Final Reflection

How has your identity as a Leader for Social Justice evolved over the year?

My work throughout the Leadership Cycles in regards to the California state indicator on Academic Math performance for students that are socioeconomically disadvantaged compared to those who are not socioeconomically disadvantaged, has helped me identify extensive research that has conclusively demonstrated that children’s social class is one of the most significant predictors, of their educational success. I identified that performance gaps by social class take root in the earliest years of children’s lives and are difficult to improve in the years that follow. These are contributing factors to the equity gap as shown by analyzing the quantitative data as shown on the California Dataquest. The quantitative data show a significant equity gap of at least 40% for the last three years when focusing on socioeconomically disadvantaged students and non-socioeconomically disadvantaged students. The qualitative data I gathered demonstrated more specific details that supported the qualitative data. Children who start behind stay behind. They are rarely able to make up for lost ground. I have analyzed how important it is to measure quantitative data with relevant research findings. Both sets of data provided a better understanding of the disparities among subgroups and demonstrated clear evidence in the areas of need. The importance of utilizing such measures as surveys, classroom observations, and analyzing previous Professional Development agendas gave me a stronger understanding of the trends and patterns for the inequity I have identified and discussed in my quantitative data findings. The extensive research that is noted throughout this cycle ensures that the equity gap for socioeconomically disadvantaged students not attaining higher mathematics is a significant area of urgency to address at Marianna Avenue School.

To further understand the potential contributing factors for the CA state indicator equity gap I selected; socio-economically disadvantaged students provided me a clear description of the reasons the socioeconomically disadvantaged students at Marianna Avenue School are performing more than 40% below standard in the performance area of mathematics. One particular factor is the lack of effective Professional Development; this is an essential beginning to targeting this inequity, as noted with more detail in my quantitative data findings. Another contributing factor in my quantitative data findings is classroom observations; this factor is key and a highly effective practice for school leaders to implement to ensure all classroom teachers deliver research-based effective strategies, differentiated instruction, and have students actively engage and participating in the learning.

In addressing these contributing factors at Marianna Avenue School, will ensure to meet the needs of all the subgroups in the content of mathematics. These all contribute to the potential factors that were identified and discussed in my qualitative data findings. To summarize what I've learned about equity-driven leadership, ensuring that every child has access to just, equitable, and higher-level learning opportunities necessitates a shift in institutional structures to teaching and robust learning environments. To describe this more clearly, all school stakeholders must have a clear understanding and commitment to increasing student achievement. This would assist with understanding the deep root issues that our marginalized populations face, which are complex and require knowledge about how contributing factors exist and are challenges to improving. As school leaders, we must ensure that all students receive an equitable education. In creating and implementing ethical principles designed to achieve fairness will ensure that all students receive fair and ethical treatment as well as developmentally appropriate and robust learning environments, and equal opportunities to participate/engage in the variety of elements of the educational program.

I learned that institutional factors contribute to educational inequities between groups of students. This also includes commonly accepted norms, beliefs, and actions. Some of these types of factors are out of school leaders’ control; they still must be considered for why an equity gap exists. For example, in the school context of Marianna Avenue School, English Language Learners, who are considered “Newcomers” (first year of schooling in the U.S.) bring a variety of unique sets of experiences or traumas that impact the way they might participate in school. Understanding these issues through an equity-driven lens is crucial in providing help, assistance, and care rather than criticizing. Another example, in the economic context, is students that are economically disadvantaged are likely to be absent more often from school because of the economic hardships their families have, such as inconsistent jobs that can be temporary or not hold full-time positions. In not understanding this institutional factor would likely cause significant educational harm to our socioeconomically disadvantage students. In contrast, looking at this particular example through an equity lens would provide these students with a support system to help them stay current with their classes despite missing excessive instructional time. Though these particular examples will be difficult to change, equity-driven leadership seeks and explores how a school might react to these institutional factors to alleviate any harm done by these factors. As school leaders, bringing awareness to all the stakeholders about finding ways to address, tackle, and support on these contributing factors.

I learned that structural factors provide the operational features of the organization, such as the school district and or the school site. The defined roles, responsibilities, relationships, and allocation of resources provide a significant contributor towards equity-driven leadership. Some particular aspects I learned were that the practice of sophisticated endeavors only improves when it is open for analysis and critique. Moreso, improving practice in a culture that is “public” requires reciprocal accountability. Lastly, instilling a community of learners across the school site would ensure that all stakeholders take part in the ownership of the improvement of students’ achievement. By gathering the various types of qualitative and quantitative data, it gave much more insight into how vital it is to analyze the social, economic, and cultural barriers of our socioeconomically disadvantaged student population. Overall, leaders cannot lead on what they don’t know. Teaching in today's classroom requires a highly complex and sophisticated endeavor. Today's equity-driven leadership requires reciprocal accountability and implies a particular kind of leadership to improve teaching and learning. One that will allow discovering & cultivating the unique gifts, talents & interests that every human possesses.

The administration guidelines that I would like more involvement in is CAPE 1A: Student-centered Vision. I would like to improve in this particular standard to fully develop the facility in accessing multiple measures of data such as Whole-Child, MyData, by designing and investigating monthly questions. For example,review demographics and small learning communities. Develop surveys to collect regular needs assessments. Enlist the help of campus data experts to learn how to navigate the system better. Learn how to evaluate data in order to improve outcomes for students. Dissemintate data to stakeholders to shape collective vision. iThis part of school is significant in light of the fact that it upholds the multiplication of each and every estimation in school. At the point when there is a serious level of positive school environment, it will establish the groundwork for higher understudy accomplishment, staff maintenance, parent commitment, understudy support, and so forth. Accordingly, I need to realize what to initiate as a forerunner to advance a positive school environment and getting under way other accomplishment results to happen.