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Using a descriptive case study design, it examines two assistant principals across elementary and high school contexts, triangulating evidence with interviews from teachers and principals. Findings highlight positive influence through discipline and community actions, and emphasize the role of mentors whose deliberate school work is informed by experience with poverty and classroom teaching, shaping decisions for students and families.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/culturally-competent-leadership-through-empowering-relationships-a-case-study-of-two-assistant-principals/601731/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/culturally-competent-leadership-through-empowering-relationships-a-case-study-of-two-assistant-principals/601731.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the case study?","Question",{"text":112,"@type":113},"The case study examines how two assistant principals lead schools in culturally competent ways through intentional and enhanced relationships with students, resulting in increased academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study gather evidence beyond the assistant principals?",{"text":117,"@type":113},"It uses interviews with teachers and principals to confirm and strengthen the evidence derived from the assistant principals.",{"name":119,"@type":110,"acceptedAnswer":120},"What key impacts do assistant principals show in the findings?",{"text":121,"@type":113},"Findings indicate assistant principals can positively affect students through discipline and community actions, supported by mentoring and lived teaching experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601731,1792192169,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Culturally Competent Leadership through Empowering Relationships:  \nA Case Study of Two Assistant Principals  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school  \nadministration and K-12 education.  \nJennifer K. Clayton  \nThe George Washington University  \nMelissa Goodwin  \nChesapeake, VA Public Schools  \nThe student population in the United States is growing in diversity (Frankenburg & Lee, 2002; Orfield & Lee, 2004; Tefara, Frankenberg, Siegel-Hawley, & Chirichigno, 2011), challenging school leaders to develop or fine-tune their cultural competence in order to meet the needs of the changing student population (Bustamante, Nelson, & Onwuegbuzie, 2009). As a result, expanding knowledge of cultural competence is necessary for school leaders as a way to meet state and federal requirements for student subgroups and to meet new credentialing standards for school leaders (ISLLC 2015 Standards Draft Version; Oregon Department of Education Summit on Cultural Competence, 2004; VA Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, 2011). This is especially important for assistant principals who must navigate the new terrain of school leadership while working to understand students who may not come from the same cultural background (Madhlango & Gordon, 2012).  \nThrough a descriptive case study (Merriam, 1998), this project examines the experiences of two assistant principals, one from an elementary school and one from a high school, who worked as part of a leadership team that increased academic achievement in their diverse schools. The study addresses the following question: How do school assistant principals working at a school with a demonstrated record of success in student achievement, lead schools in culturally competent ways through intentional and enhanced relationships with students? The primary case unit of analysis is the assistant principals, but interviews with teachers and principals provide further confirmation to support the evidence from the assistant principals. Findings indicate that assistant principals can have a positive impact through discipline and community actions. Assistant principals acknowledge that mentors who are deliberate in their work in schools with students of poverty combined with their own personal experiences as teachers is crucial to the decisions they make when interacting with students and their families.  \nNCPEA Education Leadership Review, Vol. 16, No. 2– November, 2015 ISSN: 1532-0723 © 2015 National Council of Professors of Educational Administration  \nIntroduction  \nIncreasingly, as the demographics of United States schools change, the recognition of the importance for culturally competent leadership through empowering relationships with students has emerged in K-12 educational communities. According to the National Center for Cultural Competence, this competency requires organizations to,“have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally”(1989) .  \nThe National Center for Education Statistics (NCES, 2011) indicated that of the 49.5 million children enrolled in United States K-12 schools, 52% were White; 24% were Hispanic; 16% were Black; and 5% were Asian. As demonstrated by the 2010 Census, the Hispanic population within the United States has grown exponentially in the last several decades. High birth rates and increased immigration have contributed to this growth. Hispanic enrollment in public schools tripled between 1968 and 2004 and is projected to be 30% of enrolled students by 2023 (NCES) . During that same period, the Black student population increased by 30% and the White student population decreased by 17%(Frankenburg & Lee, 2002; Orfield & Lee, 2004) . By 2050, the number of Latinos and A","cbCaigGFalPVJoPb","https://ap.wps.com/l/cbCaigGFalPVJoPb","pdf",265325,14,"English","# Introduction\n## Cultural competence and leadership in changing school demographics\n## Evidence of student diversity and accountability pressures","[{\"question\":\"What is the central focus of the case study?\",\"answer\":\"The case study examines how two assistant principals lead schools in culturally competent ways through intentional and enhanced relationships with students, resulting in increased academic achievement.\"},{\"question\":\"How does the study gather evidence beyond the assistant principals?\",\"answer\":\"It uses interviews with teachers and principals to confirm and strengthen the evidence derived from the assistant principals.\"},{\"question\":\"What key impacts do assistant principals show in the findings?\",\"answer\":\"Findings indicate assistant principals can positively affect students through discipline and community actions, supported by mentoring and lived teaching experience.\"}]","Culturally Competent Leadership through Empowering Relationships - A Case Study of Two Assistant Principals | PDF",1792093325,35]