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Teachers can make a strong impact on their students and community through their classrooms. The quote above exhibits four outcomes for social justice leadership in schools. The groundwork for systemic change can be made right in the classroom - and this is empowering for teachers. Teachers have the ability to be leaders for change by the way they lead in their classrooms, advocate for their students and hold all students to high expectations giving them the necessary tools to get them there.

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"One way to parse social justice school leadership is across four outcomes: a) raising student achievement, b) Improving school structures, c) reentering and enhancing staff capacity and d) strengthening school culture and community"
(Scanlan, Theoharis, 2015).

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Dantley, M, E. & Tillman, L, C. (2010). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for Social Justice: Making Revolution in Education (2nd ed.) (pp. 19-34). Boston, MA: Allyn and Bacon.

Scanlan, M. & Theoharis, G. (2015)Intersectionality in educational leadership. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse Schools (pp.1-10). New York, NY: Routledge.

Wilson Cooper, C. (2010). Educational Leaders as Cultural Workers: Engaging Families and School Communities through Transformative Leadership. In New perspectives in educational leadership exploring social, political, and community contexts and meaning. Lang.

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It's really easy to feel like if you're in a leadership position that you need to be the sole creator of positive change. The chapter written by Wilson Cooper challenged me to think about all the different people that should be involved in the process of change. Especially in an educational setting, parent involvement and support is critical to making lasting change. She emphasized in the chapter just how powerful it is when working with families builds community, bridges differences, and creates a safe space for dialog to occur. When this is modeled it not only impacts the adults but also sets a good example for the children (Wilson Cooper, 2010).

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In response to the quote above - a social justice leader stands out form the their peers because of how they respond to something to learning about an injustice that is happening to underrepresented person or group. A social justice leader doesn't just get angry about the inequity they are active by listening and learning then being an advocate and partner to ensure that action is taken. A social justice leader goes beyond acknowledging that there's a problem.

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"Leadership for social justice investigates and poses solutions for issues that generate and reproduce societal inequities"

(Tillman, 2002 as cited in Dantley, Tillman, 2010)

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Working to creating a just society through ensuring that all people regardless of:

-race -gender -economic status -ability -sexual orientation -age -religion

have the resources necessary to reach their full potential.

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I teach math at a private Jesuit high school in a suburb of Chicago. Many of the students I work with are students with a lot of privilege. The area the school is in is very well off, and the majority of students are also white. While I realize that all of the students don't have the easiest of circumstances to grow up in, many have been been born with little cares or worries that they are being treated fairly. The school is in a unique situation to make sure that each student is educated on the issues that fall under the term 'social justice' and that they are gaining exposure to life experiences that are different from theirs to gain compassion for others but also to put a passion in their hearts for correcting the injustices in today's society.

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This song by Paul Kelly is empowering because the lyrics talk about how everybody has the power to make change. You don't have to be a principal or another person of power to be able to notice where people aren't being treated justly and to make changes (even if small) to bring equity to the situation.

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Paul Kelly - From Little Things Big Things Grow