Leading for Equity: Principals' Strategies

LEADING FOR EQUITY: PRINCIPALS’ STRATEGIES Doctor of Education, 2016 Jane Macpherson Department of Educational Leadership and Policy University of Toronto ABSTRACT The purpose of this research was to learn about the strategies principals use in leading for equity in their schools. This study is intended to illuminate the status of principals’ equity efforts following the four year implementation of Ontario’s Equity and Inclusivity Strategy and to better understand the supports necessary for doing school site equity work. A qualitative research approach was used which included personal interviews with twelve principals who self identify as leaders for equity in an Ontario school district. The participants shared a rich breadth of understanding of equity issues that included the notion of equity as fairness, and recognized the barriers that exist for marginalized groups as a result of the interplay of power and privilege. The obstacles to equity work identified by participants included system constraints that result from workload issues, standardized testing, funding policies, and frequent transfers of principals. Other barriers identified by participants were the perceived lack of value placed on equity work, resistance encountered from staff, parents and senior administration, ignorance of equity issues, the preponderance of a deficit mindset amongst educators, inequitable hiring practices, collective agreement constraints, the political context surrounding administrators, and the personal toll equity efforts often takes on principals. The participants described strategies they employ in moving understanding and conditions for equity forward in their schools. They articulated a strong ability to gather data and formulate goals, strategies and monitoring measures in school improvement plans. The principals described the importance of building relationships with staff, parents and students to create an environment where open and honest discourse might take place. They expressed a belief in the importance of shifting their knowledge of equity to action through their ability to challenge existing inequities, advocate for marginalized groups, and empower others to act. The principals spoke to the need to develop and utilize political savvy to navigate the difficult waters that often exist in schools and throughout the district. The thesis concluded that there are current and desired supports that can enable the work of equity leaders in schools. These supports include professional development for principals, human resource support, increased accountability for equity initiatives (at the Ministry and District levels), and validation by system leaders of the efforts of leaders for equity.Ed.D