Case Study 6:  The Changing Cultural Context

Standard 6:  Educational leaders who have the knowledge and ability to promote the success of all students by demonstrating an understanding of, responding to, and influencing the larger political, social, economic, legal and cultural context.

(6.1)         Develop a continuing dialogue with economic and political decision-makers concerning the role of schools and social and educational opportunities for children.

(6.2)         Build collaborative relationships with students, parents, members of the school board, and other community members that support improved social and educational opportunities for children.

(6.3)         Influence the larger context through active participation in political and policy decision-making in the service of education, including proactive use of the legal system to protect students’ rights and improve students’ opportunities.

Questions:  How can educational leaders effectively advocate for students outside of the school?  How do leaders decide in what areas to invest their time in relation to influencing the larger context?

CASE STUDY:

For this case study, I decided to focus on a high school principal (Mr. F) with 32 years of teaching experience, 17 of those being in administration.  For the past two years, he has been the principal of the Alternative Education of Choice school program in a large suburban school district just north of Dallas, Texas (the actual city name has been changed for this study).  He works with students who have been sent to the alternative school for both disciplinary and non-disciplinary (credit recovery) reasons as well as overseeing the schooling for two county juvenile court programs for students on probation and those who are incarcerated.  As an educational leader who works in and through the legal and political system on a daily basis, it isn’t hard to see why he would be an advocate for changing the cultural context.

           
In an interview with Mr. F, he spoke about dealing with the success of all students through the lens of a cultural context.  According to Mr. F., schools are constantly affected by what is occurring within society whether it’s with what’s popular (dress, music, etc.), political issues (wars, conflicts, etc.), or things such as technology.  Our society is one of entitlement where our students feel that they are entitled to have what they want when they want it and as such we must address situations but not make those situations personal.  In general, says Mr. F, cell phones and social networking via computers are having the greatest impact on schools; and schools who do not recognize that cell phones, for example, are as much a part of students’ everyday experience as eating lunch, will not be successful.  In part, he feels that the addition of cell phones in our culture is the number one change and how we address this situation will determine our success as educators.  Likewise, computer social networking is affecting how students interact with each other both within schools and outside of them; and as such, how they are learning to respond/communicate with teachers.  Mr. F states “that if you as a principal are not adapting and requiring your teachers to at least acknowledge these societal influences, then you will truly be in trouble; and student success/achievement will be the least of your concerns.”  It is because of this grounded understanding that Mr. F. works within the school district to affect change by being a member of several committees such as:  the Superintendent’s Advisory Council, Administrative Representative on the Mant ISD Strategic Long Range Planning Committee, District Liaison to the Mant City Council, and Mant ISD Work Group Leader.

           
Similarly, Mr. F. is passionate about working within the larger sociopolitical realm to collaborate with various groups to improve educational opportunities for children.  He works within contexts of those who are in poverty, low socioeconomic situations, and those within the Hispanic community.  These areas directly impact the students within his Alternative Education Program and thus the reason for his focus within these areas.  In order to “influence the larger context through active participation in political and policy decision-making in the service of education”, Mr. F. also serves as a Board of Trustee member on the following civic organization boards:  the Medical Center of Mant, Mant Economic Alliance, North Mant County Habitat for Humanity, and the Mant Housing Opportunity Board.  In addition to these organizations, Mr. F. also serves as President Emeritus for the Seville Estates Homeowner’s Association and is a Member of the Executive Committee for First Baptist Church in Mant.  Likewise, he and his wife have worked to assist Hispanic high school scholars find the pathway to higher education.

           
In looking to the questions of this case study, it seems that the larger sociopolitical context outside of school can greatly hinder or enhance the educational opportunities for those students within the school.  Taking Mr. F. as an example, educational leaders can simply get out from behind their desks and work with the larger community to advocate for children.  Likewise, leaders chose what is most important to them based on personal preference and then direct needs of the students within their schools or school systems. 

Leadership Level:  Accomplished

In regards to this standard, Mr. F. would be considered to be at an accomplished level for his multiple ways of demonstrating how civic involvement along with understanding the changing culture of society can promote success of all students.