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.

Two Leadership Profiles
Two leadership profiles

A culturally courageous leader is only worthy of the title if and when he or she unrelentingly demonstrates the propensity and passion for galvanizing divergent personalities to higher levels of collective functioning than he or she could do individually in the pursuit of equity and excellence. The 5A's are a way of “being” as well as functioning.

The 5 A's discussed in Chapter 11 represent beliefs and norms associated with personal and organizational transformation necessary for the achievement of equitable educational outcomes in many low-performing schools. The two leadership profiles in this chapter personalize the situational context these school leaders grappled with when demonstrating their beliefs and commitments related to the 5 A's. A comparison of the similarities and differences in ...

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