Be Action Oriented
Crucial Characteristics of Leaders of Integrity, Part IV
By Don Parker
Journal | May/June 2024
This is the final installment in a series exploring the multifaceted ways that leader integrity impacts school equity. The series highlights the four crucial characteristics of leaders of integrity: (1) courageous, (2) ethical, (3) collaborative, and (4) action-oriented. This installment is about taking action and putting actions behind words.
Action-Oriented
School leaders who support equity communicate their commitment in words and deeds; they model these ideals for staff through their behavior. Leading by example, or modeling, is associated with authentic and ethical approaches to leadership. Moving from having conversations about equity to taking actions to establish equity seems to be a quantum leap that many schools have yet to take.
A gap exists between conversations about equity (talking the talk) and equitable actions (walking the walk). The difference between educators who talk about school equity and educators who actually take action to establish school equity lies in their level of commitment and implementation. Educators who merely talk about equity may engage in discussions, acknowledge the importance of equity, and express support for inclusive practices. However, their efforts often remain at a superficial level, lacking concrete actions to bring about meaningful change.
In contrast, educators who actively work toward establishing school equity go beyond mere discussions and prioritize tangible steps to create an equitable learning environment. They take proactive measures to address systemic inequities, identify and dismantle barriers, and implement inclusive policies and practices. These educators actively seek out professional development opportunities to enhance their understanding of equity issues, collaborate with colleagues to develop equitable curriculum and instructional strategies, and continually reflect on their own biases and privileges.
Educators who prioritize action understand that equity requires intentional and sustained effort. They actively advocate for marginalized students, amplify their voices, and ensure that resources and opportunities are distributed fairly. These educators consistently engage in self-reflection, challenge the status quo, and actively address disparities in student outcomes. Their commitment to action sets them apart, leading to meaningful and lasting change in the pursuit of educational equity.
Education leader Paul Fleming writes about the importance of taking action. He discusses how making a commitment is taking action toward educational equity and goes on to write about the importance of developing an equity action plan for their school where everyone agrees on the meaning of equity and what it looks like in their community. Defining what equity looks like in each person’s building is key, and the leader is the determining factor for advancing it. Leading this charge and progressing toward equity is an example of integrity and ethical leadership, because it helps establish social justice in education for all.
Educator June Rimmer emphasizes the importance of role modeling equity when she writes, “To ensure excellence, equity and a quality learning experience for every child in every classroom every day, and to close these gaps, the principal, and other school leaders, working alongside families, must demonstrate equity-centered instructional leadership.” School leaders must establish non-negotiable standards of excellence for each student, utilize teachers’ beliefs in their ability, and support them as much as possible to do this challenging work. These are the kinds of commitment — and integrity-demonstrating actions required for school leaders to advance equity in their schools. The principal acts as the chassis, which holds all the parts together while keeping the integrity intact.
Taking Action to Build Leadership Integrity
Consider taking some of the following action steps to help build your integrity as a leader and establish an equity action plan that promotes and upholds equity in all aspects of school leadership.
Action 1: Build awareness and understanding. Conduct regular professional development sessions for school leaders to deepen their understanding of equity, systemic inequities, and the impact on students and staff. Engage in critical self-reflection and explore personal biases and assumptions that may hinder equitable practices. Provide resources, such as articles, books, and videos, to further educate school leaders on equity-focused leadership.
Action 2: Establish clear equity goals. Collaborate with staff and stakeholders to develop clear, measurable equity goals that address disparities and ensure opportunities for all students and staff. Embed equity goals in the school’s vision, mission, and strategic plans to emphasize their importance and commitment; and regularly assess progress toward equity goals and make necessary adjustments to improve outcomes.
Action 3: Foster inclusive decision-making. Ensure diverse voices and perspectives are represented in decision-making processes and establish inclusive committees or task forces that focus on equity-related initiatives. Encourage open dialogue and feedback from staff, students, families, and community members to inform decision-making and policy development.
Action 4: Cultivate collaborative partnerships. Collaborate with community organizations, local leaders, and advocacy groups to create partnerships that support equity initiatives. Engage in meaningful dialogue with district leaders to align district-wide equity efforts with the school’s goals and strategies. Finally, foster strong relationships with families and involve them in decision-making processes to ensure their voices are heard.
Action 5: Model ethical leadership. Demonstrate ethical behavior and decision-making by prioritizing the well-being and rights of all students and staff. Uphold high standards of integrity, honesty, and fairness in all interactions, decisions, and address and rectify instances of inequity or bias promptly and transparently.
Action 6: Provide support and resources. Allocate resources, such as time, professional development opportunities, and materials, to support teachers in implementing equitable practices. Offer ongoing coaching and mentoring for staff to enhance their understanding of equity and provide guidance on inclusive instructional strategies. Finally, collaborate with support staff, such as counselors and social workers, to provide resources and interventions that address students’ social-emotional needs and promote equity.
Action 7: Monitor and evaluate progress. Establish data collection systems to monitor equity-related outcomes and progress. Analyze data to identify disparities, trends, and areas requiring improvement. Use data to inform decision-making and adjust strategies to ensure continuous improvement toward equity goals.
Conclusion
Good school leaders are like Spider-Man, and I’m not just talking about their mutual possession of superpowers! I loved reading Spider-Man comic books and watching the cartoon when I was a child. Permeating each new episode was a theme that resonated with me: “To whom much is given, much will be required.” All leaders, regardless of how large or small their following, exert power. To exert power over other people carries an ethical responsibility. “The greater the power, the more responsibility a leader has. Therefore, leaders at all levels carry a responsibility for setting the ethical tone and for acting as role models for others” (United Nations Office of Drugs and Crime, 2020).
One might ask, “What is good leadership?” The word good has two meanings in this context: technically good, meaning strong skills, and morally good, meaning heart and ethical integrity. The focus on the concept of morally good demonstrates that integrity lies at the heart of leadership. Leaders have a responsibility to behave ethically. Leaders are held to higher ethical standards. This increases leaders’ stress; integrity will be tested when balancing different perspectives of those very same people you lead.
Although they are held to higher standards, school leaders are not perfect. As human beings, we all make mistakes. When leaders take ownership of and learn from their inevitable missteps, then forgiveness, encouragement, and better future decision-making follow. Mistakes that are combined with dishonesty and deflection breed resentment. I’ve made a million mistakes throughout my career, and some of them in my principal role. The advice I received from my mentors was to keep my integrity intact and avoid making ethical errors, because those are hard to come back from and could kill your career. They also said that whenever you’re unsure about a decision, err on the side of the best interests of students.
In the diverse and rapidly changing educational landscape, the role of school leaders in promoting equity has never been more critical. Within this context, leader integrity emerges as a powerful force that shapes the very essence of equitable practices and outcomes. Leader integrity serves as the foundation on which equitable practices are built. When school leaders possess integrity, they demonstrate a deep commitment to ethical principles and values, fostering an environment where fairness and justice prevail. Their unwavering commitment to doing what is right, even in the face of challenges, inspires and emboldens others. The presence of leader integrity cultivates courage, enabling teachers, staff, and students to stand up for equity, challenge inequitable practices, and promote inclusivity.
Don Parker, Ed.D., is a transformational keynote speaker and professional development provider. He specializes in SEL, supporting teachers to build trusting relationships with students, restorative practices, trauma-informed practices, and improving the culture and climate of schools to enhance students’ and teachers’ feelings of belonging. He is a former principal and the author of the books Building Bridges: Engaging Students At-Risk Through the Power of Relationships and Be the Driving Force: Leading Your School on the Road to Equity. Dr. Parker was also a speaker at the Equity Immersion at the 2023 Joint Annual Conference. This concludes the “Crucial Characteristics of Leaders of Integrity” series, which started in the November/December 2023 issue of the Journal. Read the series starting with "Be Courageous."