What Can We Learn About Developing Culturally Responsive School Leaders From UCEA’s Monroe City Urban Simulation Initiative?

This study examines UCEA’s earliest attempts at curriculum targeted toward preparing leaders to serve diverse communities. We used qualitative coding to analyze UCEA’s simulation archives using the Concerns Based Adoption Model (CBAM) as a theory of change and Culturally Responsive School Leadership (CRSL) as theoretical frameworks. We add to our historical understanding that examination of data and discussion about inequalities alone will not address inequality. Thus, this study adds to our understanding about needs for ELPPs to provide specific training in the enactment of CRSL and illustrates how simulations have long been considered as a means for doing so.