With a visionary approach to school improvement, Equity-Based
Leadership proposes a framework to support system leaders seeking to
organize change and achieve more equitable education.
In this ambitious yet pragmatic work, Joshua P. Starr makes the case
that intentional and attentive district leadership can bring about
continuous improvement in schools. When district reforms are conceived
with social justice in mind, Starr explains, schools move toward
fulfilling the longstanding promise of equitable education in America.
Starr asserts that the essential goal of good system leadership lies in
designing, implementing, and sustaining comprehensive strategies for
school reform, in collaboration with school leaders, educators, and
community shareholders. Drawing on his own experiences and those of
other distinguished superintendents, he offers core practices that
system leaders can use to ensure that the mission of their district is
upheld throughout any change process and that precious time and funding
are used judiciously.
Recognizing that there is no single path to transformation, Starr sets
forth a flexible, customizable agenda for district reform that
concentrates on six elements, or entry points. Starr's first entry point
is curriculum content, as teaching and learning are the fundamental
goals of a school system. But he goes further to advocate for a deep
dive into the organization and alignment of the system itself, via
deliberate support of shared values; explicit and transparent
decision-making; resource allocation in line with vision and need;
talent management to achieve new levels of educator performance; and
nourishment of school culture.
Additionally, Starr brings together a wide range of real-world examples,
evidence-based practices, and sensible advice to guide district leaders
in aligning their systems around a coherent equity strategy.
This bold new approach to transforming educational systems confidently
guides the higher-level decision-making of leaders--not only
superintendents but also school board members, cabinet members, and
central office administrators--within the context of district-wide
efforts to make education better for all students.
