Date

Winter 2023

ESRP 9000 Professor

Gina L. Peyton, Ed.D.

ESRP 9001 Professor

Gina L. Peyton, Ed.D.

Executive Summary

This strategic research project was designed to provide insight to underscore the need for a professional development framework that establishes diversification of educational leaderships within a school district setting. There is a significant underrepresentation of minorities within leadership positions, and it continues to be the clearest indictment that inequitable cultures continue to be undermined. The weakness and dearth of minority educators gaining promotions has been attributed by opportunities to access. Furthermore, barriers for minority educators to navigate opportunities are often impacted by societal and institutional expectations. The setting of this study was conducted in a large urban school district. After an examination of the internal and external factors through the application of a strengths-weaknesses-opportunities-threats analysis, it was revealed the critical need to address the need of diversification of leadership with the school district. The goal was to implement practices that would prepare aspiring educational leaders from diverse backgrounds for administrative roles. To address this issue, professional development was selected from four alternative solutions after careful review of literature to evaluate the impact of each alternative. Online and active learning opportunities through the platform of professional development were the two strategies selected to implement this solution.

Through the adoption of the Quantitative Strategic Planning Matrix tool, active learning through professional development was selected as the strategy after receiving the highest attractiveness score of 4.17 when rated for its appeal or attractiveness against the internal and external factors. An action plan was developed, which outlined the action steps required to effectively implement this strategy. These steps include (a) development of marketing strategies, (b) identifying participants, (c) plan and organize active learning session, (d) preparing preassessments and postassessments, and (e) active learning developed. By adopting this plan, it is recommended that the impact of active learning through professional development be evaluated and monitored for capacity building of diversified educational leaders over a period of years. Longitudinal tracking can measure impact in student achievement, internal collaborations, internal commitment, competence in leadership, and participation.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education

Language

English

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