As a future teacher, I must possess effective leadership skills to help both students and other teachers. The National School, Public Relations Association, is an essential tool that helped understand how to incorporate students and teachers from different communities. In her article, Armstrong (2021) outlines how teachers can connect communities by embracing equity in their leadership. She begins her article by outlining how different districts across the US respond to race ineffectively. For instance, some districts have always upheld inequitable distribution of education resources to schools, thus resulting in social injustices (Irby et al., 2020). Some districts also have unjust policies and uphold prejudices against minority communities within their jurisdictions.
In resolving this leadership problem among education officials, Armstrong notes that teachers must learn to use the "lean in, lean out" strategy. In this case, districts and schools must hire equity-focused officials, whose main role is to understand core beliefs among minority groups. The officials should then lean out by helping the communities get incorporated within the districts or schools' dynamics (Honig & Honsa, 2020). Schools and districts can also hire cabinet-level administrators, with their main role being to ensure good public relations and equity. Teachers must also emphasize the need for community engagement to eliminate the existing inequalities within their districts. Districts can also promote equity by providing professional development opportunities for their principals.
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The Wallace Foundation website was critical in helping me to understand the role of school assistant principals in leadership. As a future teacher, I must understand the various roles that school assistant principals play in the leadership paradigms within their schools. In their article, Goldring et al. (2021) begin showing the growing number of school APs in the US due to new growth and expansion. The authors then show how APs can help their schools by promoting equity and effectiveness in their schools. APS must ensure that their principals understand and value diversity and equity within their schools. They must also use their roles to understand the leadership dynamics that promote equity from their principals. In their study, the authors established that most principals in the US were promoted from the AP positions (Arriaza & Reis, 2016). In this case, APS must use their roles to gain experience and understanding of equity, ensuring that they can implement the right policies to promote equity when promoted to principal statuses. Additionally, schools that promote equity are more likely to perform better due to the diversity in knowledge among students and teachers.
References
Arriaza, G., & Reis, N. M. (2016). Equity leadership in schools. Educación y Ciencia. Nueva Epoca , 10 (34), 7-20.
Armstrong, K. (2021). Connecting communities: Equity leadership from the inside out. National School Public Relations Association. https://www.nspra.org/e_network/2020-05_connecting-communities
Goldring E. et al. (2021). The role of assistant principals: Evidence and insights for advancing school leadership. Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/the-role-of-assistant-principals-evidence-insights-for-advancing-school-leadership.aspx
Honig, M. I., & Honsa, A. (2020). Systems-focused equity leadership learning: Shifting practice through practice. Journal of Research on Leadership Education , 15 (3), 192-209.
Irby, D. J. et al. (2020). Improving schools by strategically connecting equity leadership and organizational improvement perspectives: Introduction to special issue. Journal of Education for Students Placed at Risk (JESPAR) , 25 (2), 101-106.
