POLICY AND PRACTICE REVIEWS article
Front. Educ.
Sec. Leadership in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1527211
This article is part of the Research TopicSuccession Planning in Educational Leadership: Advancing Diversity in the Principalship and Equity-Oriented Leadership PracticesView all 3 articles
Succession Planning for Community-Engaged Leaders: Culture, Context and Continuity in Equity-Oriented Leadership
Provisionally accepted
- University of Colorado Boulder, Boulder, United States
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Succession planning is typically rooted in linear models of transition informed by supply-and-demand rationales about the available pool of leaders to fill positions and the efficient transfer of information to new leaders. Equity-oriented leaders with commitments to community-engagement, however, represent different logics of expertise, which elevate knowledge of context and culture and enact collectivist and collaborative practices of leadership. This paper considers the adequacy of traditional succession planning for the continuity of leaders with non-traditional orientations to leadership. We build on an equity-centered model of succession planning--Dynamic Leadership Succession--and connect it to key values of equity-oriented leadership: culture, context, advocacy, and collectivity. We consider practical implications for integrating equity-oriented leadership values with an equity-model of planning, posing new questions for system change and for district leaders interested in continuity of community-engaged leaders in diverse public schools.
Keywords: Succession Planning, community-engaged leadership, culturally responsive leadership, Advocacy leadership, equity-oriented leadership
Received: 13 Nov 2024; Accepted: 17 Jun 2025.
Copyright: © 2025 White, Obregon, Resnick and Farrell. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Terrenda White, University of Colorado Boulder, Boulder, United States
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