Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P–20 education system. Learn more about the Oregon Leadership Network.
At the upcoming Oregon Leadership Network (OLN) Fall Leadership Institute, I’ll be sharing how North Clackamas Schools has embraced education equity as central to our strategic plan. The institute’s theme—How Do Leaders Cultivate Equity in the Classroom?—deeply resonates with me because it presents a challenge for those of us charged with improving student achievement. It took me years to understand that in leading my North Clackamas colleagues, my role was to help them recognize that privilege matters in questions of equitable access to education.
Like the majority of my peers in Oregon, I have enjoyed privilege that I didn’t always acknowledge. I grew up in a middle-class family with the advantages that come from being white and the son of well-educated parents. I have always benefited from my parents’ status. I knew the dominant community’s operating norms and used them to my advantage. Unlike many of our students today, going to college was always a given for me.
We wrestle with these issues of privilege, dominant culture, and expectations in North Clackamas schools. We’ve found that there is a strong interplay among instructional practices, equity, and leadership. At the intersection of these concepts lie five principles that we can follow to have a profound impact on our students—especially our traditionally underserved populations.
1. Our job as educational leaders is to improve our ability to notice, acknowledge, and promote the replication of strong instructional practices.
The purpose of educational leadership is the improvement of instruction—period. Many of the best practices promoting classroom equity are already occurring within our system, and modeling is a critical piece of professional learning. It naturally follows then that leaders charged with the task of leading instructional improvement must know—through an equity lens—what good teaching looks like.
2. We must identify and change our practices and beliefs so that each child knows she is expected to succeed.
We must all recognize and embrace that our students can’t and won’t rise if our expectations are low and that we must hold firm to the belief that all students are expected to and able to realize their potential. This includes establishing high standards and making it clear to students what the criteria are for meeting them
3. We must learn who our students are and focus on where they want to go.
Relationships are critical. We have to learn about our students as individuals and embrace our role in helping them develop and discover their identity. We must convey a fundamental belief in each student that they can develop their intellect and their critical capacity to think. We do this when we build relationships with our students and recognize the racial, cultural, and economic differences that impact an academic growth mindset.
4. Creating inclusive learning environments for each student takes strong leadership.
I am proud of our school board and proud to be the superintendent of a school district that is not only talking about equity but is bringing equitable practices into our operations, our classrooms, our resource allocations, and the lives of our students. Our district took a stance and publicly committed to this important work through policy. We have an equity policy because like all school districts, student success in North Clackamas is currently predetermined by race, gender, ethnicity, culture, poverty, language, and disability. We cannot accept this, and that is why we commit to continuous improvement, knowing that our work is never done.
5. We have an ethical and moral obligation to take action.
Despite this obligation, it’s often easier to settle for an easier, quieter path. We mustn’t give lip service to education equity, only to accept the status quo. We say we want to be a school system that provides access and opportunity for each student, but in the interim, we keep using the same practices and systems we’ve always used. The interim strategy isn’t working for significant groups of our student body. As educational leaders, we need to take care of what is most important and not keep the same, old routines.
I look forward to not merely discussing these five principles at the OLN institute in Salem on December 10, but to provoke participants to think about how to apply them to our work and in our contexts. Ultimately, it’s our collective effort that will make the difference for Oregon students.