Education Week - February 15, 2017 - 18


COMMENTARY

Getty

How ESSA Can Teach
School Leaders About Equity

J

By Irma Zardoya
ust as towns and cities across
the country are grappling with
racial and ethnic tensions and
divisions, schools and districts,
too, are trying to figure out
how to help students navigate
these same conflicts. Racial inequities already lie deep within
our education system: Black students are
14 percentage points and Hispanic students 11 percentage points less likely
than their white peers to graduate from
high school in four years, according to a
2013-14 report from the National Center
for Education Statistics. The gaps start
in the earlier grades, where black students on average score two grade levels
below and Hispanic students 1½ grade
levels below their white classmates on
standardized tests, according to a 2016
Stanford University study.
Consider how race affects different
aspects of school operations, curriculum
and instruction, hiring and teacher-assignment practices, resource allocations,
and discipline policies and practices. If we
don't get this right, generations of Americans will continue to struggle. What kind
of strategies and action plans might help
school and district leaders begin to correct these and other inequities?
Of course, this level of analysis is hard,
and the conversations are hard. They require skills that are not innate in every
principal or superintendent. This work
of racial literacy calls for intentional selfreflection and open and honest conversations about race and biases with staff,
students, and families. School leaders
need in-depth, hands-on, and customized
training to create more-equitable learning environments for all students. While
most principal-development programs
and quick-hit workshops might touch
on diversity, they rarely offer the depth

of guidance needed to make real change.
The Every Student Succeeds Act,
which goes into full effect next fall, offers states and districts a great opportunity to use federal Title I and Title II
funds to give district and school leaders
powerful coaching on racial literacy and
cultural competency. Despite the Trump
administration's recent move to delay
implementation of ESSA rules for up to
60 days, recently confirmed Secretary of

dents from districts across the country
have told us they want and need effective
training on confronting and remedying
institutional biases, such as actions that
display the ideology that students of color
are inferior to their white classmates. It
is up to states and districts to create opportunities for district and school leaders to learn how to start this work and to
develop the capacity to keep it going at
their schools.

"

A school or district leader cannot help others address
their biases until she is able to recognize and talk about
her own."
Education Betsy Devos testified that she
would follow the initial regulation timeline, allowing states to continue developing their plans for turning around struggling schools.
With its underlying theme of equity, increased flexibility for states and districts
to shape their school improvement plans,
and greater allowance for investments
in school-leader development, the law
is our nation's chance to start growing
school leaders focused on equity. For example, some states, in their ESSA plans,
are considering how to make teachers
more representative of the students in
their classrooms by changing how they
develop, recruit, select, and place teachers of color.
Both the national Professional Standards for Educational Leaders and the
Model Principal Supervisor Professional
Standards (the accepted national industry standards for educational leaders)
now include equity and cultural responsiveness as core standards. Superinten-

18 | EDUCATION WEEK | February 15, 2017 | www.edweek.org/go/commentary

So what does this kind of school and
district leadership development look
like? As coaches to district leaders, we
at the NYC Leadership Academy have
found that educators are most likely to
develop strong racial-literacy skills when
they get experiential training that covers critical awareness in consciousness,
culture, and context.
A school or district leader cannot help
others address bias until she is able to
recognize and talk about her own. So the
first critical step-consciousness-involves becoming aware of one's own biases, understanding how life experiences
have shaped those biases, and how they
have affected interactions with students,
families, and teachers, as well as their
leadership decisions. We have seen effective training push leaders to own up to
and challenge their own racial biases.
We have also seen district leaders
play a critical role in helping principals
develop and maintain a strong school
culture. Research has found that schools

where students feel safe, engaged, and
connected to their teachers often have
narrower achievement gaps. Principals
have more influence over their schools'
culture than anyone else in the buildings, and they need guidance on promising practices and strategies, and latitude
from the district to try new approaches
to address inequities. Equity training
supports district leaders in grappling
with questions: How should a principal
respond when there is a racially charged
incident at school? How can I hold my
principals accountable while allowing
them to take chances and discuss issues
of race openly without fear of retribution?
Finally, equity training can teach
school and district leaders how to assess and navigate their schools' contexts.
Schools are shaped by the history and
politics of the community-by the school
budget, tax base, and demographics.
Strong professional development can
help school leaders think through how
national events-from the 2016 election
to the Black Lives Matter movement-
are permeating their schools' walls.
Equity training teaches district and
school leaders to take a systemic approach to leading. As state education
agencies work with school districts on
their state ESSA plans, we urge them
to include programs and initiatives that
will produce principals and district leaders who can lead for equity and access.
Only then will all students have a shot at
getting the best academic experience to
prepare them for graduation and beyond.
And only then will we, as a nation, have a
shot at leveling the playing field and ending educational inequities. n
IRMA ZARDOYA is the president and chief
executive officer of the NYC Leadership
Academy, a national nonprofit organization
that works to improve student learning by
developing school and district leaders.


http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - February 15, 2017

Education Week - February 15, 2017
State Leaders Hit the Books
Amid Subtly Shifting Test Landscape, Support Slips for Common-Core Tests
Mistrust in School Can Have Lasting Negative Effects
News in Brief
Report Roundup
RTI May Fall Short in Flagging Certain Students
Post-Mortem on inBloom Reignites Data-Sharing Debates
FCC Alters ‘Lifeline’ Broadband Effort
DIGITAL DIRECTIONS: FCC Yanks Report On E-Rate Success
DeVos Takes Reins at Ed. Department, While Anxieties Persist
Congress Targets ESSA Regulations
Governors, State Lawmakers Roll Out School Choice Plans
State of the States
IRMA ZARDOYA: How ESSA Can Teach School Leaders About Equity
JACOB BERGLIN: The Classroom, Not the Bathroom, Is the Battleground for Gender Rights
Letters
Readers React
TopSchoolJobs Recruitment Marketplace
ROBERT EVANS & MARK KLINE: Beyond Blame: Understanding Student Suicide
Education Week - February 15, 2017 - Mistrust in School Can Have Lasting Negative Effects
Education Week - February 15, 2017 - 2
Education Week - February 15, 2017 - 3
Education Week - February 15, 2017 - News in Brief
Education Week - February 15, 2017 - Report Roundup
Education Week - February 15, 2017 - RTI May Fall Short in Flagging Certain Students
Education Week - February 15, 2017 - Post-Mortem on inBloom Reignites Data-Sharing Debates
Education Week - February 15, 2017 - 8
Education Week - February 15, 2017 - DIGITAL DIRECTIONS: FCC Yanks Report On E-Rate Success
Education Week - February 15, 2017 - 10
Education Week - February 15, 2017 - 11
Education Week - February 15, 2017 - Congress Targets ESSA Regulations
Education Week - February 15, 2017 - Governors, State Lawmakers Roll Out School Choice Plans
Education Week - February 15, 2017 - 14
Education Week - February 15, 2017 - 15
Education Week - February 15, 2017 - State of the States
Education Week - February 15, 2017 - 17
Education Week - February 15, 2017 - IRMA ZARDOYA: How ESSA Can Teach School Leaders About Equity
Education Week - February 15, 2017 - JACOB BERGLIN: The Classroom, Not the Bathroom, Is the Battleground for Gender Rights
Education Week - February 15, 2017 - Readers React
Education Week - February 15, 2017 - 21
Education Week - February 15, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - February 15, 2017 - 23
Education Week - February 15, 2017 - ROBERT EVANS & MARK KLINE: Beyond Blame: Understanding Student Suicide
Education Week - February 15, 2017 - CW1
Education Week - February 15, 2017 - CW2
Education Week - February 15, 2017 - CW3
Education Week - February 15, 2017 - CW4
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