Final Reflection

Initially the focus of my leadership project was how to reduce the chronic absenteeism rate for African American students at my school site. Upon researching to determine root causes I realized academics(culturally responsive pedagogy), cultural value, addressing anti-black attitudes, building cultural capital, and developing parent engagement are a few foundational issues to address.

LAUSD’s Black student achievement plan is a great step towards creating equity in learning. As a 5th grade team we implemented culturally responsive literature to build healthy identities for all students but for the leadership project analyzed more closely the impact for this sub group. In conducting weekly surveys, we noticed the data recognized students' sense of belonging did improve. It is important for all students to have a connection between their everyday lived experiences and academic learning. When a disconnect exists between school and home students are less motivated.

Using data to identify inequities is a powerful tool to identify marginalized groups. Using improvement theory is a research based approach to determining and analyzing root causes, collaborating to determine solutions, and cycle of testing outcomes to maximize success.

It has been a privilege to gain insight from multiple school leaders transforming education to make learning more equitable for all. Facilitating communities of practice should have a goal of determining one to two school wide goals, eliciting teacher voice by recognizing the experience and knowledge to co-construct ideas. Including the teacher's voice and creating autonomy unleashes a wealth of creativity, joy, trust, and student success and improvement. When teachers feel empowered, valued, and respected, healthy communities are established. One principal's statement has stayed with me, “checklists will always exist, don’t lose sight of your school's vision and humanizing the school community”. He went on to explain demands will always come from higher ups, but maintaining trusting relationships with your school community is vital to accomplishing goals. In other words school leaders must be a buffer to protect the very people they lead. Another example of a school leader's example of building strong communities of practice is a focus on building teacher capacity. Co-constructing vision and mission, creating spaces for teachers to determine what supports are needed, reflection, and realignment should be a continuous cycle in developing sustainable communities of practice.

As a leader it is critical for me to understand my positionality in the world. I see the world through a lens that is different from others. Therefore, I must listen to learn and understand the ways in which all people experience and understand life. A democratic community is one that reflects all voices being represented and valued. This isn’t any easy feat. Dr. Sylvia Rousseau, a former teacher, LAUSD Principal, local superintendent, and USC professor credits dialogical relationships as an effective communication tool to building democratic spaces. She created and encouraged student voice in school decisions. This served as a model to students of how a democratic society functions. Transactional relationships don’t create communities of trust and respect. Lastly, in keeping the spirit of the late John Lewis, sometimes as a transformative leader for change will require getting into good trouble. I’m encouraged in observing educational leaders who are allowing the improvements of school communities speak to power structures that are often disconnected from the day to day school operations. In the end improving learning experiences and outcomes for all students and families should be the goal for all. If this is happening, leverage increases to create spaces outside the status quo.

As a school leader it is important to not take a one size fits all approach in supporting teacher growth and development. Also, a leader doesn’t hold all of the knowledge, therefore it is important to co-create goals with teachers. Using a framework as a starting point, looking at each class and teacher to determine what areas teachers want to improve upon. As a partnership it is necessary to create non-threatening relationships that foster and build trust. As an equitable leader it is important to me that educators feel valued, respected and appreciated. I can support these ideas by listening and guiding ideas to build upon teachers strengths and areas of improvement. Observations shouldn’t be a time of identifying everything not seen in a class or emphasizing what teachers didn’t do correctly. Building and maintaining authentic relationships of trust that foster supporting teacher growth and development is valuable to the teaching profession as a whole.