With this in mind, formal and informal leaders must con-sciously and intentionally take the actions that they believe are in the bestinterests of the students, while modeling caring and just relationships andunderstanding that their decisions have consequences across the entiresystem.
When all members of the organization are clear on their purpose, the leadership can be shared and distributed across stakeholders and still stay focused on the overall goal - in this case, equity.
sustained operational norm.
What prior work (intentional or unintentional) was done to make this a "sustained operational norm"? How can that be broadened to the school as a whole?
Is there implicit bias at work here?
Still I know it is mak-ing a difference in many kids’ lives, and to be honest, I think some of theteachers are excited about what’s happening. It’s engaging them intellectu-ally and in terms of feeling like they are really making a difference.
This feeling of fulfillment - is this what is holding back the staff? Different motivators, for sure: in this instance intrinsic motivation to see students "succeed" and to feel like you're contributing, versus the IB teachers financial incentive or extrinsic motivation. For all other staff who are not involved in one or the other of these examples, what motivates them? How do they know what they are doing is supporting student successes?
community partnerships and educational leadership arethe foundational forces upon which education is perceived as the founda-tion of democracy. As leaders act, so leaders instruct, guide, lead, and com-mit to democratic schooling where equity and excellence function as thesocial covenant
Another key component in the endeavor for social justice in education - as leaders, we are not just bridging the gap for teachers and students, but also reaching out to help build the bridge for our entire community.<br> This may be one of the greatest challenges, depending on the overall perceptions of the community as a whole.
reform-ing, aligning, and expanding curricula to meet the needs of particular pop-ulations (King, 2006; Scheurich & Skrla, 2003); promoting understanding ofmuticultualistic pluralism (Capper, 1993); practicing difference-sensitiveinstructional leadership; and providing professional development opportu-nities that focus on how educators can serve traditionally underrepre-sented and poorly served peoples
As part of an entire educational ecosystem, leadership for social justice would touch each aspect of teaching and learning. This is such an expansive undertaking - one that clearly cannot be achieved by a single leader, so the theory of distributed leadership should ideally support this effort, as long as all of the organizations leaders are viewing their efforts and objectives from similar social justice lenses.
Would it be beneficial to have a balance of transformational public intellectuals, bridge people, and critical activists on the "team", maybe those roles are fluid?
we couple the distributed lead-ership theory to social justice concepts in an effort to make a conceptual andempirical contribution to these important areas of inquiry and to explore theways that they might intertwine and be mutually exclusive.
This is what I was have been thinking about after reading the Mayrowetz article…
It sounds simplistic, but I do anticipate that these two concepts intertwine heavily. I think that an individual's, community's or organization's sociopolitical beliefs effect the leadership tasks, actions and decision made in a school setting. As well as how the distribution of leadership is determined. I wonder what the empirical data will say…
ameliorate hegemony
...to fix the imbalance of power...and improve equity across the educational spectrum, it becomes incumbent upon educational leadership to take the first steps - YES, AND, what we need as educational leaders to do so is the support of structures, systems and other leaders to lean on when there is (inevitable) push back by staff, community members and other colleagues.
We have an AMAZING Director of Language, Culture & Equity in our district and she has led our community through the difficult yet necessary process of adopting an Educational Equity Board Policy
In addition, our Nondiscrimination Policy has had a significant revisions, including several progressive changes.<br> I say this, not just to brag on her work and that of our district, but to highlight the fact that this wasn't easy. We experience significant push back from our great community - families "protesting" the changes and staff refusing to participate in training around the shifts. This work is HARD, it's messy and it's extremely emotional - but, it's also WORTH it!
Empirical studies in this line of inquiry support the contentionthat school leadership can positively influence these dynamics but thatsuch work is fraught with organizational barriers that perpetuate inequitywithin schools
This resonates with me as a leader in the field of education, and as a student of color. In two separate districts, I have experienced both a lack of leadership models who reflect the diversity of the student/community population, as well as a lack of leadership models who (attempt to) understand the challenges and differing perspectives of the students/families they serve.
The writing assignments will become progressively longer and more complex as the semester progresses and you build your academic writing proficiencies.
I appreciate the intentional "build up" of assignments and work. It is apparent that there is a real effort to see successes in all of us throughout this program, and to honor the fact that we are all working professionals - and some of us have been out of a Master's program for several years, so there is a bit of "rust". :)
The 2-Week Cycle
This also will be one of the items that gets printed and posted in my office...
During the review period, two members of your writing group should review your writing assignment draft and give you feedback.
Within our small groups, I think it will be helpful to schedule or set up review rotations so that we all know who is reviewing who's papers each week. Then I could schedule a time in my calendar to do reviews and make sure that I am giving my teammates enough time to review my articles, as well.
The Brooks, et. al. article is the one we are supposed to annotate for this week. I confirmed with Scott via annotations in our Course Schedule and Assignments doc.
Together, we've got this, no sweat (okay,maybe a little!)
THIS is what I am most excited about - the cohort model! It's first thing that I tell people when they ask about my journey and my decision to enter into an EdD program. After watching some of the Flipgrip video intros, and learning about you all at our first DRP Seminar class, I am so enthused by the amount and breadth of experience each of us contributes to this group as a whole - I feel so fortunate to be a part of this cohort!!
how proud of yourselves you shouldbe.
I'd BOLD this, if I could!
EDUC 7100 | Course Syllabus, Spring 2021Page 1EDUC 7100. Leadership for Educational OrganizationsCourse SyllabusSpring 2021Leadership for Educational OrganizationsSchool of Education and Human Development (SEHD)University of Colorado Denverucdenver.instructure.com/courses/463269(we also may use some other technology tools!)Should You Read This Syllabus?●Snoop Dogg says..
Amen, Snoop! I've now heard from two musical icons from my formative years this week - speaking directly to me (via Cameo - that is) with a friendly boost of encouragement or bit of advice. The other was Paula Abdul! :)