The Evolution of our Equity PD Pathways for School Leaders

• In Event: Growing and Sustaining Equity-Centered Leaders: Reimagining Professional Learning and Coaching

Abstract

All school leaders have been required to self-select a yearlong equity-centered leadership PD pathway to participate in monthly with a consistent cohort. This is because sustained professional learning opportunities provide leaders with the time and mental capacity to focus on the continuum of their equity-oriented learning goals (Darling-Hammond et al., 2007), thus rejecting the “one and done” equity PDs critiqued in our introduction. We also know that adults learn best in cohort-based models, where leaders are able to form trusting professional support networks that “enable individuals from many different contexts to participate according to their interests and expertise while sustaining collective attention on progress toward common goals” (Bryk et al., 2015, p. 6).

Each of our PD pathways are co-facilitated by school leaders to keep the learning as relevant as possible, and there are a total of 14 different pathways with their own goals, structures, and styles. At the culmination of each year, we analyze survey data from all of our school leaders to ascertain how our leaders are self-assessing their equity-centered leadership growth. We use this data, as well as our team’s internal root cause analysis and improvement planning processes, to then make informed decisions about our theory of action for the following year.

Based on the data from the past five years from monthly/bi-monthly surveys after each PD session, rolling semi-structured interviews with school leaders, and self-assessment data that our leaders provide on an annual basis, we will present the following trends.

Equity PD Pathways continue to be valued as a space in which they are affirmed and stretched. A significant number continued to highlight the impact of hearing personal stories and experiences from other leaders, showing them that they’re not alone and giving them a chance to swap ideas and resources with each other. This work is aided by facilitators who are seen as responsive and supportive of leaders’ success.

The affinity groups may potentially be a retention strategy, as the presence of these supportive communities has helped leaders stay energized and focused (and not quit their jobs)

Three affinity groups are leveraging their groups to develop collective actions to influence District practices. All of this action planning work was considered to be effective and engaging, giving leaders hope that by harnessing the power of these affinity groups, true change can come about for marginalized educators and students

School leaders who have joined us as PD facilitators are learning to be systems-level leaders as they serve as ambassadors of the work, help to organize systemic action, and think about organizational change.

Leaders are self-assessing that their strengths are in addressing issues of bias, using disaggregated data to identify barriers to opportunity, and leading a restorative approach to discipline.

Leaders are self-assessing that their greatest areas of growth are in building trusting relationships with families, communities, and among staff members who do not believe in this work, and using those relationships to hold everyone accountable to equity.

Author

• Katie Pak, The School District of Philadelphia