The Ineffectiveness of Effective Schools Leadership: An Analysis of the Effective Schools Movement from a Critical Perspective

Chapter 4: African American Principals and the Legacy of Brown

“…Leadership in the pre-Brown period was defined to a significant degree by de jure segregation, and principals responded primarily to the wishes of the close-knit community of the day. Strong, effective leadership is one of the foundations of the effective schools movement, and the principal, as the instructional leader, sets the tone for the school, decides on instructional strategies, and organizes and distributes school resources (Dantley, 1990;Edmonds, 1979). Lightfoot (1983) sought to define "good high schools" in case studies of six urban, suburban, and elite schools.…”

Leadership for Social Justice

“…How might school leaders organize a school community to enhance the education and life chances of poor and minority children? Dantley (1990) suggests that principals must help teachers to develop an "articulation of hope" through processes that engage communities in creating a more just society. This may mean that leaders will have to recognize the wisdom of behaving less like corporate executives and more like community organizers.…”

Adelante en Utah

“…Dantley (1990) built on critical theory to frame what is now known as critical leadership. The framework questions traditional leadership styles and asserts that leadership contributes to the oppression of certain groups.…”

“…With this in mind, it is important for "leaders" to be fully aware of their position of power and how their actions can continue to perpetuate stereotypes and racism. Dantley (1990) highlighted that schools led by critical leaders can be used as places to begin encouraging students to think critically and gain knowledge. However, not many schools and its leaders are aware of critical leadership and prevents any institutional change and climate to occur (Dantley, 1990).…”

“…Dantley (1990) highlighted that schools led by critical leaders can be used as places to begin encouraging students to think critically and gain knowledge. However, not many schools and its leaders are aware of critical leadership and prevents any institutional change and climate to occur (Dantley, 1990). Under the transformational model, the leader seeks to redefine the purpose of organizational work to capture the values, aspirations, needs, and expectations of leaders and followers and to allocate resources toward the common good (Burns, 1978).…”