Relevant Leadership for Black Children: Calling All Black Public School Principal Supervisors

This qualitative study aimed to explore the approaches used by Black principal supervisors to professionally develop Black principals in public K–12 settings. Using a phenomenological approach and thematic analysis design, I examined the philosophy and strategies employed by 11 experienced Black principal supervisors in their work to assist Black principals in navigating the U.S. public school system and best ensure the success of their students and staff. Participants were recruited through professional organization networks and participated in virtual one-on-one interviews that were transcribed and analyzed to identify commonalities and challenges in the experiences of Black principal supervisors. Eight themes were identified and appear to be consistent with the literature on principal supervision in alignment with critical race theory and adaptive leadership, each of which helped to guide the study design. Results provide a blueprint for Black school leadership in a way that promotes excellence and transforms schools. Plain language summary This study looked into how Black supervisors help Black principals get better at their jobs in public schools for kids from kindergarten to 12th grade. I focused on understanding the beliefs and methods of 11 experienced Black supervisors who guide Black principals through the challenges of the U.S. public school system to help their schools and everyone in them succeed. These supervisors were found through professional groups and shared their experiences during online interviews. After recording and studying these interviews, I found eight main themes that match what other studies have found about supervising principals, especially when considering the importance of race and flexible leadership. The findings offer a plan for how Black leaders in schools can achieve greatness and make positive changes in their schools.