Abstract
ABSTRACT This qualitative study explored the impacts of a principal preparation program to prepare diverse candidates for leadership in New Mexico’s Native-serving schools. Faculty at the state’s flagship institution collaborated with Native scholars and Tribal members to identify the components of leadership that would honor traditional Indigenous values. The redesigned approach was examined from the perspective of aspiring school leaders. Findings revealed the importance of culturally-relevant experiences and mentoring that builds upon Indigenous knowledge and cultures. Lessons learned may be useful for other institutions and communities who are invested in increasing the diversity of the school leadership workforce.
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