November/December 2023

Transformative Equity, Now!

By Nakia Hall

When I wrote, “From the Field: Lessons Learned in Leadership” for the January/February 2021 Journal, we were fresh into COVID-19, building that plane while flying it, and learning leadership lessons that would impact us for years to come. We were unaware of what was lying ahead, unsure of whatever mandate or executive order was coming next, and at that moment still oblivious to the ultimate impact COVID-19 would have on all of us, especially our students.

Two-and-a-half years later, we are coping with and recuperating from the highest-ever levels of student chronic absenteeism and learning loss, and the exacerbation of issues that were already prevalent pre-COVID. So what have we truly learned, in this triad of years, as COVID-19 remains as the voice of a softly roaring lion? It has not completely gone away, and we can still feel and hear the impact of its voice, even as we gain more distance from it.

One thing has been made crystal clear — we can’t do things the same as before. The lingering student needs prior to March 2020 are not only still lingering, but are forever permeated in school improvement plans, grant applications, and school report cards. Think about this — if, as is said, insanity is doing the same thing over and over while expecting different results — we don’t have much of a choice. The time is overdue to become more intentional with decisions, strategies, and policies. Our two-and-a-half years have taught us that change is not only inevitable but should also be transformative.

As our state continues to pave a clear road toward the championing of educational equity, we should know that we are in the right place at the right time. As we see DEI leaders, DEI-related initiatives, DEI-associated words, and DEI-saturated books banned in other states, we can celebrate the fact that doing what’s humane and right for students in Illinois is not only celebrated but also preserved. And at the core of Diversity, Equity, and Inclusion is equity – the concept of giving each and every student what they uniquely need to gain growth, access, and opportunity.

We are one year into the Equity Journey Continuum, developed by the Illinois State Board of Education in a strategic plan that puts equity at the forefront of student success. Many districts have developed Diversity, Equity, and Inclusion plans, and at times it seems we are saying all the right things and checking all the right boxes.

But is it enough? Are we truly seeing the results we desire to see? In order for an action or initiative to be impactful it must be transformative. It must change something from its original state to a better state. It must be a notable change that has brought about substantive growth and evolution.

I am a firm believer in the thought that leadership starts at the top. Leaders set the tone and direction of navigation. They are in the driver’s seat, allocate the resources necessary for the trip, and enter the destination address into the school governance-style GPS: Goals and Policies System.

Board members help set the direction of the district through policies and goals developed with the help of the superintendent. If you want to have a robust approach to creating an equitable education system, it starts with you. The official Oath of Office for Illinois school board members tells us why. Following what you committed to doing when you took office helps bring transformative equity. School board members in Illinois took that oath to do the following:
The Oath of Office makes it clear that every school board member in Illinois not only has a role to play in equitable and quality education for every student in their district, but to do so is a pledge made by each school board member when taking office. This acknowledges that the responsibility does not only rest with superintendents, administrators, and teachers, but also with the school board members who make impactful decisions that affect students every day.
It is the responsibility of every school board member in Illinois to work to have an effective, collaborative relationship with their superintendent that will lead to actions that move the district closer to its vision. No matter the stated vision, everyone’s goal should include excellence for every student. Adapting and adhering to equitable practices helps to ensure this.
 
It is the responsibility of every school board member in Illinois to monitor district progress, to be knowledgeable of district and community issues, and to work with their superintendent to help create goals that address these issues. Part of those goals should be to ensure that the needs of students and communities are being met in an equitable manner.
 
Part of creating participation opportunities for the community is first understanding the diverse needs of the community and moving toward ways and opportunities to help the community not only feel included, but to actually be included. Equitable practices, procedures, and policies help move diversity to inclusion.
 
A sound organizational framework begins with sound leadership. Boards that focus on the IASB Foundational Principles of Effective Governance help to create a sound organizational framework by:

• Clarifying the district’s purpose. This helps drive the direction toward success and puts everyone on the same page, traveling in the same direction. Everyone should be clear concerning district equity priorities, why they are needed, and how they will be executed.
• Connecting to the community. As the Oath of Office states, extensive participation of the community is valued. This connection should be two-way, with the board engaging with, learning of, and learning from the community. Additionally, the community should have the opportunity to share their diverse thoughts and needs with the board.
• Employing a superintendent. Employing a superintendent is just the beginning of district-level leadership. A board that employs a superintendent and has a cohesive and collaborative relationship built on trust and effective communication can work in partnership to identify the needs of all students and address diversity, equity, and inclusion issues in the district. Creating a strong leadership team that can help bring about transformative and impactful change to the district is key.
• Delegating authority. A board should be able to trust its district leadership team and delegate the superintendent to execute the work and vision of the district. To see equity initiatives come to pass, the board and superintendent must know their unique roles and responsibilities and initiate them with fidelity.
• Monitoring performance. To understand equitable progress, a board should monitor performance. Board members should be knowledgeable about progress made towards goals and have candid, meaningful conversations with the superintendent concerning outlined initiatives.
• Taking responsibility for itself. Boards that hold themselves accountable, both as a whole and individually, value learning and growing in their understanding of why creating an equitable learning environment is imperative for the success of all students.

Educator and author Anthony Muhammad, Ph.D., stated that “equity can never become a reality in education if it’s viewed as charity instead of professional obligation.” School board members and superintendents have a professional obligation to reach students where they are, with unique and distinctive needs. Utilizing resources and supports, collaborating with entities in the community, and continuing learning and growing lays the foundation for educational equity success.

Remember, as we travel this equity journey, that change is not only inevitable, but should also be transformative.

Nakia Hall, Ed.D., is Associate Executive Director for Field and Equity Services at IASB. Resources associated with this commentary can be accessed via iasb.com/equity.