Education Week - October 14, 2020 - 14

nearby public housing developments. With the help of the
Tulsa Housing Authority, the school now offers "satellite
office hours" each Monday through Thursday at one of the
complexes, staffed by Principal Robert Kaiser, assistant
principals, tech support staff, and the dean of students.
Many parents stop by with tech-related questions about
the district-distributed learning devices, others to collect
distance learning supplements, others to apply for aid
programs or scholarships. Sometimes, parents and students
stop by just to say hello.
"From my perspective, there is such an importance on
being in the community and being with your students and
being places where your students are and showing up," said
Kaiser. "Our goal here at Monroe is to continue to build
trust, to build consistency, and showing up for our students
and families."
Distribute leadership-for staff and for
students.

Now is not the time to lone-wolf leadership, the experts
said. Not only does distributing leadership make processes
more efficient and new policies less burdensome, it can
help build buy-in for the new schedules and duties.
"You distribute leadership for at least three reasons.
The more people who are involved, if it's an efficient
process, the more perspectives you have to make
whatever you do better. The second is because of the
fact that you want to distribute the burden. Third is
that you want buy-in, and part of buy-in is people being
cheerleaders," said Osher.
"In a situation where people's bandwidth is so stripped,
I might say to my colleagues, 'I would love to have you
involved in this process. Do you want to be involved? If
you don't, I still want you to give me input. It's important
for me for you to really want this as well,'" he added.
Kaiser's school in Tulsa has instituted what it's calling
alignment teams, which will operate like work groups
to tackle problems. The teams will focus on climate and
culture, professional learning, and wellness, among
others. Teachers from different content areas will apply
to join the committees; eventually, so will community
members. The idea is to avoid the common problem
where just one person is viewed as the sole point person
on an initiative, Kaiser said.
For all of its disruptions, the pandemic also affords the
chance to give new leadership opportunities to a group that's
often overlooked: students. For example, they can help
to inform school climate survey data by conducting some
qualitative, follow-up research with peers, and then formally
weighing in on the results to the school leadership team.
"I would try to find some way of mentoring and
collaborating with young people where they could help do
data collection virtually," Osher said. "I think you probably
get higher-quality work if it's youth-to-youth, and higher
response rates. There's a whole literature on youth-led
participatory research, and I think that young people often
like doing it."
"I admire principals who deputize the students to carry
the water, perhaps with a leadership council of students or a
leadership group of students," Steinhauser said. "There are
always kids who show resilience or leadership qualities who
haven't been noticed or had an opportunity to lead." n

14 | EDUCATION WEEK | October 14, 2020 | www.edweek.org

OPINION

What an
Anti-Racist
Principal
Must Do

W

By Mark Anthony Gooden

hat does anti-racist school leadership
look like? And why would you, a
principal, want to pursue it? These are
questions at the heart of my longtime
work with school leaders. An antiracist principal commits to seeing how
race is used to isolate, disadvantage,
and make power inaccessible to Black people and other people of
color in schools. An anti-racist principal is alert to unequal outcomes
since she knows that race- or culture-neutral policies are not enough
to level opportunities across racial, cultural, and linguistic groups. An
anti-racist principal's work must rest upon a strong moral foundation.
These are difficult times, yes. But in the words of the Rev. Martin
Luther King Jr., "The time is always right to do what is right." With
that perspective, the anti-racist principal works to dismantle racism
in schools. She supports and shares power with her staff, youths, and
families, especially people who have been deemed "minorities." In
those ways, she strengthens a sense of belonging and encourages
contributions from across her staff, helping to make the school a place
of both equity and excellence. To have impact as an anti-racist school
leader, a principal must abandon the idea of merely being good and
start doing good. It's not enough to say (or think): "I am a good person
because I don't speak those nasty racial epithets like a 1960s bigot." I
call this kind of a position "nonracist" leadership. It's a passive stance
in both language and practice that demands no action to dismantle
inequitable systems. It thus preserves the status quo. Another familiar
nonracist response is this: "I need to be good at this equity work before
I can really start doing it." For example, a nonracist principal hears
students being called the n-word in school but decides to do nothing.
Doing good means you start the work today with an anti-racist
learning community to determine what should be done. Doing good
requires you to engage in ways that challenge you to develop even
when it's not comfortable. You don't have to be perfect. But we lead
with who we are, so knowing yourself is key to being able to influence
others. Pointing out the faults of colleagues who resist anti-racism or
make insensitive comments while failing to see your own attachment
to racist notions is a slippery slope you want to avoid.
True, resistors can sting us deeply when we are in vulnerable
places of learning new, difficult content. And you may be tempted
to react by morphing into a self-proclaimed, self-righteous
anti-racist leader overnight. These flames are fanned nowadays
in social-media spaces where one-ups on who's the most anti-


http://www.edweek.org

Education Week - October 14, 2020

Table of Contents for the Digital Edition of Education Week - October 14, 2020

Education Week - October 14, 2020
The Essential Traits Of a Positive School Climate
Exclusive Survey: What Educators Say About the Climate in Their Schools
To Root Out Racism in Schools, Start With Who You Hire
5 Ways Principals Can Establish a Strong School Climate
Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - CW1
Education Week - October 14, 2020 - CW2
Education Week - October 14, 2020 - Education Week - October 14, 2020
Education Week - October 14, 2020 - C2
Education Week - October 14, 2020 - 1
Education Week - October 14, 2020 - 2
Education Week - October 14, 2020 - The Essential Traits Of a Positive School Climate
Education Week - October 14, 2020 - Exclusive Survey: What Educators Say About the Climate in Their Schools
Education Week - October 14, 2020 - 5
Education Week - October 14, 2020 - 6
Education Week - October 14, 2020 - To Root Out Racism in Schools, Start With Who You Hire
Education Week - October 14, 2020 - 8
Education Week - October 14, 2020 - S1
Education Week - October 14, 2020 - S2
Education Week - October 14, 2020 - S3
Education Week - October 14, 2020 - S4
Education Week - October 14, 2020 - 9
Education Week - October 14, 2020 - 10
Education Week - October 14, 2020 - 5 Ways Principals Can Establish a Strong School Climate
Education Week - October 14, 2020 - 12
Education Week - October 14, 2020 - 13
Education Week - October 14, 2020 - Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - 15
Education Week - October 14, 2020 - 16
Education Week - October 14, 2020 - 17
Education Week - October 14, 2020 - C4
Education Week - October 14, 2020 - CW3
Education Week - October 14, 2020 - CW4
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