Leadership for equity requires a firm sense of self-awareness, a deep understanding of our values, and a willingness to experience discomfort. Committing to equity requires the courage and integrity to act in ways that align and help move our systems forward.
Leading during turbulence is about caring for and connecting with the people we lead. It’s about creating spaces for curiosity and emotion to surface so healing can begin. We can use the SEL competencies we teach our students to begin the work and ensure we are on the right path.
A comprehensive induction program for new support staff employees is a part of our district’s overall planning process. It aligns with our district’s direction and purpose, helping employees gain confidence and feel a sense of belonging.
The goal is to keep them motivated so our students reap the benefits. By investing in our existing employees and beefing up our attention to supporting new employees, we stand a much better chance of being seen as an employer of choice for top talent.
Supporting female and culturally diverse leaders takes conscious efforts to lead inclusively and address and dismantle hidden biases. It also means actively looking for ways to inspire their best.
Inclusive school leaders have a responsibility to help educate and lead policies that ensure students with food allergies are not only safe, but are included and feel a sense of belonging at school. With 1 in 13 children now struggling with food allergies, it means we need to be more aware, concerned, and responsive than ever before.
Great leaders root themselves in a noble purpose, align it with a compelling vision, and then take action. Not just for that quarter or even that year. But for the rest of their lives. For me, that noble purpose is equity. It is my North Star.
I recently spent an entire work day meeting with a group of about 20 employees.…
When central office leaders spend time as guest teachers, we are better positioned to learn about and address the ins and outs related to systemic equity in the district we lead.
It’s been years since that article came out, but I can recall the sentiment with great clarity. It left an imprint on my memory, as it was the first time I had ever experienced such strong emotions as a professional.
I’ve worked my entire career to be inclusive and equitable; to promote a culture of emotional and physical safety for students and adults. So I have to believe that changes geared toward helping all students and adults feel a sense of belonging, connection, and meaningful engagement in our schools are better achieved by being for something rather than against.