20-4 “Tribal College Leadership and Vision” Resource GuideMay 15th, 2009 | By abeauvais | Category: 20-4: Tribal College Leadership and Vision, Online resource guides, Resource Guides, Web Exclusive
This compilation of educational resources is intended for Native education leaders who want to supplement their reference collection for a discipline that is both challenging and enlightening. Many of the references are applicable at the tribal, school, and community levels.
Tim Begaye compiled a Resource Guide on this subject in 2002 for a previous leadership issue of TCJ (Vol. 13, No. 4). As he noted at that time, the educational leadership discipline is sometimes subjective. It requires an in-depth study of economic, social, and political factors.
In Native communities, leadership often requires cultural and political sensitivity and correctness, as many in the community are necessarily inter-related. These factors often compound the challenges of leadership in Indian County. They may challenge the conventional wisdom and principles of leadership used by practitioners in other venues.
There are a limited number of educational leaders in Native communities, and so the body of knowledge is also somewhat limited. Tribal colleges do not adhere to the “publish or perish” policy, and incentives to publish are varied.
There are, however, a number of references that fall outside of the Native leadership category, which may serve as guideposts for what needs to be studied in the Native community. Native education leaders and scholars often emerge from a diverse set of circumstances and must be resourceful, examining a range of materials. Additional materials for the following categories can be found in the 2002 Resource Guide. See http://tribalcollegejournal.org/themag/backissues/summer2002/summer2002resource.html
University/Executive Education Programs
Very few programs in the nation offer distinct advanced programs for Native education leaders. However, some post-secondary institutions have responded to the needs of Native educators by offering leadership seminars and other isolated offerings. Some executive and professional development seminars are offered, especially during the summer months. The American Council on Education and other professional organizations offer leadership opportunities that are relatively expensive but would enhance the skills of Native educators.
The Harvard Graduate School of Education is offering a 2009 seminar entitled Improving Quality in Education Systems: Building Quality Schools. The sessions will focus on a range of issues including how to build a school-based leadership team. The seminar is being offered April 26 – May 9 in Cambridge, MA, and will offer a “mix of lectures, case studies, and small group work.” Seminar leaders will include Harvard faculty, leaders from other universities, and governmental and non-governmental representatives. Interested parties can contact the Programs in Professional Education at (617) 496-8397. Two other professional development programs in educational management and management development are planned each summer for deans and other senior administrators.
Northern Arizona University
Northern Arizona University will be offering experiential learning sessions on governance, administrative leadership, risk management leadership, and the CEO’s risk management role June 24-June 26, 2009. The university also offers a Doctor of Education (Ed.D) Program In Educational Leadership and boasts a high number of Native students from the Southwest. Contact: College of Education, NAU, PO Box 5774, Flagstaff, AZ 86011 or (928) 523-2611.
University of South Dakota
The University of South Dakota offers a Master of Science in Administrative Studies designed to help administrators become more effective. The courses focus on the practical application of theory and developing an intellectual framework for analyzing the challenges associated with the administrative environment. Contact the MSAS program at 414 E. Clark, USD, Vermillion, SD 57069 or call (605) 677-6405. Email email@example.com. The university serves a number of Native students from the Northern Plains.
Dissertations/Theses on Educational Leadership
Begaye, M. A., Jr. (1997). Leading by choice, not chance: Leadership education for Native chief executives of American Indian nations. Doctoral dissertation, Harvard University.
Davitt, S. J. (2008). An exploratory study of principal innovativeness and leadership behavior. Doctoral dissertation, University of Oregon.
Fowler, V. M. (1992). Leadership of American Indian presidents at accredited tribally-chartered community colleges. Doctoral dissertation, University of North Dakota.
White, N. D. (2007). Indigenous women’s career development: Voices that challenge educational leadership. Doctoral dissertation, Australian Catholic University.
Research Articles and Books
Boyer, P. (2006). It takes a Native community: Educators reform schools in an era of standards. Tribal College Journal, 17(4). The problems Indian children face in schools requires greater leadership by Indians themselves.
Chalker, D. (1999). Leadership for rural schools: Lessons for all educators. Lancaster, PA: Technomic Publishing Co., Inc. ERIC Identifier (ED426836). Rural schools present unique challenges for school administrators, challenges that require knowledge of various skills in a range of disciplines.
Dimmock, C., & Lee, J. C-K. (2000). Redesigning school-based curriculum leadership: A cross-cultural perspective. Journal of Curriculum and Supervision, 15(4).
Gray, C., & Bishop, Q. (2009). Leadership development: Schools and districts seeking high performance need strong leaders. Journal of Staff Development, 30(1), 28-30, 32. New and aspiring school leaders can learn the necessary skills to improve the most challenging schools.
Horse, P. (2002). Leadership challenges in Indian Country. American Indian Graduate, 2(1), 8-9, 28. Economic and educational development must be based upon disciplined long-range planning and a strong Indian-controlled base.
Mawhinney, H. B. (2004). Deliberative democracy in imagined communities: How the power geometry of globalization shapes local leadership praxis. Educational Administration Quarterly, 40(2), 192-221. Promising approaches to promoting critical praxis are drawn from emerging scholarship on perspectives of educational leadership from Native populations.
Perlstein, D. (2004). A kernel of hope: Educational leadership and racial justice. Journal of Curriculum and Supervision, 19(4), 288-300.
Putman, B. M. (2001). Can tribal colleges maintain identity while seeking legitimacy? Tribal College Journal, 13(1). This is an excellent study focusing on leadership issues when working toward accreditation.
Sternberg, R. J. (2006). Recognizing neglected strengths. Educational Leadership, 64 (1), 30-35.When schools teach in ways that respect students’ different strengths, students learn and perform better.
Stoll, A. (1998). Reclaiming Native education: Activism, teaching, and leadership. Cultural Survival Quarterly, 22(1). This article provides a focus section on Indigenous peoples’ efforts to regain control of their children’s education and Indigenous educators as agents of change.
Turner, C. S. V. (2007). Pathways to the presidency: Biographical sketches of women of colors firsts. Harvard Educational Review, 77(1), 1-38. Some women of color are making history as the first of their gender, race, and ethnicity to become president of a public university.
Warner, L. S. (1991, June). Red women, white policy: American Indian women and Indian education. Paper presented at Women and Society Conference in Poughkeepsie, NY. This paper discusses American Indian policies and implications for educational leadership by women.
Articles from Leadership in Education
Ackerman, R. H., & Maslin-Ostrowski, P. (2004). The wounded leader. Educational Leadership, 61(7).
Alvy, H., & Robbins, P. (2005). Growing into leadership. Educational Leadership, 62(8).
Azzam, A. M. (2004). Web wonders/leading in tough times. Educational Leadership, 61(7), 92.
Danielson, C. (2007). The many faces of leadership. Educational Leadership 65(1).
Donaldson, G., Jr., (2007). What do teachers bring to leadership? Educational Leadership, 65(1).
Elmore, R. F. (2002). Hard questions about practice. Educational Leadership, 59(8).
Fullan, M. (2002). The change leader. Educational Leadership, 59(8).
Goleman, D. (2006). The socially intelligent leader. Educational Leadership, 59(8).
Hargreaves, A. & Fink, D. (2004). The seven principles of sustainable leadership. Educational Leadership, 61(7).
Heifetz, R. A. & Linsky, M. (2004). When leadership spells danger. Educational Leadership, 61(1).
King, D. (2002). The changing shape of leadership. Educational Leadership, 59(8).
Portin, B. (2004). The roles that principals play. Educational Leadership, 64(7).
Pounder, D., & Crow, G. (2005). Sustaining the pipeline of school administrators. Educational Leadership, 62(8).
Rooney, J. (2003). Summer reading on leadership. Educational Leadership, 60(8).
Thompson, S. (2004). Leading from the eye of the storm. Educational Leadership, 61(7).
Wade, C., & Ferriter, B. (2007). Will you help me lead? Educational Leadership, 65(1).
Waters, J. T., Marzano, R. J., & McNulty, B. (2004) Leadership that sparks learning. Educational Leadership, 61(7).
Archie Beauvais (Sicangu Lakota) received his Doctor of Education degree from Harvard University in 1982 in administration, planning, and social policy. The former dean/chair of Graduate and Tribal Studies at Sinte Gleska University on the Rosebud Sioux Reservation is a decorated Vietnam veteran. He received a 2007 Alumni of Color Conference Award at Harvard University and has served on the Research Review Committee for the Tribal College Journal for several years.