RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY

Abstract

The aim of the PAR project was to engage principals in meaningful professional learning opportunities that supported their growth and development as school and community leaders by participating in an Equity Centered Professional Learning Community (EC-PLC). Through the use of a participatory action research (PAR) methodology that involved six school principals as co-practitioner researchers, the study examined how the principals and superintendent designed a generative professional development and growth plan based on the values, beliefs, and personal experiences of the principals. Through the intentional and purposeful implementation of community learning exchange pedagogies, principals were able to identify the essential values that connect them to each other and that guide their actions as instructional and community leaders for equity. As a result, the participatory action research shifted the paradigm of evaluating and coaching school leaders using a technical process to a process that takes into account the personal and professional dimensions of the role of school leaders. Two key findings are a result of the PAR: (1) The leaders collectively recognized and came to depend on the importance of leadership as coming home; (2) The EC-PLC conversations emphasized the centrality of each leader's moral compass as a way of staying the course. In this process, the leaders identified home as a geographical and psychological place in which la familia is broader concept of inclusiveness of all families as one comunidad. Secondly, they reinforced their commitment as community leaders who had a personal and moral responsibility as school leaders who were servant leaders. While the findings are with a small group of principals, the processes we used to create a professional experience have wider applicability.