High school principals' perspectives: what do teachers need to know, do, or have as dispositions to teach all students equitably?
The purpose of this study was to analyze high school principals’ perceptions on what it takes to teach all students equitably. More specifically, it focused on which teacher characteristics are advantageous in order to teach all students, regardless of students’ socioeconomic status, gender, ability, or race. In order to answer this question, I investigated the perceptions of high school principals in regard to what they think their teachers need to know and do, as well as what dispositions they need to have in order to teach all students equitably. This question was analyzed using interviews of 11 high school principals from three school districts in northern California. The analysis included the development of a continuum of understanding in regard to what teachers need to know and do, and what dispositions they should have in order to teach all students equitably. Results showed that principals have differing understandings of what it takes to teach all students. The discussion included a detailed plan about the implementation of a high- performance policy framework that can serve as a guide to facilitate changes to professional development programs, administrator and teacher preparation programs, and administrative and teacher evaluations.