Academic Leadership Journal


Michael Mott


For several years now we have all been made aware via numerous media sources and publishing outlets that the demographics of United States K-12 student body and teaching faculty is rapidly transforming into an increasingly more racial, ethnic and religious melting pot representing our democratic societal milieu. Recent research has pointed out the value that a diverse teaching and learning community offers by supporting multiple viewpoints that expand the understandings we develop about ourselves and the world in order that we contribute to our democracy (Banks, 2007). Diversity textbooks cover teacher methods for best practice. Yet for elementary and secondary school principals responsible for administering to their K-12 faculty, less has been articulated about the “how” school-based administrators can lead teachers in leveraging the increasingly pluralistic student body to enhance both teaching and learning.



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