Scanlan, M & Theoharis. G. (2015). Leadership for Increasingly Diverse Schools. New York, NY: Routledge.

DISTINCTIONS BETWEEN A “GOOD” LEADER AND A SOCIAL JUSTICE LEADER

“Good” Leader Social Justice Leader

Works with sub-publics to connect with community

Places significant value on diversity and extends cultural respect and understanding of that diversity

Speaks of success for all children

Ends separate and pull-out programs that block both emotional and academic success for marginalized children

Supports variety of programs for diverse learners

Strengthens core teaching and curriculum and ensures that diverse students have access to that core

Facilitates professional development in best practice

Embeds that professional development in collaborative structures and a context that ties to make sense of race, class, gender, sexuality, and disability

Builds collective vision of a great school

Knows that a school cannot be great until the students with the greatest struggles are given the same rich academic, extracurricular, and social opportunities as those enjoyed by their more privileged peers

Empowers staff and works collaboratively

Brings a personal vision of every child’s being successful, but collaboratively addresses the problems of how to achieve that success

Networks and builds alliances with key stakeholders

Builds and leads coalitions by bringing together various groups of people to further agenda (families, community organizations, staff, students) and seeks out other activist administrators who can and will sustain her/him

Acts as a positive ambassador for the school

Builds a climate in which families, staff, and students belong and feel welcome

Uses data to understand realities of the school

Sees all data through a lens of equity

Understands children have individual needs

Knows that building community, collaboration, and differentiation are tools for ensuring that all students achieve success together

Engages in school improvement with a variety of stakeholders

Combines structures that promote inclusion and access to improved teaching and curriculum within a climate of belonging

Works long and hard to create a great school

Beyond working hard, becomes intertwined with the school’s success and life

Use this table for individuals and leadership teams who want to enhance and strengthen equitable practices.