Curriculum Modules for Leadership Preparation:
Developing Advocacy Leadership
Purpose
This module is designed to develop aspiring leaders’ capacity to advocate for or act on behalf of children, families and care givers to improve the quality and effectiveness of their learning, by developing skills to address policies and practices that affect the success of students and schools, by learning how to identify and unpack critical issues, analyze data on emerging trends and initiatives, identify where and how to act to influence local decisions through direct advocacy or action, and how to reflect upon this work. The module includes six PLEs, applicable to multiple issues and settings (PK-12).
Theory of Action
If participants work together to apply the concepts and steps of advocacy engagement (identifying an issue, analyzing the policy levers and decision making process, analyzing interest group and coalition opportunities, creating a persuasive argument, taking action or advocating, and conducting an after action review) around issues or problems of concern to them, then they will gain and understanding of advocacy engagement generally, evaluate its application to a variety of issues, and develop an actionable advocacy plan for engaging others or acting on a problem or issue.
Learning Objectives
- Surfacing one’s and others’ assumptions about advocacy and the role of school leaders
- Identifying an issue or priority, drawing on available data and relevant information
- Identifying existing and anticipating potential decisions related to emerging or existing trends and initiatives and analyze where influence is possible
- Understanding the nature of power and politics and strategies for building coalitions, by mapping the sources of power and support and their potential for collaboration around the issue or priority
- Articulating a position around an issue or priority that includes identifying, framing, use of data, proposed action and persuasive language
- taking action to advocate for or initiate programs on behalf of …
- Conducting an after action review of the consequences of taking action
Module Contents
The module consists of six inter-related Powerful Learning Experience (PLEs). Each PLE is designed to both constructivist—in which participants and instructor generate and synthesize ideas, attributes and criteria for advocacy-related tasks—and reflective, in which participants reflect in small and large groups on what they are learning to surface patterns in examining multiple issues and conditions for advocacy.
The six PLEs, when combined, represent a cycle of inquiry and action for advocacy, as shown in the figure below. The module is designed to be flexible and adaptable to different courses and contexts. Each PLE can be used independently and integrated into other related courses. Combinations of PLEs can also be used, depending upon the program and course.
PLE 1: Surfacing assumptions about advocacy and leadership
PLE 2a: Investigating an issue or priority
PLE 2b: Analyzing critical policy influences and potential levers for change
PLE 3: Mapping interests and forming coalitions
PLE 4: Creating a persuasive argument
PLE 5a: Taking action (planning for change)
PLE 5b: Engaging action (direct advocacy)
PLE 6: Conducting an after action review
Assumptions and Course Applications
While advocacy leadership is critical to support the education of all children, this module gives priority to advocacy on behalf of historically marginalized students, families, schools and communities. This module is “aimed at strengthening a leader’s ability to support the education and development of low-income and diverse student populations” (FIPSE proposal, 2010). Hawley and James (2010) stress that schools need diversity responsive leadership, which they define as involving “the ability to identify and act on issues related to ensuring that all students have equitable and effective opportunities to learn, diversity related issues” (p. xx).
The reason that we give priority to focusing on policies and practices that most adversely affect historically marginalized children, families, schools and communities is because of our lack of progress in closing the opportunity and achievement gap, despite almost 30 years of policy intervention. According to Darling-Hammond (2010),
Although many U.S. educators and civil rights advocates have fought for higher quality and more equitable education over many years—in battles for desegregation, school finance reform, and equitable treatment of students within schools—progress has been stymied in many states over the last two decades as segregation has worsened, and disparities have grown (p. 20)
Example of advocacy-relevant issues that would fall under this theme might include:
- Pedagogical issues that are framed by policies, structures and opportunities (e.g. play in school, homework in early childhood grades, tracking, accountability and assessment), particularly as they constrain the quality and opportunities to learn among disadvantaged and historically marginalized students.
- Resource issues in school, district and state funding (particularly to address inadequate and inequitable funding and use of resources within and among schools and districts).
- Human resource issues (e.g. Teacher and leader evaluation policies and practices, staff selection and support)
- Student support needs (e.g. as related to homelessness, physical and mental health problems and poverty)
- Special education issues (e.g., eligibility, assessment, services, inclusion, transition)
- English language learners (ELLs)
- Situating the school more within the larger community context (e.g. school within the community; full service school; PK-20 continuum)
To facilitate application to various issues, the module has incorporated readings on both general advocacy leadership, as well as advocacy leadership in specialized areas, including special education, education of English-language learners and early childhood education, where advocacy-related leadership is critical.
Relevant Courses
This module would work well as a free-standing 1-3 credit course, depending upon whether all the activities and the extension activities are used. In addition, the module would fit well within a course on leadership and social and political contexts. As well, one or more PLEs could be incorporated into the following core courses:
- Educational policy course
- Action or applied research course
- Organizational development or change course
- Social and political foundations course
- School law course
Finally, the full set of PLEs could be incorporated into a program by being distributed across multiple courses, enabling a comprehensive experience.
Teaching Notes
Embedded in the powerful learning experiences of this module are several core instructional practices that are designed to enhance participants’ learning, engagement and application of the ideas and skills. For more information on instructional approaches, use of technology, field work extensions, assessment strategies, etc., click here
ISLCC Standards Addressed:
Standard 6: An education leader promotes the success of every student by understanding, responding to and influencing the political, social, economic, legal, and cultural context.
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies
Module Developers: M. Terry Orr, Denise Prince and Marcia Singer, Bankstreet College (need a sub page here for bios)