In the Spirit of Our Nation’s Children: A Study on National Diversity Leadership Standards and Superintendents 191roadblocks (AASA, 1993; ISLLC, 2003; NCATE, 2005). These standards not only require a
major shift in how schools prepare educators, but also in how candidates can effectively apply
newly acquired knowledge into practice. Scholars should measure to what extent candidates
can demonstrate culturally responsive practices as well as their effectiveness to lead culturally
diverse groups (Firestone & Riehl, 2005; Marshall & Young, 2006; Shakeshaft, 1990).
Although national leadership standards direct school leaders to guide and lead learning
communities, school leaders might not have the knowledge or skills to systemically
restructure traditional bureaucratic organizations. However, if school leaders are provided
opportunities to problem-solve within diverse school settings, they might begin to acquire the
necessary knowledge and skills to promote equity (Abrams & Gibbs, 2000; Howard, 2001).
Newly acquired knowledge and skills might provide school leaders with opportunities to
analyze potential outcomes for projected demographic trends, comprehensive strategic plans,
and student academic performance. In turn, these critical analyses might result in translating
newly acquired knowledge into culturally responsive actions/decision-making. A the United
States enters the 21st century, schools must develop in ways that challenge oppression and use
schooling as much as possible to help shape a future America that is more equal, democratic
and just, not demanding conformity to monocultural norms.
CONCLUSION
Single sets of standards do not change national educational systems, institutional
structures, or provide pertinent resources to make superintendents meet the needs of their
diverse schools. Standards assist superintendents in focusing their attention on essential
elements that establish a framework for them to operate within to meet diverse needs within
their specific educational context. This perspective take into account the reality of personal,
political, economic and educational forces without sacrificing the importance of standards that
encourage superintendents to establish schools that serve all students. The conventional
wisdom of applying national leadership standards into practice is one means of encouraging
superintendents to frame their work around a shared vision, professional growth,
management, collaboration, ethics, the political and cultural context, social justice, school
improvement, democracy, and courage.
Standards alone cannot promote diversity elements. Those who prepare superintendents
should align their school leadership preparation programs to the standards, promoting a forum
to discuss and advocate for the premise, purpose, and promise of diversity. One means of
promoting these pertinent issues is to create opportunities within preparation programs in
which candidates critically examine the intersections of race, poverty, language, and class
(Lopez, 2003). Preparation personnel should consider revisiting to what extent their programs
create culturally diverse learning communities (Young & Laible, 2000). Immersing students
within diverse settings, specifically urban schools, emphasizes the realities facing school
leaders today. Promoting these investigations provides aspiring superintendents with
opportunities to become more aware of the challenges and how to advocate for the needs of
diverse groups. Examining leadership for social justice, understanding the implications of
changing demographics, and deepening democratic ideals within school communities will
provide superintendents with the knowledge base and skills necessary for the 21st century.