Watch the RecordingListen to the Podcast

We are in dramatic times, according to Dr. Christina Kishimoto, Founder and CEO of Voice4Equity, LLC and Clinical Professor at the University of Southern California. In the past decade, public school classrooms transformed from having a majority of white students to mostly students of color. We have a diverse student body full of aspiring young minds who include LGBTQ, multiracial, multicultural, and multilingual identities. No other time in U.S. history has this been more evident.

“So when you think about things like language acquisitions, multilingualism, the opportunities for students to learn about different cultures in different regions of the world, the opportunity to learn about perspectives on these pressing matters . . . what are the implications for policy leaders to now modernize policies to reflect the students they serve?” said Dr. Kishimoto.

In the edLeader Panel “Women’s Policy Leadership for K-12 Education,” innovative superintendents and leaders discussed the policy and politics of leading for equity today. How the women who are district leaders choose to lead for students and redirect energy toward inclusivity, academic engagement, and wellness is central to districts today. Walk along with these bold leaders who shared strategies to move through and beyond divisive politics.

What Politics or Policies Inhibit Leading with Equity?

All students need advocates at the highest levels. How do leaders navigate the challenges of leading for equity in an increasingly politicized environment that sometimes conflicts between who is responsible for policy and local control at the district level?

“It’s particularly hard right now because of the politics . . . and we still have a schooling system that is one size fits all,” explained Julie A. Vitale, Ph.D., Superintendent of Oceanside Unified School District (CA). With such a diverse student body, everyone brings individual learning styles, and the need to meet each student’s needs has become more prevalent than ever. “How are we willing to change our processes, our structures, the way our money is used, the way we format schools to meet the needs of each kid legally, and what’s required as far as instruction minutes, set time, and more?” continued Dr. Vitale.

The panelists discussed several existing and entrenched policies that hinder progress including federal testing, limited opportunities for high school students to place out of a subject, the impacts of legislative requirements, and limits on teacher flexibility to meet individual needs.

How Do We Move Forward?

Some of these challenges seem large and unwieldy for most leaders. However, the panelists agreed there are things all leaders can do to champion equity and work for change.

Honor Core Values

“You have to be very clear about your core values. What are you willing to put on the line to do the work and service of children?” said Dr. Christina Grant, Executive Director of the Center for Education Policy Research at Harvard University. The conviction to address inequality in action or counter popular belief and mounting public pressure requires a clear understanding of who you are as a leader and a district.

Seek Input

Dr. Grant also emphasized leaders must recognize it is their role to cross the aisles and have face-to-face conversations, to do the important and hard work of listening, from soliciting thousands of public comments to difficult one-on-one meetings. “Because as the superintendent, you have to be bipartisan. You have to think about what it means to serve children who look and sound like you, and support those who don’t,” she said.

In Washington, DC, for example, Dr. Grant explained she worked to ensure standards were passed to teach social studies or history without glossing over challenging historical facts. Leaning on core convictions helped inform policies and taught students to think critically about their education. “We have to believe that our children are smart enough and capable enough to handle the vastness of what makes America the thing we’re still committed to,” she said.

Broaden Understanding at Board Levels

Anna Alvarado, Ed.D., Superintendent of Freeport School District 145 (IL), recommended ensuring school board leaders understand equity frameworks and become better champions for equity in the community. She’s encouraged board members to attend equity symposiums or national conferences on equity. At board meetings, Dr. Vitale recommended leading with detail on “why” policies or curricula may change and spelling out inequities that change can address. “It’s about how we as a public school truly honor the fact that this is a right of every child to be here,” said Dr. Alvarado.

Create Space for Dialog

With a polarized political environment, the panel also emphasized the importance of providing a safe space to share honestly. Building bridges includes airing differences of opinion that ultimately builds empathy for all voices. It’s important that leaders can speak honestly and not risk ending up in a news story or on social media. “I think people forget that board members ran for a position; they, too, still need a safe space to go and be vulnerable enough when the doors are closed,” said Dr. Grant.

Learn more about this edWeb broadcast, Women’s Policy Leadership for K-12 Education, co-sponsored by Voice4Equity and edWeb

Watch the RecordingListen to the Podcast

Join the Community

Women’s Education and Leadership is a free professional learning community for educators and organizations to connect about ways to support and nurture leadership in girls and women around the world.

Voice4Equity improves access to policy leadership opportunities for women superintendents and those preparing for careers as school superintendents. Despite making up more than 70% of the education workforce, only 27% of school superintendents are female. Our work empowers women to narrow that opportunity gap through focused training, conferences and networking, coaching, discussion groups, leadership development skills, strategic partnerships, and educational opportunities.

Article by Suzanne Bell, based on this edLeader Panel