Leading Equity Teams: The Role of Formal Leaders in Building Organizational Capacity for Equity
Leading Equity Teams: The Role of Formal Leaders in Building Organizational Capacity for Equity
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领导股权团队：正式领导者在组织股权能力建设中的作用
DOI：
10.1080/10824669.2019.1699413
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Ann M. Ishimaru
中科院分区：
文献类型：
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作者：
Mollie K. Galloway;Ann M. Ishimaru
当前的研究考察了正式领导者在创建常规和实践中可以发挥的作用，以培养和维持学校中以教育工作者、家长和学生为中心的组织领导力。使用案例研究方法，我们探讨了一名沉浸在社会公正领导工作中的黑人女性K-8学校领导和一名新接触社会公正领导的白人女性中学领导如何与一组教育工作者一起建立组织能力，以识别种族、能力和其他基于群体的学生差异，并在各自的学校场所发展公平的做法。基于对22个观察会议录像的分析和对每个股权团队的负责人和成员的27次访谈，我们提出了三个主要发现。利用作者开发的组织领导公平框架，我们首先描述了校长发起的常规，以促进专业学习，使教育差异的“公平”框架正常化。其次，我们分享了一些惯例，这些惯例扩大了职位权威的领导概念，也加强了校长作为拥有权力的个人的地位。最后，我们强调了新兴的但有限的组织例程，以支持团队的持续参与，随着时间的推移，以公平为中心的数据为正在进行的迭代改进提供信息。我们讨论了以社会正义为中心的领导者在建立这些惯例方面的关键作用，这些惯例有助于发展全校其他人的能力，以维持基于公平的改进工作。
Abstract The current study examined the role formal leaders can play in creating routines and practices to foster and sustain organizational leadership of equity-focused teams of educators, parents, and students in schools. Using a case study methodology, we explored how a Black female K-8 school leader steeped in social justice leadership work and a white female middle school leader new to social justice leadership engaged collectively with a team of educators to build organizational capacity to identify racial, ability, and other group-based student disparities and develop equitable practices at their respective school sites. We present three key findings based upon analysis of 22 videotaped observation meetings and 27 interviews with principals and members of each equity team. Drawing on a framework of organizational leadership for equity developed by the authors, we first describe principal-initiated routines to foster professional learning that normalized an “equity” framing of educational disparities. Second, we share routines that resulted in broadening conceptions of leadership from positional authority, as well as routines that reinforced the principal as the individual with power. Finally, we highlight emerging but limited organizational routines to support sustained engagement of teams with equity-focused data over time to inform ongoing iterative improvements. We discuss the critical role of social justice-focused leaders in establishing these routines toward developing the capacity of others across a school to sustain equity-based improvement work.