Courage at the Helm
Finally, we can become agents of change
and
uncover
policies
and practice
that create achievement gaps
based on opportunity To do
this,
we must partici
pate
in culturally
relevant professional development,
research, reading,
critical
reflection and engagement
in courageous conversations on an ongoing basis.
The challenges we face in effectively educating
children of color when fear and unconscious incom
petence are at the helm are not a surprise to any of
us. In our work with school districts, my business
partner and I identified
10
qualities of culturally
competent leaders that begin to eliminate disparities
in achievement. Five follow:
b
Culturally competent leaders
are learners.
They
don’t profess to know everything that needs to be
done for students of color, so they participate in
ongoing culturally relevant professional develop
ment. School boards, superintendents and senior
leadership participate together. This approach pro
vides a common framework and language to discuss
gap-closing strategies, making the work everyone’s
responsibility.
Culturally competent leaders
are
courageous.
They are not driven by the fear of making mistakes
or of upsetting white communities but are bold and
innovative in their thinking, making tough choices
that bring about equity for students who have his
torically been marginalized. Some districts are mov
ing forward through culturally responsive training
of teachers and staff with an approach developed by
Glenn Singleton of the Pacific Educational Group.
Culturally competent leaders
are
inclusive and
transparent. They frequently communicate with
the rest of the organization and the community
about what they are doing, why they are doing
it and how it relates to their mission and vision.
Culturally competent school leaders openly dis
cuss equity and race with their communities and
invite students, parents and community members
to participate on committees aimed at closing the
achievement gap.
Culturally competent leaders
are
sensitive to
histo,y and the
impact
of institutional racism.
They accept responsibility for the past and under
stand the attitudes, beliefs and feelings of commu
nity, staff and families exist for a reason. When they
step into their leadership role, they don’t dismiss the
past but listen with understanding, taking owner
ship for what has been. Departments like the one I
led are popping up in districts across the country an
acknowledgment that racism is an issue that needs
to be addressed.
b Culturally competent
leaders are strategk.
They figure out best practices for undoing institu
tional racism, allocate resources and understand
the urgency while at the same time recognize cul
tural competence can’t be rushed or accomplished
through haphazard approaches. We are working
with school leaders who are taking a second look at
their strategic plans to infuse them with a cultur
ally relevant approach. This allows them to stay on
course and monitor progress rather than respond
impulsively to every request or new idea.
Real Change
Unfortunately, no cookbook approach or surefire
way exists to avoid the controversy that is certain
to arise when school leaders take on institutional
racism. However, if more leaders prepared for the
resistance they will likely encounter, increased their
awareness and knowledge, and found the courage
needed to take action, we can be successful as a
nation in eliminating opportunity gaps.
But if we let our fears override the needs of our
children, we will never see real change. All of us can
become culturally responsive leaders.
CAPRICE HOLLINS
Renton, Wash. E-mail:
Caprice Hollins runs a consulting group that addresses
race relations in professional environments.
DECEMBER 2013 SCHOOL ADMINISTRATOR
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