What does equity really mean in the context of school leadership? In the recent ASCD webinar "Understanding Culturally Responsive Principal Pipelines," Noelle Arnold, senior associate dean and professor at Ohio State University, challenged educators to rethink this fundamental question. Drawing from her co-authored report for the Wallace Foundation, she offered a definition of equity-centered leadership that pushes leaders to go beyond surface-level discussions and confront the systemic inequities in schools.
"Equity-centered leadership contains a critique of oppressive practice, a commitment to fairness, an understanding of community and the knowledge within it, and a responsiveness to and with those for whom equity is needed."
This definition, crafted by Arnold and the report coauthors, demands that leaders critically examine the barriers and oppressive practices that perpetuate inequities. It calls on them to actively dismantle these practices while fostering inclusive environments that value the diverse knowledge and experiences of their communities.
Schools and districts need to develop a shared equity definition.
But what does this look like in practice? To start, schools and districts need to develop a shared equity definition. They must identify that definition and ask themselves, How did we arrive at that definition?
By taking the time to articulate what equity means in their unique contexts, educators can develop a common vision and roadmap for creating more equitable learning environments. This process also underscores the central role of community engagement in equity-centered leadership. The knowledge and perspectives of students, families, and community members must be at the heart of how educational equity is defined and pursued.
Arnold shared several powerful examples of this work in action. One district engaged in a comprehensive equity audit, examining data on student achievement, discipline, and access to advanced coursework through a racial equity lens. This audit laid the foundation for targeted interventions and professional development to address disparities. Another school reimagined its hiring practices, involving community members and students in the interview process to ensure new hires were committed to culturally responsive practices.
The knowledge and perspectives of students, families, and community members must be at the heart of how educational equity is defined and pursued.
These examples illustrate the transformative potential of redefining equity through a culturally responsive leadership lens. By critiquing oppressive practices, centering community knowledge, and taking actionable steps toward change, leaders can create schools where every student has the opportunity to thrive. The work of equity-centered leadership is ongoing and complex, but it is also deeply necessary and rewarding.
Ready to dive deeper into this critical topic? Check out the full webinar recording.
