240 CRITICAL THEORY AND LEADERSHIP PRACTICES
join the organization, but placing each person in the right position for student success. For
example, one superintendent noted this importance when he shared the following:
One of the best things I did was hire my assistant superintendent for curriculum
and instruction. She has really done a lot for me to project the cultural
awareness and the fact that we care about all the kids.
Another superintendent credited most of the successful transition toward cultural proficiency
in his district to his ability in hiring the right people and allowing them to do their job. He hired
a woman with a strong curriculum background to head what is now a “structured, powerful
system.” Two superintendents insisted that hiring the right teaching staff was the most important
component to realizing the vision of cultural proficiency because “it is the teachers who make
the biggest impact on the students.” One of these superintendents also emphasized the need for
quality teachers in a classroom who love the children they teach and are student-centered instead
of subject-centered.
Research Question Two
Research Question Two explored the strategies superintendents implemented to directly
address the multicultural diversity in the district. Each of the five superintendents agreed that one
of the biggest keys to addressing multicultural issues in the district was to first help the
community understand that there was a need for change. Secondly, they realized there was an
urgent commitment on the part of the superintendent to address the changing demographics.
One superintendent explained the importance of the need for change, which he termed a
“new mindset.” Another superintendent explained that the demographics of the situation changed
so quickly that many of the people did not realize what was happening. His district’s
demographics reversed in only 10 years from a 65% white district to a district that is now 72%
Hispanic and only 14% white. When they began disaggregating data, they found achievement
gaps existing between white and minority students. Communicating this information to the
community was an important responsibility.
All superintendents expressed the belief that a key to having the ability to change was first
realizing that there was a critical need. Each stated that once the community understood the
district was changing demographically, the notion that there was an urgent need for a
commitment to promote change became more acceptable to both the school faculty and the
general public. Thus it was of critical importance to educate staff members and the public
regarding the need for change.
Research Question Three
Research Question Three asked superintendents to share what staff development they had
implemented that directly addressed faculty and staff understanding of racial diversity and/or
cultural sensitivity. Participating superintendents stressed that staff development was a must to
meet the challenges of an increasingly diverse population. Staff development goals centered on
increasing student achievement for all and providing staff with culturally proficient teaching
methods. These methods included focusing on needs of individual minority students,
understanding cultures, and connecting with all students to increase participation in school
activities.