Good intentions are not enough—create a bold new leadership paradigm to achieve equity in opportunities and outcomes!

If you're serious about providing a level playing field for all, it is time to do more than identify and lament the reasons for educational disparities and why they persist. John Robert Browne II shows how Culturally Courageous Leadership by all school community stakeholders can help you achieve equitable learning opportunities and outcomes for all students. This practical guide:

Shows how to develop realistic, data-based plans for putting equity initiatives into action; Helps district and school administrators work with teacher, parent, student, and community leaders to advance equity and excellence; Provides concrete examples of what it takes to empower staff and stakeholders through collaborative leadership; Offers tips on how to navigate the politics when addressing the interface between identity, race, culture, poverty, primary language, and achievement

School-based examples, role-play activities, profiles of educators exemplifying leadership for equity, “make it personal” questions, facilitator notes, and diagnostic assessments are provided so you can engage your entire school or district community in equity transformation. If you are ready to take on the challenge of becoming an “equity warrior,” then Walking the Equity Talk will show you the path forward.

Stakeholder Practices
Stakeholder practices

Every stakeholder group has a unique role to play, but they must all be bound by the unswerving commitment to cultural democracy and social justice for all.

A unique feature of the culturally courageous leadership (CCL) paradigm is the inclusiveness and respect for all stakeholder groups having a meaningful role in collaborative efforts to achieve both equity and excellence for all students. Although there are some unique practices each stakeholder group must be willing to perform, the work of all must be complementary and synergistic.

Some of the behaviors and practices of each stakeholder group are similar to what any group would do to strengthen their group functioning and effectiveness in working well together. Some are very specific to what is required of equity ...

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