Sergiovanni states that the “leadership that counts in the end is the kind that touches people differently.  It taps their emotions, appeals to their values and responds to their connection with other people.”  To me this means that a social justice leader must show up to work and in the community as their authentic selves and be ready to serve students, staff and community.  I have found that this authenticity of self, toward those we lead, that Sergiovanni discusses, to be the backbone of how I have worked in education.  For students this could mean that my leadership has allowed for classrooms, teachers and facilities that meet all students needs and learning styles.  For staff this could mean ensuring that teachers have the tools and a school climate where teachers are actively engaged in educating all students.  Lastly, community members feel that the school is place that goes beyond the education of the students and becomes a community resource; providing services, as well as, a location for active community engagement that furthers the mission of educating all students in the school.

 I heard a quote many years ago from the actor Alan Alda, he said that “real listening is a willingness to let the other person change you.”  This line was often shared by my Tai Chi Chuan instructor as part of our lessons to become a better Tai Chi player.  I have also found this piece of advice to be indispensable in my time in public education.  April Peters states that  “Transformational Leadership is dependent upon a leaders deep understanding of how these elements of people (personnel), place (context) and process (transactional leadership) are also important to the work of principals and school leaders.”  I find that for me to have a deep understanding, I must listen and ask questions.  I want to know the people I serve, how best to meet their needs, while also moving the institution toward meaningful change.   With my lens being that of a white, hetero, low-income, first generation college graduate, this lens, is also not the only lens that exists.  Therefore, it is incumbent upon me if I am to lead, it is vital to listen to those that do not look like me, talk like me or have the same values as me.  I must listen and be willing to come to new understandings about what I think, believe or feel about a particular issue or topic, to build community and institutional solidarity.

Alda, A. (2005). Never have your dog stuffed. New York: Random House.

Peters, A. (2010). Rethinking transformational leadership in schools: the influence of people, place and process on leadership practice. In S.D. Horsford (Ed.), New perspectives in educational leadership (pp. 29-46). New York, NY: Lang.

Sergiovanni, T. J. (2000). Leadership as Stewardship. “Who’s Serving Who?”. The Jossey-Bass Reader on Educational Leadership. San Francisco, CA: The Author.

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