Lynda Tredway

Leadership, coupled with learning, is an ongoing process in which everyone has a participatory role in school or district change efforts. Providing a useful antidote to the plethora of packaged curriculum and external professional development providers, this book focuses on reclaiming agency, advocacy, and inquiry for leaders and teachers in the places they know best--their schools and districts. Doing so requires imagination, cooperation, and transparency. As such, the authors provide evidence from multiple school and district educators who are cultivating change from within by disrupting and dismantling systems and drawing on internal assets to address equity-driven challenges. As a result, educators can and should become researchers of their own practices. This resource offers a set of evidence-based principles, processes, and protocols that increase equitable access and support educators to breathe joy and justice into schools and communities.Book Features:Educational change reimagined as reinvesting in the collective power of the people closest to the issues.Guidance based on evidence from multiple school and district change efforts documented and described by the authors.Use of evidence to organize more productive informal and formal professional learning driven by practitioner agency and inquiry.Text boxes called "Voices From the Field" provide stories of practices from practitioner-researchers.Access to useful and equitable processes and protocols for the professional learning of educators. Evidence from school and district leaders underscores the complex work of leading and learning from within, and how to do it.

Leadership, coupled with learning, is an ongoing process in which everyone has a participatory role in school or district change efforts. Providing a useful antidote to the plethora of packaged curriculum and external professional development providers, this book focuses on reclaiming agency, advocacy, and inquiry for leaders and teachers in the places they know best--their schools and districts. Doing so requires imagination, cooperation, and transparency. As such, the authors provide evidence from multiple school and district educators who are cultivating change from within by disrupting and dismantling systems and drawing on internal assets to address equity-driven challenges. As a result, educators can and should become researchers of their own practices. This resource offers a set of evidence-based principles, processes, and protocols that increase equitable access and support educators to breathe joy and justice into schools and communities.Book Features:Educational change reimagined as reinvesting in the collective power of the people closest to the issues.Guidance based on evidence from multiple school and district change efforts documented and described by the authors.Use of evidence to organize more productive informal and formal professional learning driven by practitioner agency and inquiry.Text boxes called "Voices From the Field" provide stories of practices from practitioner-researchers.Access to useful and equitable processes and protocols for the professional learning of educators. Evidence from school and district leaders underscores the complex work of leading and learning from within, and how to do it.

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context--Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and PersonallyBook Features:Grounds the lofty ideals of equity and social justice in the daily work of school leadership. Provides rich and abundant examples, ideas, and strategies for how to be a school leader committed to issues of diversity, equity, inclusion, and belonging.Includes a new focus on culturally sustaining leadership and how disability studies inform practice.Offers an examination of how leaders conduct equity audits to improve outcomes for minoritized students.Shows how leaders navigate challenges to diversity, equity, and inclusion initiatives in their communities.

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context--Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and PersonallyBook Features:Grounds the lofty ideals of equity and social justice in the daily work of school leadership. Provides rich and abundant examples, ideas, and strategies for how to be a school leader committed to issues of diversity, equity, inclusion, and belonging.Includes a new focus on culturally sustaining leadership and how disability studies inform practice.Offers an examination of how leaders conduct equity audits to improve outcomes for minoritized students.Shows how leaders navigate challenges to diversity, equity, and inclusion initiatives in their communities.

This book proposes that the collective responsibility of teachers as classroom and school leaders working together to solve their own problems provides the fulcrum of school change. It makes the case that teachers and school leaders do not operate in a vacuum, but rather, they work within the larger context of policy and other social influences. Grubb and Tredway provide the building blocks of history, policy, and social analysis that are necessary if teachers are to be effective in the collective school a place where adults thrive as learners and are able to co-create joyful learning experiences for children and youth. By encouraging teachers to move out of the individual classroom and to think critically and institutionally about the schools they would like to work in, about their own responsibilities for creating such schools, about the range of policies from outside the school and how they can influence those policies rather than being subjected to them this book shows that a teacher s influence is not limited to the classroom and students, but can significantly shape and inform external policies and decisions."

This book proposes that the collective responsibility of teachers as classroom and school leaders working together to solve their own problems provides the fulcrum of school change. It makes the case that teachers and school leaders do not operate in a vacuum, but rather, they work within the larger context of policy and other social influences. Grubb and Tredway provide the building blocks of history, policy, and social analysis that are necessary if teachers are to be effective in the collective school a place where adults thrive as learners and are able to co-create joyful learning experiences for children and youth. By encouraging teachers to move out of the individual classroom and to think critically and institutionally about the schools they would like to work in, about their own responsibilities for creating such schools, about the range of policies from outside the school and how they can influence those policies rather than being subjected to them this book shows that a teacher s influence is not limited to the classroom and students, but can significantly shape and inform external policies and decisions."