Fair for all Public School (A fictitious school by LaVern McCants) by https://padlet.com/mccants2/oekfbjfto297 Social Justice Leadership en-us 2018-04-03 02:22:35 UTC 2024-01-09 10:35:25 UTC hello@padlet.com Social justice educational leadership focuses on the belief that all students can and will reach their full potential. There will be no excuses, but instead solutions. mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247972907 Our learning environment at Fair for all Public School is a place where social justice is provided. Our small community is a part of positive change.  

In our learning environment, we promote social justice teaching, research, social justice and policy making agendas. Our environment is where educational leadership always evolve.

  1. Equitable learning will occur for all students. 
  2. Educational leaders will provide learning environments that are organized to promote equitable learning. 
  3. Both equity and equality are provided. 
  4. This school provides everyone what they need to be successful. Equity always occur.
  5. Everyone at this school is treated the same. Equality always occur. 
  6. Everyone works together to reach the same goals with a common cause. 
  7. We fight for marginalized groups, because we realize that everyone deserves the same rights and treatment. 

At Fair for all Public School, our educational leaders are transformational leaders that focus to inspire and motivate others to take part in reaching a common goal. 

These people are committed with a moral obligation to work together for the benefits of others. Contributions from others are valued.

Besides having transformative leadership styles, at Fair for all Public School, our educational leaders also have situational leadership styles, whereas he or she is effective in adapting to any situation.  Even though transformative leadership is widely used, the effectiveness of situational leadership is also welcomed in this social justice welcoming environment. We realize that it is necessary at times to make important educational decisions without an opportunity for committees, meetings or conferences that involve others in important decision-making.

We realize that both styles are effective and should be implemented in our social justice educational environment at Fair for all Public School. 

]]> 2018-04-03 02:25:07 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247972907 Our philosophy at Fair for all Public School: Our leadership team provides transformational leadership. We recognize a need for change. We embrace change. We do not make excuses. We find solutions to provide every student in our school with fair and impartial treatment that leads to a quality education in an organized educational environment where every student in our school will reach their potential. At Fair for all Public School, fairness takes place daily for all students. Every student at Fair for all Public School has the right to an equitable education. At our school, diversity is appreciated and celebrated. Fairness is promoted and provided to all students. A continuous effort for privileges, honors and rights for all students take place in our educational environment. mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247973121 We welcome the voice of teachers, students and parents.

Our transformative social justice leaders do the following:
  • motivate others to reach significant goals
  • achieve important goals
  • lead groups toward positive change for the betterment of all
  • provides equity
  • provides equality 

Scanlan, & Theoharis,  (2015) demonstrates that enacting social justice is a a holistic endeavor. Social justice leadership entails attending simultaneously not only to the multiple dimensions of diversity, but also to multiple aspects of leadership. p.3

]]> 2018-04-03 02:26:12 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247973121 Fair for all Public School provides the following: mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247973463
  • Social justice
  • Research
  • Service 
  • Advancement
  • Proactive educational leadership improvement
  • Impartial treatment
  • Rights
  • Integrity 
  • Equity
  • Equality

    • ]]>     2018-04-03 02:28:02 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247973463     “For all those that have to fight for the respect that everyone else is given without question.” N.K. Jemison "Our problems stem from our acceptance of this filthy, rotten system.” D. Day "I cannot say whether things will get better if we change; what I can say is that they must change if they are to get better.” Georg Christoph Lichtenberg mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247974758


    ]]>     2018-04-03 02:37:26 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247974758     This school promotes social justice while proactivity improving educational leadership by addressing equity issues and promoting the appreciation and celebration of diversity. This is done through policy making agendas and research-based evidence of proven good teaching. A transformative leader is often an excellent social justice leader, because he or she takes the role on to investigate a problem and work to provide solutions to school-rated and societal inequities. This is provided at Fair for all Public School. As stated in Shields (2010), make schools more inclusive, socially just and academically successfully. We believe that transformational leadership and situational leadership styles are most important for positive change because we realize that it is important in a learning community to deal with problems that are at hand. In addition, we realize that it is important to work in a collaborative manner with teachers, parents and community members. At this school, we build a community and learn from each other. We seek information from each other that allows us to grow as an organization on a mission for positive change. We also do the following: •We solve problems at our school.•We realize how essential it is to ask viable questions.•We make research-based information a priority •We encourage student voice and respect their concerns•We build community•We develop critical thinkers and promote high-order thinking skills With a transformative leadership and a situational leadership styles instilled in our organization, ideas from other concerned parties are welcomed and appreciated. Flexibly is provided to ensure that the issues at hand are effectively allocated. A social justice leader with these believes and values increases parental involvement, eliminate segregated classrooms, with implementation of inclusive classrooms. His or her primary goal is to provide equity for all. This sort of social justice leadership is provided at this Fair for all Public School. The notion of transformation has led, in education, to concepts such as transformative teaching, the transformative classroom (Duncan & Clayburn (1997), transformative curriculum, transformative material activity (Miettinen, 2006), and so forth. mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247976141
    "Leadership for social justice investigates and poses solutions for issues that generate and reproduce societal inequities." (Dantley & Tillman 2010, p.20). 


    ]]>     2018-04-03 02:49:56 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247976141     Weiner (2003) delineates the responsibilities of the transformative leader to instigate structural transformations, to reorganize the political space, and to understand the relationship between leaders and the led dialectically (and not hierarchically). mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247979089 Parents take part in positive change at Fair for all Public School. Our transformative leaders include parents in decision-making for the betterment for all students at Fair for all Public School.

    Everyone here at Fair for all Public School works together to make certain that everyone is awarded social privileges. 


    Cooper (2010) stated that outreach approaches seek to include families as true partners. p. 176     ]]>     2018-04-03 03:14:08 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247979089     Theoharis (2007), who defines social justice leadership to mean that these principals make issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States central to their advocacy, leadership practice, and vision. This definition centers on addressing and eliminating marginalization in schools. (p. 223) mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247979995 Equality takes place at our school. ]]> 2018-04-03 03:22:48 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247979995 References: mccants2 https://padlet.com/mccants2/oekfbjfto297/wish/247984575 Shields, C.M. (2010). Transformative Leadership: Working for Equity in Diverse Contexts. Educational Administration Quarterly (46) 4 559-560 dio: 10.11770013161X10375609

    Duncan, P.K., & Clayburn, C. (1997, November). Why haven’t I heard from you? Evoking the voices of adult learners through transformative teaching. Paper presented at the annual meeting of the University Council for Educational Administration, Orlando.
     
    Miettinen, R. (2006). Epistemology of transformative material activity: John Dewey’s pragmatism and cultural-historical activity theory. Journal for the Theory of Social  Behaviour, 36(4), 390-408. 
     
    Theoharis G. (2007) Social justice educational leaders and resistance: Toward a theory of social justice leadership Educational Administration Quarterly, 43(2), 221-258.
     
    Weiner, E. J. (2003). Secretary Paulo Freire and the democratization of power: Toward a theory  of transformative leadership. Educational Philosophy and Theory, 35(1), 89-106.

    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.

    Cooper, C.W. (2010). Educational leaders as cultural workers: Engaging families and school communities through transformative leadership. In S.D. Horsford (Ed.), New Perspective in Educational Leadership: Exploring Social, Political, and Community Contexts and Meaning (pp. 173-195). New York, NY: Peter Lang.

    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. 
    ]]>     2018-04-03 04:14:39 UTC https://padlet.com/mccants2/oekfbjfto297/wish/247984575     https://padlet.com/mccants2/oekfbjfto297/wish/265761252 2018-06-06 00:11:02 UTC https://padlet.com/mccants2/oekfbjfto297/wish/265761252 https://padlet.com/mccants2/oekfbjfto297/wish/265761268 2018-06-06 00:11:16 UTC https://padlet.com/mccants2/oekfbjfto297/wish/265761268 https://padlet.com/mccants2/oekfbjfto297/wish/265761276 2018-06-06 00:11:23 UTC https://padlet.com/mccants2/oekfbjfto297/wish/265761276 https://padlet.com/mccants2/oekfbjfto297/wish/265761293 2018-06-06 00:11:32 UTC https://padlet.com/mccants2/oekfbjfto297/wish/265761293