School Leaders’ Priorities for Creating More Equitable Teaching and Learning in Schools

• In Event: Intersections of Justice, Whiteness, and Educational Renewal

Abstract

This study explores school leaders’ equity goals and practices. Drawing on focus group data from over 200 educators across eight large urban US school districts, the research applies an equity framework developed by Rochelle Gutiérrez (2012) to analyze school leaders' priorities for historically underserved students. Findings reveal that leaders' equity priorities encompass both the dominant (access/achievement) and critical (power/identity) dimensions of the framework. Leaders focus on providing equal access to rigorous instruction and removing barriers to learning, while also emphasizing student voice, identity, and agency. By providing concrete illustrations of equity practices, this research aims to broaden the view of student and school success, encouraging a more comprehensive approach to supporting equity-focused leadership in schools.

Authors

• Daniella Molle, University of Wisconsin - Madison

• Mark E White, University of Wisconsin - Madison

• Lisa Hennessey, University of Wisconsin - Madison

• Talgat Bainazarov, Michigan State University

• Richard R. Halverson, University of Wisconsin - Madison

• Tammie Causey-Konaté, American Institutes for Research

• Louis M. Gomez, University of California - Los Angeles