Leading from the Inside Out

A Better EdD by Design: An Inquiry-Focused, Equity-Based Dissertation to Change Leadership Practice

“…Equity-driven goals and projected outcomes to change the trajectory of student learning is the driving force for the work of educational leaders; they are school and district leaders who want to ensure that their leadership is instrumental in changing school practices that influence student learning. Thus, in the doctoral program, their focus in the dissertation experience is a force from the inside out to make important changes in schools and districts, often working directly with those closest to the work in the CPR groups to achieve those goals (Grubb & Tredway, 2010). Leaders of equity enact their espoused values by understanding a deep sense of their values and living them as a way of being and becoming leaders of equity (Radd et al, 2021;Rigby & Tredway, 2015).…”

Radical Recentering

“…Developing Organizational Leadership for Equity : Leadership develops others (staff, parents, community members, students) as leaders and builds their capacity to (a) examine their own and others’ practices and underlying biases and assumptions, (b) dialogue about equitable teaching and learning grounded in systemic and historical understandings of disparities, and (c) collaborate to change educational practice to provide a high-quality education for each student (e.g., Bensimon, 2005; Grubb & Tredway, 2010; Kose, 2007, 2009; Lindsey, Robins, & Terrell, 2003; Scanlan, 2013; Singleton & Linton, 2005; Theoharis, 2010). ISLLC Standard 2…”

“…Influencing the Sociopolitical Context : Leadership collaborates with teachers, parents, community members, unions, and other organizations and coalitions to address the roots of systemic inequities by publicly advocating, creating, and influencing equitable and socially just policy and implementation. Those in formal leadership roles (e.g., principals) strategically use their power and authority within the system and act as allies to educators, students, and parent/community leaders in prioritizing policies and systems to ensure a high-quality education for every student (e.g., Anderson, 2009; Childress et al, 2009; Grubb & Tredway, 2010; Evans, 2013; Hoffman, 2009; Murtadha & Watts, 2004; Ospina & Foldy, 2005). ISLLC Standard 6…”

“…Allocating Resources : Leadership equitably allocates resources, redistributing financial, material, time, and human resources to support teaching and learning for students who, historically, have not been well-served due to their race, ethnicity, class, home language, ability, gender, and/or sexual orientation. Leadership also advocates for the equitable use of resources throughout the system, not only within the sphere of control designated by the institution or district (e.g., Brayboy et al, 2007; Byrne-Jimenez & Orr, 2013; Childress et al, 2009; Darling-Hammond, 2010; Grubb & Tredway, 2010; Halverson & Plecki, 2011; Kozol, 1991; 2006; North, 2008; Stone-Johnson, 2014; Wilson et al, 2013). ISLLC Standard 3…”

“…Leadership creates a pipeline for sustainable recruitment, hiring, and promotion of such educators. In addition, leadership makes equity-based staff placements, such as placing the most skilled teachers or principals with the students who have greatest need (e.g., Brayboy et al, 2007; Darling-Hammond, 2010; Grubb & Tredway, 2010; Reeves, 2007; Theoharis, 2007; 2010). ISLLC Standard 3…”