outcomes racially. Leaders of color experienced the program and the race content as

validating, affirming and strengthened their confidence as leaders. White leaders experienced the

program and the race content as more of an awakening that helped them take personal steps

forward in their racial journey.

Leaders of color, who often dont feel personally connected to their learning content,

described the experience and its personal impact. For example, a Black male participant said:

As a black man this program has impacted my leadership racially in such a profound
way. I feel I can speak up and people will listen. Im not afraid of having what I say

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 changed to mean something else plus Im being taken seriously. I can use my voice and
my expertise to make a change (A.B., personal communication, May 19, 2016).

White leaders described their experiences with race content as more of an awakening. For

example, a White male leader, talked about his experience this way, Really looking at culturally

responsive teaching and all of that, I think this cohort has opened me up (J.S., personal

communication, May 19, 2016).

In the end, these contrasting reflections from leaders of color compared to White leaders

brought to light stark differences regarding the impact of the academy. The leaders of color

finishing as validated, affirmed and more confident was significant. White leader, however,

reported making less pronounced change.

Theme 2: Prepared but Cautious versus Prepared to Lead. As a result of the academy,

leaders of color expressed a sense of preparedness with caution while White leaders confirmed

their preparedness clearly.

The notion of being prepared was consistently qualified by the leaders of color. They

were not able to report that they were, without hesitation, ready.

For Example, one Black female said:

And as a person of color, how I enter the work is very different than most of the people
that I work with. Im in a building where 85% of the staff don't look like me. And so for
me, again, I feel prepared, but sadly, I also know what I'm up against (M.B., personal
communication, May 16, 2016).

White leaders however, without hesitation, describe their preparedness. Like one White

male participant, who knew and believed that he could confidently lead the equity work when he

said, I am comfortable that, as a white person, I can have an impact. I can do this work (T.J.,

personal communication, May 16, 2016).

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 The leaders level of preparedness revealed marked racial differences in terms of

confidence and readiness. This illustrated how levels of confidence vary for both groups even

after being immersed and prepared in equity content and pedagogy.

Theme 3: Relationship Approach versus Traditional Approach. Stark differences between

the two racial groups was evident when asked about program changes. Leaders of color

described a need for more content that included multiple racial perspectives and more human

interaction. White leaders asked for greater organizational structure, less randomization and

more clarity on process and protocol.

As an example of this perspective for leaders of color an Asian female participant

thought, The program needed a focus on more races (L.P., personal communication, May 16,

2016). Or a Black female participant who said the same, Obviously more focus on multiple

races (R.V., personal communication, May 16, 2016).

White leaders stressed the need for more technical adjustments or indicated that they

already knew the material. One White leaders talks about this here, We already have these tools.

We use them. Why are we going back to reconstruct the wheel when we have that?(N.C.,

personal communication, May 16, 2016). The responses to the original question revealed

contrasting racial needs showing leaders of color wanting a more personal approach and racial in

nature compared to White leaders whose needs were more technical and efficient in nature.

Conclusions

The study highlights important conclusions worth further examination. For leaders of

color, the program experience indicates that race based pedagogy does have a positive effect on

leader development in terms of personal confidence, personal validation and relevancy. Yet,

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despite learning in a race based program, leaders of color continue to qualify and diminish their

own preparedness. Finally, leaders of color seek even stronger race based pedagogical

experiences across multiple races.

White leaders, as a result of the program, made less significant learning shifts in terms of

their racial awareness. They could, however, state their clear preparedness as a result of a

program. Their requests for program improvements came in terms of technical and

organizational changes. White leaders made little to no request for more racial content.

The depths of whiteness shows up when White leaders articulate little progress but more

preparedness. The depths and effects of racism shows up when leaders of color who place a high

value for a race based licensure preparation program, continue to qualify their own preparedness.

Significance of the Research

Given the findings and conclusions that a race based principal preparation program has

contrasting effects for leaders of color compared to White leaders, the research shows

significance.

1) University programs do not universally embed race based pedagogy into principal

preparation programs.

2) The historic and lasting permanence of racism is present. Leaders of color who saw

value and added levels of confidence as a result of the program still report qualified

levels of personal leadership preparedness.

3) The historic and lasting effects of White privilege is present. White leaders who reported

minimal shifts as a result of race based pedagogy also reported steady and strong levels

of preparedness.

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 References

Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches

(2nd ed.). Thousand Oaks, CA: Sage Publications.

Goddard, J. T. (2005). Toward glocality: Facilitating leadership in an age of diversity.

Journal of School Leadership, 15, 159-177.

Gooden, M. A. (2012). What does racism have to do with leadership? Countering the idea of

color-blind leadership: a reflection on race and the growing pressures of the urban

principalship. Educational Foundations, 26(1-2), 67-84.

Hawley, W., & James, R. (2010). Diversity-responsive school leadership. UCEA Review,

51, 1-5.

National Assessment for Educational Progress, (2012). The nations report card.

Retrieved from http://www.nationsreportcard.gov/ltt_2012/age9r.aspx

Newcomb, W. S., & Niemeyer, A. (2015). African American women principals: Heeding the

call to serve as conduits for transforming urban school communities. International

Journal of Qualitative Studies in Education, 28(7), 786-799. doi:

10.1080/09518398.2015.1036948

Perilla, N. (2014). Leading the future: rethinking principal preparation and accountability

frameworks. Harvard Journal of Hispanic Policy 26, 59-69.

Seashore Louis, K., Leithwood, K., Wahlstrom, K.L. & Anderson, S. E. (2010). Learning

from leadership: Investigating the links to improved student learning. St. Paul, MN:

University of Minnesota, Center for Applied Research and Educational Improvement.

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Smith, P. A. (2016). Does racism exist in the hiring and promotion of K-12 school

administrators? Urban Education Research and Policy Annuals, 4(1). Retrieved from

https://journals.uncc.edu/urbaned/article/view/336.

Trunbull, B., Anderson, L., Riley, D., FacFarlane, J., & Aladjen, D., The Principal

Pipeline, Initiative in Action, Building a Stronger Principalship: Volume 5, October 2016

POLICY STUDIES ASSOCIATES, INC.

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 Appendix A

Participant Data

Number Race Gender

5 Black Males

4 Black Females

2 Brown/Latinx Female

2 White Males

7 White Females

1 White/English as a Second Language Female

1 Brown/Asian-Hung Male

5 Brown/Asian-Hung Females

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 Appendix B

Theory to Action

Intentional Removal of barriers of time,

money, internships, academic
Recruitment of
support and admission to
Leaders of Color graduate school
Pipeline of Highly
Skilled, Racially
Conscious, Racially
Diversit Urban School
Leaders
University/School District Race-based Pedagogy
Partnership

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