YOUR SUCCESS MATTERS
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When scaling a business, it's important to avoid common mistakes to ensure successful growth. Some of these mistakes include: 1. Scaling Too Early or Too Late: Scaling too early, before establishing a solid base, or scaling too late and missing opportunities can be...
The top 8 challenges service-based entrepreneurs faced during periods of rapid growth are: 1. Maintaining Consistent Quality: Service businesses must ensure a consistently high level of quality to retain clients, which can be challenging as the business scales up.[1]...
by THERESA PLASCENCIA.
In the United States today, 9 out of 10 school superintendents are white and two-thirds are white men. When you think of a typical superintendent, the person you imagine probably doesn’t look like me.
As a Latina, my leadership isn’t often expected, nor is it always welcome.
Institutional biases block career advancement for educators of color, who constitute only 1 in 5 U.S. teachers and principals. We are promoted less often and experience higher turnover than our white colleagues.
This is a serious problem: The caliber and stability of our educator workforce affects our education system’s quality and capacity for improvement. We must address these barriers: Educators of color enhance student learning and are key to closing educational gaps.
Much has been written about why we need to break down barriers in order to diversify the educator workforce. Much less covered has been the formidable task of how to launch and sustain transformative solutions. I urge fellow superintendents from all racial, ethnic and cultural backgrounds to act now.
That’s what we are doing in Waukegan public schools in Illinois, which serve a diverse population of about 14,000 students from preschool through high school, near Lake Michigan, about 10 miles south of the Wisconsin border. I am using my leadership position to take strong, unapologetic action so that every student can graduate from high school prepared and supported to pursue their dreams.
Since taking on the superintendent role, I’ve found that when it comes to the young men in our district, we’ve got serious work to do.
After analyzing a wide range of data and engaging in deep reflection last year, we realized that our Black male students often lack the necessary resources and support to reach their full potential. This aligns with national trends through which these students typically face low expectations, inequitable discipline that fuels the school-to-prison pipeline and a shortage of effective, culturally responsive teaching.
We launched an ambitious, systemwide, data-driven initiative aimed at creating equitable opportunities to help our Black male students and educators. I believe our efforts can provide an example for any school system dedicated to closing opportunity and achievement gaps for all students.
Research confirms the intertwined success of Black students and educators. Studies show that low-income Black male students are 39 percent less likely to drop out of high school if they had at least one Black male teacher in elementary school. Our goal is to convince more Black male educators to build a career in our district because we know that hiring and retaining Black teachers and leaders can measurably improve math scores for Black students.
Some key insights from our work stand out as essential tools for continued success. First is the indispensable role of broad support from executive leadership. My commitment to addressing education inequities is deeply personal. I relate to many of the challenges our Black male educators face and, as a mother to a Black teenage boy, the urgency of this effort pulses through my veins.
Our board of education’s steadfast support has been equally key to launching our initiative, with board members helping drive us toward significant, measurable achievements.
Community engagement and leadership are our foundational principles. I know that the solutions we need won’t come from me alone. This acknowledgment led us to launch a task force that includes Black male students, teachers, principals, students’ fathers and other family members and community partners.
We’ve also hosted planning sessions involving diverse stakeholders to try to foster buy-in and accountability as we move forward. And we’ve engaged national partners with unparalleled expertise to help us guide professional learning for district officials using an inclusive, equity-focused lens.
We are also dedicating staff to oversee the work. We created a new position to catalyze our multiyear initiative and are investing in our teachers and leaders while we pursue systemic transformation. In particular, we launched a local leadership chapter for Men of Color in Educational Leadership, where our educators can share experiences, seek guidance and grow professionally within a community of practice.
We rely on a framework that highlights skills vital for the success of education leaders of color and contributes to the broader goal of systemic change in education. I often turn to these resources myself when reflecting on my own leadership as a woman of color.
Acknowledging the extent of the challenge is just the start to fostering inclusive, equitable education. We have begun the critical process of setting goals so we can transparently track and communicate our progress. We are also trying to see how this focused initiative advances broader efforts to strengthen and diversify our entire educator workforce, including paraprofessionals, teachers and school leaders.
Other superintendents can do this too. Find your champions, allies, community leaders and partners. The time for brave, visionary leadership is now.
See Original Article at The Hechinger Report
