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Leaders admit their WEAKNESSES and want to GROW

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Leaders admit their WEAKNESSES and want to GROW

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Leaders use data, RESEARCH, and proven methods to provide the resources their students actually need

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Leaders use data, RESEARCH, and proven methods to provide the resources their students actually need

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Sergiovanni (2000) discusses the need for "leadership by outrage" when the standard of empowering students and creating equitable, quality schooling for them falls. As a woman, this is a strong reminder for me to voice my outrage because when I do not, it is my students who suffer. As a Christian, the phrase "leadership by outrage" brings up for me the story of Jesus turning over tables in the temple as the wealthy took advantage of the poor for their own gains in a sacred place. For me, that story is one that is at the heart of Christianity. Leadership by outrage emboldens others to lead and lets the ones you are fighting for know that you care enough to get angry.

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Boyle, G. (2010). Tattoos on the heart: The power of boundless compassion. New York, NY, US: Free Press.

The Robert Wood Johnson Foundation. (October 14, 2013). Building Resilience: Remarks from Nadine Burke Harris. https://www.youtube.com/watch?v=tMaBi-SVPjo

Cooper, C.W. (2010). Educational leaders as cultural workers: engaging families and school communities through transformative leadership.
In S. Horsford (Ed.), In New perspectives in educational leadership. New York, NY: Peter Lang, Inc.

Gooden, M. A., Davis, B. W., Spikes, D. D., Hall, D. L., & Lee, L. (2018). Leaders Changing How They Act by Changing How They Think: Applying Principles of an Anti-Racist Principal Preparation Program MARK. Teachers College Record, 120, 1-26.

Sergiovanni, T.J. (2000). Leadership as stewardship. In M. Fullan (Ed.), In The Jossey-Bass reader on educational leadership. San Francisco, CA: Jossey-Bass.

Shields, C. (2010). Transformative leadership: Working for equity in diverse contexts. Education Administration Quarterly, 46(4), 558-589.

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In New Perspectives in Educational Leadership (2010), Camille Wilson Cooper discusses the need for educators to engage and build relationships with students and families before they can expect achievement gains in the classroom. If educators fail to acknowledge the human, outside-the-classroom lives of their students, they cannot gain students' trust or understand their individual needs as learners. Getting to know students also helps to build character and citizens of their community rather than simply focusing on their test scores, which should be a goal of educators (Shields, 2010).

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Leaders build RELATIONSHIPS with their students

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Leaders build RELATIONSHIPS with their students

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Center for Advanced Studies in Child Welfare

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Building Resilience: Remarks from Nadine Burke Harris

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Traumatic childhood events like abuse and neglect can create dangerous levels of stress and derail healthy brain development, resulting in long-term effects on learning, behavior and health. A growing network of leaders in research, policy and practice are leading the way in preventing adverse childhood experiences (ACEs) and mitigating their impact by building resilience.

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Leaders for social justice acknowledge, examine, and use their own privilege and power to create EQUITY for others. 

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Leaders for social justice acknowledge, examine, and use their own privilege and power to create EQUITY for others. 

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“No daylight to separate us. Only kinship. Inching ourselves closer to creating a community of kinship such that God might recognize it. Soon we imagine, with God, this circle of compassion. Then we imagine no one standing outside of that circle, moving ourselves closer to the margins so that the margins themselves will be erased. We stand there with those whose dignity has been denied. We locate ourselves with the poor and the powerless and the voiceless. At the edges, we join the easily despised and the readily left out. We stand with the demonized so that the demonizing will stop. We situate ourselves right next to the disposable so that the day will come when we stop throwing people away.” ― Father Gregory Boyle, Tattoos on the Heart: The Power of Boundless Compassion

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“No daylight to separate us. Only kinship. Inching ourselves closer to creating a community of kinship such that God might recognize it. Soon we imagine, with God, this circle of compassion. Then we imagine no one standing outside of that circle, moving ourselves closer to the margins so that the margins themselves will be erased. We stand there with those whose dignity has been denied. We locate ourselves with the poor and the powerless and the voiceless. At the edges, we join the easily despised and the readily left out. We stand with the demonized so that the demonizing will stop. We situate ourselves right next to the disposable so that the day will come when we stop throwing people away.” ― Father Gregory Boyle, Tattoos on the Heart: The Power of Boundless Compassion

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Because I work with primarily low-income students of color who have dropped out (or been pushed out) of high school, I see my role as a social justice leader as one of being an ally and advocate for them. As a white woman coming from an educated, privileged background,  I cannot begin to pretend I have any understanding of their lives. This is the most uncomfortable (and maybe most important) part of my role as a social justice leader- having to acknowledge to students the advantages that I have had because of systemic racism and white privilege. What I can do is practice servant leadership by being the bridge for my students so they can get their foot in the door with potential employers, probation officers, college admissions counselors, union representatives, and others who may overlook their potential. Shields (2010) reflects on this, quoting Weiner, who says that  "transformative leaders always experience the challenge of having 'one foot in the dominant structures of power and authority.” A socially just leader must use their own privilege and the power they have been given to oppose and change existing systems of power. Rather than focusing on parents, creating a learning community among my employer network about how to hire, support, and encourage diverse applicants encourages community buy-in in a different way because I work with adult (17-24 year old) learners.

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Dr. Nadine Burke Harris' research on childhood trauma and how it affects children's learning and future health is central to my work and my concept of social justice in educational leadership. Students with high levels of trauma (as well as other barriers to education like needing childcare for their own kids, having to support their parents or younger siblings) will have a much more difficult time being successful in school without support services to address these barriers.

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Despite having been told that I am a leader all my life and knowing that I am strong-willed and that people tend to follow me, I have had to come to the terms with the fact that I do not feel comfortable with confrontation. Gooden, Davis, Spikes, Hall, and Lee (2018) talk about the need for students in the anti-racist principal program to examine their own personality and understand how it impacts their work. They then talk about some teachers taking anti-racist action to call out biases among teachers. While I would (and have) felt comfortable calling out overt racism, I have had to come to terms with the fact that I am not good at addressing more subtle facets of racism because I am afraid of the conflict. This is an area of growth for me that I am working on.