My inquiry, "Bridging the Gap," is all about building that partnership. The documentation and communication I’m planning aren't just me trying to prove my program is good. They are my way of inviting parents into a real partnership. By showing them the clear benefits of holistic development, I am building trust and asking them to join me as active collaborators. The documentation becomes our shared language, helping us bridge the gap between their focus on academics and my focus on the whole child.

This resource is going to be so important for how I move forward with my inquiry. It reinforces that my research has to be about building trust and creating an authentic partnership. It reminds me that the way I document and communicate has to be a two-way street. It has to respect parents' viewpoints while also clearly showing the value of what I do.

As a Bold, Socially Responsible Leader, I know that all children, no matter their family's background, they need a strong support system. This motivates me to actively work on building trust with every family. I want my program to be a safe space where parents feel respected and heard.

After reading/listening there were many topics in the transcript that resonated with me. As a reminder, my inquiry issue is as follows: What are the impacts of classroom dynamics at Sterne in a predominantly male learning environment on the participation and academic outcomes of neurodiverse female students?

Out of the 10 ways, here are the following that stuck out to me: 

1. Speak up for equity: Speaking up means not letting patterns of inequity (like girls’ voices being overshadowed in discussions) slide by unnoticed. It means making those dynamics visible and starting conversations about how they affect our students.

2. Provide students clear guidance on what it takes to succeed : Many neurodivergent girls are just accustomed to feeling lost/introverted in a classroom. I hope to make sure they have clear supports in place so that they are able to get just as much out of lessons and in the learning environment as their male counterparts. 

3. Implement evidence-based practices and evaluate for effectiveness: This made me think about the quantitative/research aspect part of my inquiry. I can't just spot patterns, but its also about evaluating if things are actually working and if participation etc is actually improving. 

The second resource was: Taking on the Tough Issues: The Role of Educational Leaders in Restoring Public Faith in Public Education

Here are the topics that stuck out to me: 

1. Gender & Leadership: “Women attorneys are perceived as being as aggressive, as tough, and as competitive as the men in how they go about practicing law. However, significant differences show up in how they are perceived, how people respond to them, and in what is expected of them.” This made me think about my female students in a male-dominated classroom. Just like women in leadership roles, girls may face a double standard. Whereas the same assertive behavior shown by boys is viewed differently when shown by them. This reinforces why it’s critical to examine not only whether girls are participating, but how their participation is being perceived.

2. Using data to guide reforms : “When you collect data and analyze the patterns, then you will also need to discuss the data with your staff. You want to discuss the data because everyone must embrace the strategies we devise to correct the problems that have been identified.”This resonated deeply with me, because one of my goals is to use the data from my inquiry to present to my school faculty and staff in the spring. Sharing the evidence will be key to making sure equity strategies aren’t just my responsibility, but something we collectively act on.

Overall, both resources reminded me that equity is always ever-changing and something we should always be working towards. It is important that this semester I pay attention, collect evidence and use data to push for change. 

I finished the article with mixed feelings. Given that Dr. Noguera wrote it more than 20 years ago, so many of the issues and problems addressed not only still exist, but have even grown more pressing. This apparent lack of progress can feel very disheartening. It was also interesting to see how hopeful he was at the time about No Child Left Behind, given that many educators I know do not consider that initiative a success in addressing issues of equity and achievement. Finally, I found his discussion of gender and leadership rather unsatisfying.

That said, there were a lot of good insights in the article. One of the things that resonated most with me was his reframing of the concept of accountability. In the educational context, we tend to consider accountability in terms of metrics like test scores, graduation rates, etc. Accountability is also thought of as something imposed upon us or required by an outside party. However, Noguera proposed a framework of equitable accountability that is intrinsic and self-enforced: “If we are serious about equity we have to ensure that even when parents are not able to hold us accountable that we hold ourselves accountable for serving the needs of disadvantaged kids.”

I hope my research (on Latinx college persistence) will help reveal ways that we can better serve these students, not because they demand it of us, but because it is the right (just, moral, ethical) thing to do. While I will be focusing on a specific outcome metric, I hope my work will also help me and my campus develop new and better ways to serve, and to grow our sense of intrinsic accountability to these students. As I approach my research, I want to keep the mantra of being “accountable for serving” in mind to guide my approach and ultimately my inquiry conclusions.

In education, we talk a lot about how equity needs to be “embedded” or “infused” in everything we do, but I’m not sure we always truly know how to do that in a way that actually matters to our students. As bold, socially responsible leaders, we need to both call out inequities whenever and wherever we see them, and create brave and effective ways to address them. As Dr. Noguera puts it, we need to adopt the “balcony view” to be able to see these issues, but we also need to get on the “dance floor” to truly experience, understand, and address them.

-Sharilyn Wilson

What struck me in Noguera’s talk was his emphasis that leaders must be willing to confront uncomfortable truths to create schools where all students thrive. This challenges me to think beyond data and ask how my research can highlight not only the problem but also equitable solutions that address root causes.

As Bold, Socially Responsible Leaders, issues of equity must drive our actions. To me, that means listening to families, advocating for systemic change, and ensuring that attendance initiatives are not punitive but supportive.

This interview connects to my inquiry focus by supporting the idea that equity requires intentional action, not just awareness. Noguera’s emphasis on speaking up for equity, building strong community partnerships, and ensuring that all students have access to equal advancement opportunities highlights the importance of equity work in education and beginning to remove systemic barriers for many student groups. For my inquiry question that focuses on Black and African American students at OCC, Noguera’s points reflect that the availability of programs like Umoja counseling must be paired with effective communication strategies that resonate with students and affirm their identities as well as resonate with them. By aligning outreach methods with student needs and expanding access to targeted supports, the institution can begin to close equity gaps in course success and completion rates. 

Dr. Noguera emphasizes the need to "challenge the normalization of failure". I resonate with this as a bold, socially responsible Leader. I believe to be a champion of bold socially responsible leadership you need adapt to being humbled in your equity work. This could be engaging in uncomfortable conversations with your peers n equity issues, analyzing the outcomes of students who are failing and being able to identify where to shortcomings of the institution are with serving students.

-Lucy Grams

The other point I resonated with regarding my work in equity was to provide students with clear guidance on what it takes to succeed. Recently, I organized a new student orientation for students at the community college. One addition I made to the orientation this year was asking students how many units they need to graduate with an Associate's degree or to meet transfer requirements. It has been eye-opening to me to find out that many students didn’t know they needed 60 transferable units to graduate. This reinforced the idea of the importance of communicating what is needed to succeed, especially when so many of our students are only taking about 6 - 9 units a semester.

This article has made me think about how I could identify students who are succeeding in my equity research and ask them some additional questions to learn more about what is making them successful. It will be important for the coordinator of this program to communicate clearly with students about what it takes to succeed in college. This year, I plan on making it a focus of mine to encourage students to take one more class if they are not full-time students. I’ve realized in the past that I have made too many excuses for students for why they can’t take more classes, and that in turn is leading them toward a path that will not end in success. As Bold, Socially Responsible Leaders, issues of equity must be taken seriously by first acknowledging there is a part I play in this equity issue. Second, researching and identifying ways I can mitigate the equity issue in my school.

Mr. Noguera also said that leaders are judged as much by perception as by performance.  Perhaps this has changed in the last 22 years, because schools are so focused on data, so if growth shows up in the data then that will be communicated to stakeholders and everyone will be aware of that.  The equity focus has continued in schools, but grown to include restorative practices, culturally sensitive practices, and a growing emphasis on special education.  The current emphasis on data driven decision making, on using data to inform instruction (Teacher performance Expectation 5), and on culturally sensitive and engaging practices (TPE 1 and 2), shows that some of Mr. Noguera's ideas have come to fruition.  

My inquiry is on noise levels in the classroom and teacher perception.  This ties in with using data to understand student experience and inform instruction, and also school culture (TPE 2).  Low performing schools are known for having choatic and dysfunctional environments, and this often shows up in noise levels (not always).  

This resource encourages me to think about equity beyond compliance. Are ATS interventions simply managing behavior, or are they genuinely reshaping student’s experiences and affirming their worth? As I carry out my research, I want to ensure that student voice is part of the data, not just repeat offense numbers. Capturing whether students feel supported and respected will show whether the interventions are equitable in design and outcome. 

My main takeaway is that equity ultimately shapes how we lead as bold, socially responsible leaders. By embedding it in our decisions, we move from discipline-centered approaches to creating conditions where all students can thrive.

This information really helps support my research as I can think more about how financial challenges can create inequity amongst student populations who come from low income families and communities. As a bold, socially responsible leader, it is our duty to create equitable educational opportunities for our students. 

This article brings me back to one of our first grad school assignments about what type of leader we want to be. I believe in transformational leadership and the need for strong relationships to be the foundation of strong leadership. We need to build teams based on trust and a shared vision. Initially, I was envisioning this as a team of staff members, but I see now how we must build this trust with our larger community as well. 

Dr. Noguera’s discussion of investing high quality resources to support struggling students is connected directly to my inquiry study. My school recently implemented Independent Learning Time (ILT) without enough planning or systemic support. Teacher expertise is relied upon, but not all teachers are prepared to roll out effective interventions for students. We must advocate for reforms that are thoughtful, data-driven, and consider the needs of our school community.

In the article, Dr. Noguera presents several strategies to address these inequities. A few that resonate with me, and seem particularly important, include:

- the importance of evaluating programs to ensure that children are being helped (and progress is accelerated) rather than trapped in remedial programs where they will never catch up.

- the critical importance of school culture- including beliefs, norms, and relationships- in the school improvement process. This element overrides all else, including any particular curriculum or program.

- the importance of having model schools/classrooms to show what good teaching/effective leadership looks like. The question to ask ourselves is how we can replicate the practices of successful teachers/schools.

Several other insights in this article resonated with me, including when he asked central office administrators to consider if they were adding value to schools and what the evidence is.  As a district office administrator, this is particularly relevant to me.

This article directly relates to my inquiry project on addressing math achievement disparities for Latino, socioeconomically disadvantaged elementary school students.  I found that several of his insights were recurring patterns in the journal articles I have read for my research so far, including the importance and role that school culture plays and the use of assessment and data to continually evaluate teaching and learning.  A looming question I still have that I want to inquire further about is how we can build upon the successes of classroom teachers with proven success year after year in order to support schoolwide student achievement.

As bold, socially responsible leaders, we cannot accept the inequities that were occurring when Dr. Noguera first wrote this article twenty years ago and still persist today. I chose math as my research topic because a student’s outcomes/ability in eighth grade mathematics has a direct correlation to post-secondary outcomes and lifelong trajectories.

This topic resonates with me because of how often I find myself in the position, as a California Community College employee, of having to figure out how to implement some new legislative mandate handed down from the state level. In my position I am able to see firsthand how legislation, no matter how well-intentioned, seems too often to be crafted by individuals without a thorough understanding of what the potential implications and/or practical feasibility of their plan might be. Most individuals who choose careers in education do so because they see how life-changingly valuable it is and want to do right by their students; it can be frustrating to feel like proactive, student-focused time and energy must instead be sacrificed or pivoted towards implementing legislation (often according to arbitrary and unrealistic timelines) that looks and sounds impressive, but ultimately does not equitably serve students.

I was heartened to hear Linda Darling Hammond talk about her work with legislators to craft research-based legislation, especially in light of her background as a classroom teacher. It is imperative that educational legislation does more than just sound good in theory, and involving longtime educators in the policy development process is essential. I think one of the most salient points of the podcast was that community control is only successful when accompanied by adequate resources; without resources, individual teachers are likely to be blamed for systems failures.

The content of this resource connects to both my work and my inquiry issue by virtue of the need for data-based and data-backed decision making. In the same way that large scale educational research should help guide policy decisions, I am hopeful that the findings of my research inquiry will help my college provide better support and outreach to nontraditional high school students interested in continuing their education beyond the high school diploma/high school equivalency milestone.

All issues of equity influence our actions as bold, socially responsible leaders because an equitable society requires the work of many individuals. As Linda Darling Hammond attests in the podcast, equitable systems change requires long-haul thinking and action—it is not something that can be achieved by just a few.

The center of my research inquiry is to address individual student needs and provide equitable access to resources which may be used to leverage their success. Thereby ensuring their continued access to financial aid which provides access to education which will shape their future and contribute back to a more educated society. The information in this article reinforces how vital these equity issues need to be addressed, the importance of data and diagnostic assessment to drive decisions, measure growth, and adapting services to help students learn. I will use the outcomes of my inquiry research to reflect on the way my office engages with students struggling to meet satisfactory academic progress standards, and if the measures taken in this study could be applied ongoing in a way that is beneficial. 

Equity issues influence the ability to be a bold, socially responsible leader because it calls upon us to recognize that each individual has needs and experiences which are unique to them. This means we need to adapt our methods in education so that all get what they need to thrive. Equity shapes how we do things, such as decision making, building relationships, and in what ways we allocate resources. When we begin to consider strategies to address inequities in education, we begin creating a learning environment which honors dignity and creates belonging and access for all.

What resonates most is Noguera’s insistence that treating all students the same is not equitable. Students who enter schools with the least, often receive the least support, a reality that mirrors the experiences of former foster youth in higher education. Many face financial insecurity, limited family support, and housing instability, yet receive minimal tailored resources. His vision of equity as meeting students where they are, not where we wish them to be, feels central to my inquiry.

This article pushes me to evaluate whether institutions are truly fulfilling the promise of education as the “great equalizer.” For former foster youth, disparities are not inevitable, they reflect institutional choices. Equity-focused leadership requires courage, persistence, and a commitment to ensuring these students have meaningful opportunities to succeed.

From the list of resources for this work, I decided to look closely at Dr. Pedro Noguera’s article “Taking on the Tough Issues: The Role of Educational Leaders in Restoring Public Faith in Public Education”. I chose this as I wanted to read more about the issues and concerns that arose in 2003 and see how this may have changed up to now in the present. 

What resonated to me from the article was the need of supporting students based on their needs and not as “treating them all the same”. We hear this term too often without truly knowing the injustice that we give students with this. Coming from an Early Childhood background, I had the opportunity to work in the classroom with children that all had differing needs. And what I always took from this work was to provide support to children so that they all succeed. This included modifying work and lessons that would support the development of all. A term in Early Childhood that came to mind with this is the Zone of Proximal Development. This refers to the development levels of children and how they have mastered some things but may need support moving up in their development to master new capabilities. But in order to do this, an educator and leader must know that not all students will learn the same and it is important that every need and support is addressed. Even if that means that not all supports are the same. We want to make sure everyone receives the support that they need to succeed in their educational journeys. Another point that stood out to me was the use of data to guide reforms. I do agree on the need to analyze data and share this with staff. I believe this to be key to making changes that will provide growth. The data can be collected, but without the step in analyzing and creating strategies and changes, we will not see the growth in our education systems.  

My work is looking into Bilingual Cohorts within an Early Childhood Agency. I believe that this connects to my work because while the work and support that is being provided to early childhood educators, these skills are provided for them to be strategic and supportive to the children that they serve in the classrooms. The program has taken in the needs of the agency and made a program to fit the needs of both the educators and the children. I believe that having the data of the agency, this supported in making the changes they needed to support the educational growth of the educators to then step in and do the same for the children. 

As I am working on my research plan, I will ensure that I am looking closely at the data that arises. This will be looking at the effects on this program and I believe will be crucial in understanding how this has grown their knowledge and support in the field.I believe that with this, I will also be able to look at what the participants share. This is important as this is what they are experiencing. Without their knowledge and perspectives, we will not be able to understand in much more detail what has and/or has not worked. This will support in understanding how perhaps there may be more needs that may need to be addressed because of the diverse needs of all participants. 

As a bold, socially responsible leader, it is important that we take inequities and work on how we can provide change. It is crucial that this is addressed as every student deserves the opportunity to be successful regardless of the support they may need. As I read the article, there were moments that I truly forgot that this was written so long ago because much of what was read, we still see now. As leaders, I am sure that with the work we can support in beginning to bridge these gaps.

This connects to my inquiry issue on course cancellations and their impact on students' pathway to graduation. As a scheduling analyst and a first-generation student myself, I've seen how course cancellations can create barriers, especially for students who may already face challenges like being low-income or balancing work and family responsibilities. If a required course is canceled, these students may struggle to adjust their schedules, find alternatives, or stay on track to graduate. It is unfair when students, who are paying for their education, lose access to a course they need to make progress.

As I delve deeper into my research, I want to better understand the processes deans and other decision-makers use when making cancellations. I also want to explore how curriculum managers could be more involved, so course availability decisions are not made based on an operational standpoint, but also with student equity in mind. As a middle person in my role, I ensure courses are scheduled correctly and fairly. For instance, I have to step in to make sure the course aligns with what is approved and is offered right. Details matter because they affect how students plan their schedules and move toward graduation.

This resource challenged me to think about my research in another light, not just analyzing logistics and workflows, but as an opportunity to show how equity should guide the choices we make in higher education. As socially responsible leaders, we need to me sure our decisions, big or small, don't create more obstacles for the students we're here to serve and support.

Looking at the 10 different actions, I see a connection because they all relate to wanting equal rights for children. The actions cover a variety of topics. 1. Overall, I notice that no one takes accountability for what isn’t being done in the classroom or how children's needs are not being met. Many children are overlooked and miss out on opportunities that could greatly benefit them in the classroom. This often happens due to a lack of staff and high turnover rates, which seems to be a common issue across the educational field. 3. Additionally, I believe supporting our immigrant students and their culture is very important. It’s a significant way to make them feel wanted and included.

Looking at these 10 different actions really helps me dive deeper into my research. They serve as a useful guide to ensure I cover all the important points I want to address. Although unintentional oversights can occur, these 10 actions are quite valuable. As a leader, issues of equity shape our actions, pushing us to find ways to break down systemic barriers, create inclusive environments where everyone feels welcome, and be a voice for those who may not have one. This was a good podcast. Having the transcript also helped.

Daniela