Dr. Frank Hernandez and Dr. Elizabeth Murakami, Invited Guest Editors, NATIONAL FORUM JOURNALS. Dr. William Allan Kritsonis (Founded 1982), NATIONAL FORUM JOURNALS WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.

1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
VOLUME 33, NUMBERS 2 & 3, 2016
FOREWORD
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION
AND SUPERVISION JOURNAL
With this special combined issue, we complete our 33rd
year of
publishing the NATIONAL FORUM JOURNALS. All journals are
national refereed, blind-reviewed, peer-evaluated, juried professional
periodicals. Other articles are published on our national and world-
wide website: www.nationalforum.com. Since 1982, the NFEAS
JOURNAL has published the scholarly contributions of exactly 1,398
colleagues with exactly 1005 titles – far surpassing any other modern
day journal in administration, both nationally and internationally. With
each issue, the NFEAS JOURNAL reaches professionals world-wide.
I want to thank all our colleagues who have served with
distinction as national referees. Thank you for providing input coupled
with financial support in helping to continue to build and strengthen
the NFEAS JOURNAL. You have my deepest appreciation for your
honesty, wisdom, advice, and monetary support.
NFEAS JOURNAL – THE NATION’S BEST
INCREASING NATIONAL AND INTERNATIONAL
DISTRIBUTION
The printed copies of the family of NATIONAL FORUM
JOURNALS are distributed throughout the United States and abroad.
All of our journals are distributed to our colleagues in Africa,
Argentina, Australia, Austria, Belgium, Brazil, Canada, Caribbean,
China, Denmark, Germany, Finland, France, Greece, India, Ireland,
Italy, Japan, Monaco, Netherlands, New Zealand, Norway,
Philippines, Poland, Puerto Rico, Russia, South Korea, Spain, Sweden,
Switzerland, Taiwan, and the United Kingdom. We believe the copies
published and distributed nationally and internationally will afford
others the opportunity to read and implement the scholarly
1

2. 2 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
contributions of colleagues in order to help improve administration
and supervision in schools for the ultimate benefit of students. The
NFEAS JOURNALS will persist in an effort to provide the venue for
dissemination of research that has the potential to provide the
momentum for positive change that leads to improvement in student
learning and achievement.
LATINOS SCHOOL AND DISTRICT LEADERSHIP
I am honored to have Frank Hernandez and Elizabeth T.
Murakami serve as invited guest editors. Dr. Hernandez serves as
Dean for the College of Education at The University of Texas of the
Permian Basin. Dr. Murakami is a Latin-American born Professor and
Director of Programs in Educational Leadership in the College of
Education and Human Development at Texas A&M-San Antonio. This
special issue of the NATIONAL FORUM OF EDUCATIONAL
ADMINISTRATION AND SUPERVISION JOURNAL focuses on
the works of Latinos and their contributions to educational leadership.
In the first article of this special edition, Frank Hernandez,
Elizabeth T. Murakami, Sylvia Mendez-Morse, Mónica Byrne-
Jiménez, and Jonathon McPhetres analyzed the survey feedback of
Latina/o assistant principals. Their findings indicate that Latinas are, in
fact, increasing in number as administrators. In the second article,
Sandra M. Gonzales, Ana Maria Ulloa, and Carmen Muñoz,
through the use of testimonios, shared their vision and outcomes with
the hope that it will inspire the integration of Latina/o-based school
leadership models that go back to the roots of their indigenous
identities. In the third article, Vonzell Agosto, Angel Hernandez,
and Heather McConnell shared the life histories of two men of Latin
American (Puerto Rican) descent who have held roles as teachers and
administrators in schools and district offices for several decades. Their
life stories detail how they expressed their social and cultural identities
through leadership roles to support persistence in education and/or
educational leadership for themselves and others. In the fourth article,
Anna Pedroza and Sylvia Mendez-Morse presented aspects of two

3. ____NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL 3
Latina educational leaders’ testimonios as they explored and critically
reflected on how leadership practice is enriched by cultural
background. The authors describe how Latino dichos or “sayings”
exemplify various leadership actions that contributed to students’
academic success, and how they relate to research on educational
leadership and school transformation. In the fifth article, Christa
Boske and Leticia Becerril conducted a study that examined how 15
female Mexican directors understood what it meant for them to serve
their school communities in Mexico. Their findings suggest school
leaders consider the significance of cultural contexts, develop
meaningful relationships among home, school, and community, and
promote authentic culturally responsive practices and policies to
improve student learning. In the sixth article, John Horak and
Fernando Valle did a study to examine the career paths of eight
Latino principals, which included their experiences as teachers, and
how they leveraged forms of cultural capital to obtain the
principalship. All eight participants were found to have strong male
role models growing up, had extended family and community support
to pursue advanced degrees, and utilized regional institutions to
advance their careers. In the seventh and final article, Wellinthon
García and Mónica Byrne-Jiménez explored the experiences of one
“Afro-Latino” educational leader in order to help broaden the
leadership lens, both for the field and for Latino scholars. Through an
in-depth exploration of the experiences and professional trajectory of
an Afro-Latino leader, this article uncovers unique pressures of
navigating his own dual identity and the expectations of more than one
racial or ethnic community. I wish to thank all the writers who have
contributed to this special issue.
William Allan Kritsonis, PhD
Professor of Educational Leadership
The University of Texas of the Permian Basin