Equity Leadership Reflection - San Diego County Rop · complex system that promotes equity for each...
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Equity Leadership Reflection To Lead Others, First Lead Yourself “Those in leadership roles develop a deep understanding of self in terms of beliefs, values, strengths and weaknesses before they can successfully lead others.” - Ackerman & Maslin-Ostrowski The SDCOE Systems’ Leadership Framework was developed from a synthesis of seminal research around learning organizations, organizational health and performance, and high leverage evidenced based leadership practices that are linked to the improvement of professional practice and learning. SDCOE’s framework focuses on “Who We Are” as leaders and “How We Go About Leading” in a complex system that promotes equity for each and every student. The purpose of this self reflection tool is for leaders to assess their current reality in their equity leadership. Through this reflective process, leaders are able to identify strengths and areas to target for professional growth and goal setting. Systems thinking is an intentional mindset for continuous improvement that is based on the notion that the components in a system can be best understood by examining the interconnectedness of relationships with each other and other systems. In education, an equity lens is often used to describe a process to diagnose and assess equity within the culture, policies, programs, practices, and processes within a school [or district]. The equity lens metaphor describes the possibility of seeing our contexts in new and revealing ways and to communicate the idea of looking at an event, experience, and/or a set of data through a particular perspective. The purpose of using any given lens is to improve the predictability of our actions relative to a desired outcome to increase student success. In the case of equity-centered systems thinkers it is about shifting our perspective from seeing “equity” and “systems” as separate and moving toward seeing our system through a lens of equity. References: Anderson & Ackerman-Anderson, 2009; Bryk & Schneider, 2002; Fullan 2011; Gladwell, 2002; Kotter, 2000; National Equity Project, 2015; Rimmer, 2016; Robinson, 2011; Senge et. al, 2016; Tschannen-Moran, 2004; Wheatley & Zuiebeck, 2012; Wolfson, 2014. Learning and Leadership Services Version 3.0 Adapted from the National Equity Project
Transcript of Equity Leadership Reflection - San Diego County Rop · complex system that promotes equity for each...
Equity Leadership Reflection
To Lead Others, First Lead Yourself
“Those in leadership roles develop a deep understanding of self in terms of beliefs, values, strengths and weaknesses before they can successfully lead others.”
- Ackerman & Maslin-Ostrowski
The SDCOE Systems’ Leadership Framework was developed from a synthesis of seminal research around learning organizations, organizational health and performance, and high leverage evidenced based leadership practices that are linked to the improvement of professional practice and learning.
SDCOE’s framework focuses on “Who We Are” as leaders and “How We Go About Leading” in a complex system that promotes equity for each and every student. The purpose of this self reflection tool is for leaders to assess their current reality in their equity leadership. Through this reflective process, leaders are able to identify strengths and areas to target for professional growth and goal setting.
Systems thinking is an intentional mindset for continuous improvement that is based on the notion that the components in a system can be best understood by examining the interconnectedness of relationships with each other and other systems. In education, an equity lens is often used to describe a process to diagnose and assess equity within the culture, policies, programs, practices, and processes within a school [or district]. The equity lens metaphor describes the possibility of seeing our contexts in new and revealing ways and to communicate the idea of looking at an event, experience, and/or a set of data through a particular perspective. The purpose of using any given lens is to improve the predictability of our actions relative to a desired outcome to increase student success. In the case of equity-centered systems thinkers it is about shifting our perspective from seeing “equity” and “systems” as separate and moving toward seeing our system through a lens of equity.
References: Anderson & Ackerman-Anderson, 2009; Bryk & Schneider, 2002; Fullan 2011; Gladwell, 2002; Kotter, 2000; National Equity Project, 2015; Rimmer, 2016; Robinson, 2011; Senge et. al, 2016; Tschannen-Moran, 2004; Wheatley & Zuiebeck, 2012; Wolfson, 2014.
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Equity Leadership Reflection
Novice Leader demonstrates beginning knowledge and skills with limited use of the defined practice.
Emerging Leader has growing understanding and use of knowledge and skills in the practice, but performance is inconsistent.
Accomplished Leader applies knowledge and skills thoroughly. Expert Leader sustains an exemplary level of practice. Modeling Leader models this element for others, innovating and freely sharing reflections
and practices to stimulate system-wide change.
Who We Are As Leaders
Lead Self/Emotional Intelligence: A leader’s social-emotional capacity is a key factor in facilitating effective systems change. To lead for equity in a complex system, we need to understand our own social-emotional landscape, as well as the needs and feelings of our community.
Elements N E A E M Evidence of Practice
Demonstrates awareness of his/her own emotional landscape, including factors that nurture well-being or triggers distress.
Leads with grace, manifesting empathy, warmth, and distress-free authority even in stressful situations.
Navigates the discomfort of not knowing all the “answers” and seeks to understand different perspectives.
Works consciously to develop self-regulation and resiliency in systems filled with uncertainty and ambiguity.
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Equity Leadership Reflection
Novice Leader demonstrates beginning knowledge and skills with limited use of the defined practice.
Emerging Leader has growing understanding and use of knowledge and skills in the practice, but performance is inconsistent.
Accomplished Leader applies knowledge and skills thoroughly. Expert Leader sustains an exemplary level of practice. Modeling Leader models this element for others, innovating and freely sharing reflections
and practices to stimulate system-wide change.
How$We$Go$About$Leading
Trust: A leader’s ability to establish and foster a climate and culture of trust reduces vulnerability and encourages innovation and risk taking. The knowledge that others care reduces one’s sense of vulnerability, increases social affiliation, and invites reciprocal regard. Building trust requires leaders to deal effectively with perceived breaches of trust, including perceived poor performance, disciplinary matters, and failure to keep agreements. Ultimately, trust is the connective tissue that
holds improving schools together. Elements N E A E M Evidence of Practice
Builds trusting relationships with stakeholders over time by demonstrating respect for person, competence, personal regard, and integrity. Respects and values the ideas of other people.
Demonstrates care about the personal and professional lives of staff.
Exhibits cultural competence and the ability to effectively lead across difference in identity.
Respectfully interrupts conversations and behaviors laden with explicit or unconscious bias (ex: students, families, staff).
Learning!and!Leadership!Services!Version!3��! "EBQUFE�GSPN�UIF�/BUJPOBM�&RVJUZ�1SPKFDU
Equity Leadership Reflection
Novice Leader demonstrates beginning knowledge and skills with limited use of the defined practice.
Emerging Leader has growing understanding and use of knowledge and skills in the practice, but performance is inconsistent.
Accomplished Leader applies knowledge and skills thoroughly. Expert Leader sustains an exemplary level of practice. Modeling Leader models this element for others, innovating and freely sharing reflections
and practices to stimulate system-wide change.
How$We$Go$About$Leading$
Elements$ N E A E M Evidence of Practice
Consistently articulates a powerful vision for change in the best interest of students. Champions a co-constructed vision for educational equity and enlists others to participate.
Articulates and holds explicit beliefs and values around equity and high expectations to foster a healthy culture.
Publicly commits to a specific equity result, stated in easily understood language (i.e. we will close the EL opportunity gap in mathematics by 2017). Keeps equity and data at the forefront of conversations as a part of continuous improvement for each and every child. Motivates others to take action.
Communication: A!leader’s!adeptness!to!consistently!and!respectfully!communicate!a!powerful!vision!for!change!is!essential!for!school!improvement.!Leadership!voice!includes!the!facilitation!of!a!shared!vision!based!upon!a!core!belief!system!that!all!students!will!learn!and!be!successful.!The!leader’s!articulation!of!a!strong!belief!system!with!an!equity!imperative!plays!an!important!role!in!formal!and!informal!schooling!structures!such!as!professional!learning!communities,!teacher!coaching,!and!academic!expectations.!
Learning!and!Leadership!Services!Version!3��! "EBQUFE�GSPN�UIF�/BUJPOBM�&RVJUZ�1SPKFDU
Equity Leadership Reflection
Novice Leader demonstrates beginning knowledge and skills with limited use of the defined practice.
Emerging Leader has growing understanding and use of knowledge and skills in the practice, but performance is inconsistent.
Accomplished Leader applies knowledge and skills thoroughly. Expert Leader sustains an exemplary level of practice. Modeling Leader models this element for others, innovating and freely sharing reflections
and practices to stimulate system-wide change.
How$We$Go$About$Leading
Transformation: Leadership mindset and practices set the overall tone for organizational culture and performance, including how change efforts are run. A leader’s ability to establish a sense of urgency (without causing undue panic), form a powerful guiding coalition, create a co-constructed vision and empower others to take action toward the vision via short-term wins are some key components of transforming systems into places of opportunity and support for students.
Elements N E A E M Evidence of Practice Exhibits the courage to respectfully interrupt and transform inequitable systems into places of opportunity for young people and adults (ex: disrupting inequities in class placement, ineffective grading and discipline practices and policies). Demonstrates awareness and attentiveness to issues of race, class, gender, power, and privilege and the implications for policy and practice. Establishes a collaborative culture with clearly defined roles, processes and expectations. Smoothly and effectively integrates change initiatives across the system.
Maximizes participation and involvement so the whole system mobilizes the change collectively. Maintains transparency throughout the change process and utilizes feedback.
Allows for local control of decisions by sharing power and authority (i.e., shared decision-making processes).
Learning!and!Leadership!Services!Version!3��! "EBQUFE�GSPN�UIF�/BUJPOBM�&RVJUZ�1SPKFDU
