Learning energizes my life. My early days as a teacher focused on bringing the culture of China and India to students and teachers (NCES fellow 1995-1997). During this period, I became passionate about universal literacy in secondary schools. I learned from my students, with my students, and for my students, a process that transformed me and opened new domains for service.
My passion for eliminating learning barriers led to engagement in various school and district leadership roles, including teacher on assignment supporting English learners, assistant principal, principal, and district-level coordination of one-to-one technology. My greatest joy as principal was empowering diverse teachers to lead in various ways. The principal-teacher relationship became the focus of my doctoral study and continues as a research interest today.
Learning inequalities must be disrupted and systemically addressed. My commitment today is working with others to develop and launch successive waves of equity leaders. Courageous work is needed to ensure high-quality education is not a privilege for a few but a social justice commitment to ALL students.
Equity leadership theory and practice
Principal preparation and training
Systemic organizational change
Instructional, Transformational, and Adaptive Leadership- theory & practice
Teacher effectiveness, teacher morale, and student learning
Technology theories predicting use, impact, and innovation (SWT, TPACK, SAMR)
My research has focused on how leaders hold the tensions inherent in difficult social justice work. Specifically, my experience and my research confirm the futility of leading for stability without taking on injustices. However, courageous leadership without adaptive discretion can derail leadership (non-reelection for political leaders, dismissal, loss of support, etc.). My research is an ongoing pursuit of diverse leadership perspectives that may be integrated to inform equity leader practice that is sustainable and efficacious. My most recent publication on this issue can be found at https://doi-org.ccl.idm.oclc.org/10.1080/15700763.2022.2140295
Grant, D. (2022). Reimagining Instructional Leadership: Integrated Leadership Functions Predicting Teacher Effectiveness and Teacher Morale. Leadership and Policy in Schools. https://doi-org.ccl.idm.oclc.org/10.1080/15700763.2022.2140295
Grant, D. (2022). Becoming an Expert on Purpose: How Deliberate Practice Informs Teacher Effectiveness. In H. Şenol (Ed.), Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen. https://doi.org/10.5772/intechopen.101734
Grant, D. (2019). Predicting Web 2.0 Use Among US Teens: The Explanatory Power of the Skill, Will, and Tool Model. British Journal of Educational Technology, 50 (6), 3405-3419.
Grant, D. (2021) Responsible Leadership- How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale [paper presentation] American Educational Research Association (AERA) Conference 2021, Online. https://doi.org/10.3102/1691080
American Educational Research Association (AERA), Division A
Association for Supervision and Curriculum Development (ACSD)
California Association of Professors of Educational Administration (CAPEA)
2023 SOE Outstanding Service Award, University of Redlands
2022 Adjunct Faculty Excellence in Teaching Award, University of Redlands
Doctoral Fellowship, Claremont Graduate University, 2015-2018
“School to Watch: Taking Center Stage,” Lakeside Middle School was designated a model school by the California League of Middle Schools, California Department of Education, in partnership with the California Middle Grades Alliance, 2015
Literacy Grant: Little Lake Education for the Arts Foundation (LLEAF), 2014
Honor Roll 2013: Awarded to Lakeside Middle School by the California Business Education Association for academic achievement school-wide and all sub-groups.
Honor Roll 2012: Lakeside Middle School by the California Business Education