Leadership, as Trueba (2004) asserted, is built on clear vision and clear goals. Having a clear vision requires a belief that what is envisioned is possible, and having clear goals requires knowing the processes needed for accomplishing those goals. Unfortunately, believing that Latina/o students can achieve academic success is not common to many educators (Romo & Falbo, 1996). Moreover, even when school leaders and teachers believe that their Latina/o students are capable of adequate or superior academic performance, having limited knowledge of effective instructional practices and programs oft en hampers their efforts (Nieto, 2010; Sleeter & Grant, 2003; Torres, 1998). Fortunately for Latina/o students, there are some principals, superintendents, teachers, researchers, and scholars who not only believe that Latina/o students can succeed academically (Elizondo, 2005; Gonzalez, 1998; Romo, 1999; Valdez, 2008), but who have constructed instructional materials, teaching practices, and education programs that build on the strengths of Latina/os, thus ensuring that they meet scholastic standards, graduate successfully from secondary and postsecondary institutions, and contribute meaningfully to society.
|Title of host publication||Handbook of Research on Educational Leadership for Equity and Diversity|
|Publisher||Taylor and Francis|
|Number of pages||42|
|State||Published - Jan 1 2013|