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Leader for Social Justice
Throughout my life, my journey as a leader for social justice has been deeply shaped by experiences that extend far beyond the confines of the classroom. From my earliest memories of 8 years old standing in solidarity at peaceful protests with my grandparents to my more recent endeavors in rallying communities for change through local organizing efforts, my activism has always been a direct response to the hardships I encountered while growing up. These formative moments of struggle instilled in me a profound belief in the transformative power of grassroots activism and community-driven change.
Transitioning into the education system, I naturally gravitated towards roles that allowed me to bridge classroom learning with real-life experiences. Whether it was working closely with families to ensure their voices were heard through establishing parent centers on campus or providing support to students facing various challenges as a school social worker, my professional journey has been deeply rooted in a passion for equity and justice. Now, as a restorative justice coordinator, my mission is to foster a school environment where every voice is valued and respected while also facilitating healing and accountability within our community.
Despite my unwavering dedication to this cause, there came a point where the weight of confronting systemic injustices began to take its toll. This feeling of despair grew stronger as I witnessed the enduring inequities students faced, particularly in the wake of the pandemic. However, it was during this challenging time that the PLI program emerged as a source of renewal. Serving as a space for exploration, healing, validation, embracing contradictions, and fostering connections, the PLI program provided a transformative platform for educators like myself. Engaging with diverse perspectives and exchanging ideas with fellow educators not only enriched my professional practices but also deeply impacted me on a personal level. Interacting with others reinforced my creativity, broadened my perspective, and enhanced my sense of dignity.
For instance, grappling with PTSD often led me to perceive the world through a lens of danger. While this mindset was useful for addressing issues and solving problems, it also presented challenges in building interpersonal relationships. However, through the PLI program, I underwent a profound shift in perspective. I learned to see the world through the lens of hope and humanity, even amidst adversity. This transformative shift not only enabled me to accept my PTSD but also empowered me to connect more meaningfully with others. As a result, the PLI program not only sharpened my vision for creating better learning environments but also equipped me with a new way for cultivating relationships while navigating resistance.
Evolution of Leadership Skills
Before joining PLI, I already had a solid understanding of facilitating difficult conversations, as I regularly helped others navigate conflicts in my role. However, I struggled when faced with comments from peers rooted in bigotry, supremacy, and microaggressions. The PLI program gave me the tools and support to navigate these challenging situations with greater empathy and confidence. I learned to approach these conversations thoughtfully, responding carefully instead of impulsively. As a leader, I recognize the difficulty of changing a person's deeply ingrained beliefs, and I understand that fear is often the greatest impediment to change. Therefore, I've learned the importance of listening actively, validating others' perspectives, and engaging in constructive dialogue even when faced with resistance.
Additionally, I discovered a passion for challenging dominant narratives and centering the realities of those most impacted by systemic inequities. This shift in perspective profoundly influenced how I approached my work, particularly in sharing data in professional development meetings, emails, and other communications. Instead of presenting data in a detached and impersonal manner, I began to contextualize it within the lived experiences of students and communities. By humanizing the numbers and emphasizing the stories and voices behind the statistics, I made the data more relatable and accessible while highlighting the urgency of addressing systemic inequities.
Furthermore, I made a conscious effort to amplify the voices of marginalized communities in decision-making processes. This involved actively seeking input and feedback from those directly affected by the issues at hand and ensuring that their perspectives were integrated into the decision-making process. By centering the voices of marginalized communities, I learned how to use story telling to challenge power dynamics at my school and promote more inclusive and equitable outcomes.
Finally, through PLI, I've had the opportunity to learn how to use improvement science as a powerful tool for addressing school issues. Firstly, it reinforced a system mindset, allowing me to move beyond treating symptoms and focus on identifying the root causes of school issues. Using tools such as process maps and fishbone diagrams has helped me understand the interconnected factors contributing to these issues. Data-driven decision-making is crucial in improvement science, and I have gained new tools to use in my leadership like empathy interviews and Pareto analysis. What I appreciate most about these tools is that they have enabled me to implement small-scale changes before making broader changes across large schools. PDSA cycles have allowed me to test interventions, gather data on their effectiveness, and adjust as needed. This iterative process fosters continuous learning, and as a leader, I hope to continue using improvement science to ensure that interventions are based on real-time feedback and evolving system needs.
Perspective of Leadership
Prior to joining the PLI program, my perception of leadership in equity, social justice, and anti-racism centered around the need for large-scale systemic changes. While this viewpoint is crucial, my participation in the program has broadened my understanding.
In the Urban School Leadership course facilitated by Dr. Rogers and Dr. Franke, I gained invaluable insights into the intricate interplay between learning and social conditions, particularly those marked by inequality and marginalization. This exposure prompted a profound realization: traditional educational paradigms often fall short in addressing the diverse needs and experiences of students. As I delved deeper into the course material, the urgency of challenging these traditional approaches became increasingly evident. It became clear that prioritizing academic achievement alone is insufficient; educators must embrace approaches that honor the multifaceted identities and backgrounds of each student. This entails integrating their lived experiences, strengths, and interests into the educational fabric. By providing opportunities for students to see themselves reflected in the curriculum and engaging with materials that resonate with their realities, educators can foster a sense of belonging and empowerment. This, in turn, cultivates the critical consciousness necessary for students to challenge existing inequities and actively participate in transforming their educational experiences. Reflecting on my personal journey towards developing critical consciousness, I recognized the transformative potential of experiential learning opportunities and personal experiences outside the traditional classroom setting.
In the Principal as Researcher course with Dr. Orange and Dr. Flores, I was introduced to a transformative approach to research and data—one that centers the voices of marginalized groups. This emphasis on storytelling and narrative is crucial, as it allows educators to create a safe space for sharing authentic stories, ensuring that participants remain the true authors of their own experiences. Throughout the course, we delved into the complex dynamics of race, racism, and anti-Blackness, shedding light on stories often overlooked in traditional research settings. This deep dive reshaped my understanding of research and its potential impact on our school community. Rather than focusing solely on numbers and statistics, I now prioritize humanizing marginalized students by amplifying their strengths, voices, and experiences. This shift in perspective emphasizes the importance of authentic storytelling in my research practices.
Finally, utilizing the Reciprocal Learning Process (RLP) throughout fieldwork courses reinforced the significance of centering diverse voices and fostering open dialogue, even in uncomfortable or challenging discussions. This approach enhanced my listening skills and empathy while underscoring the importance of collaboration and collective efficacy in addressing equity issues. Moving forward, I recognize the importance of continuous learning and adaptability in leading with equity. Through coursework, I've gained insight into tangible, day-to-day actions that can disrupt inequality. I now understand that true leadership for equity involves advocating for systemic change while actively challenging everyday structures and behaviors that perpetuate inequity.
Success and Challenges
The challenges I have faced in my leadership journey have been varied and complex, requiring me to overcome multiple obstacles. Firstly, I have faced resistance to change, both from within myself and from members of the school community when implementing the RLP. Overcoming this resistance has required patience, persistence, and effective communication to gain buy-in and support, as well as letting go of an urgent and solution-based mindset. Secondly, addressing implicit bias within myself and others has been an ongoing challenge. Recognizing and acknowledging biases regarding work ethic and actively working to mitigate their impact with empathy has been a crucial aspect of my leadership journey. This has involved engaging in self-reflection, seeking feedback from colleagues, and implementing strategies to promote equity and inclusion. Additionally, balancing life events outside of work has presented its own set of challenges. Owning a new home, dealing with a concussion, being admitted to a certificate program, and the death of a former student have all required me to manage my responsibilities and time and energy effectively. However, these challenges have also provided opportunities for growth and learning. Successes have included creating meaningful partnerships, fostering a culture of belonging and respect within my RLP team, and ultimately serving as a reminder of the importance of dignity, critical hope, perseverance, and resilience in the face of setbacks.
Next Step and Future Learning
In my leadership journey, the next steps involve continuing to advocate for equity and justice within educational systems, deepening my understanding of intersectionality and culturally responsive leadership practices, and amplifying the voices of marginalized communities. I also plan to mentor and support emerging leaders in their own journeys toward social justice leadership. I envision using my administrative credential to effect systemic change within educational institutions, whether as a school leader, district administrator, or educational consultant. I aim to leverage my leadership skills and knowledge to create inclusive and equitable learning environments where all students can thrive.
Moving forward, I would like to gain more experience in effectively leading and managing diverse teams, fostering collaboration across departments and stakeholders, and navigating complex policy environments. Additionally, I recognize the importance of continued learning and development in areas such as trauma-informed leadership, culturally sustaining pedagogy, and restorative practices.
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