Equity-oriented leadership preparation through applied and reflective learning can deepen aspiring principals' understanding of bias and equitable practices¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Through applied learning opportunities (action research, field-based projects) and reflective projects (cultural autobiographies, cross-cultural interviews, analytic journals), aspiring principals can deepen understanding of how biases manifest and how to work toward more equitable outcomes. → Darling-Hammond 2022

Evidence¶

Darling-Hammond 2022¶

Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201

q2 · i? · review · r3

The report's review of recent literature on equity-oriented principal preparation reports that "aspiring principals can deepen their understanding" of bias through applied and reflective learning opportunities; the review characterizes this as an emerging body of research.

"Findings suggest that, through applied learning opportunities (e.g., action research, field-based projects) and reflective projects (e.g., cultural autobiographies, cross-cultural interviews, analytic journals), aspiring principals can deepen their understanding of the ways in which biases associated with race, class, language, disability, and other factors manifest in society and schools"

Discussion¶

Related Claims¶

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• Empathy interviews are among the most commonly discussed continuous improvement practices for advancing equity — related
• Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems — related
• More than two thirds of principals want equity-focused professional development, with significant differences by community type — related
• Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity — related
• State policy differences shape principals' access to high-quality learning: California principals report more access than national peers, North Carolina principals less — related
• Principals with access to high-quality professional learning opportunities are more likely to stay in the profession — related