Chapter 8: Employing an Affective, Linguistic, and Cognitive (ALC) Framework: An Asset-Based Approach to School Leadership

Leading a school environment requires constant professional, personal, and intuitive leadership adjustments by principals. School principals require mastering the art of school leadership and the accountability that comes with the position (English, 2007). Schools today require principals who are socialjustice leaders and can advance equity (Theoharis, 2009), who can lead and model the work of making teaching and the entire school environment responsive to the schooling needs of minoritized students (Khalifa, Gooden, & Davis, 2016). They are transformative leaders, leading with questions of justice and democracy, critiquing inequitable practices, and addressing both individual and public good (Shields, 2010). The cultural intellect to successfully lead diverse school spaces is the important work and experience both sitting school leaders and aspiring ones need to make an impact in the field of educational leadership.