In this episode of Equity Leadership Now!, host Jabari Mahiri speaks with Dr. Travis J. Bristol, Associate Professor at the Berkeley School of Education, whose scholarship centers on how education policy shapes teacher workplace conditions and retention, professional learning communities, and the roles of race and gender in schools. He has published extensively and secured over $7.4 million in research funding, including his work leading the Center for Research on Expanding Educational Opportunity (CREEO).

CREEO focuses on improving student outcomes by strengthening teacher capacity and workplace conditions, particularly in historically under-resourced schools. Bristol shares how one flagship initiative involves partnership with the National Board for Professional Teaching Standards to support teachers pursuing National Board Certification, widely regarded as the profession’s gold standard. A central theme in Bristol’s scholarship is the role of school leadership in shaping equitable working conditions. His earlier research on Black male teachers and teachers of color reveals that teacher attrition is often driven not by students but by principals. Consequently, his work has expanded to focus on leadership preparation, emphasizing that principals must cultivate inclusive professional environments. Beyond instructional leadership, he argues, effective leaders must attend to the social and racial dynamics within schools, monitoring who participates, who feels marginalized, and how organizational culture affects teachers’ sense of belonging.

Bristol’s leadership goes beyond research and into practice in developing a Black Studies curriculum in California, following recommendations from the state’s Reparations Task Force. In collaboration with colleagues, including curriculum specialists and community stakeholders, he has helped design and pilot a high school curriculum intended to become part of required ethnic studies coursework. Bristol situates this initiative within a global context, noting that countries such as Colombia and Brazil have already mandated Afro-descendant studies as forms of reparative policy. The curriculum aims not only to document historical harms but also to highlight Black resilience, creativity, and joy by reframing narratives of Black experience in U.S. public education.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now!, host Jabari Mahiri speaks with Dr. Nathaniel Stewart, Assistant Professor in the Education Policy and Leadership Program at the University of Minnesota. Dr. Stewart shares his academic training in educational policy and his research orientation toward critical educational policy analysis, anti-colonial epistemologies, Black critical theory, and critical quantitative methods. He differentiates between exclusionary, gate-kept mathematics and the intuitive mathematical reasoning people use in everyday life. 

Stewart highlights his current commitments to redistributing university resources to marginalized communities, writing, and building partnerships with educational institutions. He encourages educators to “reclaim mathematics” by cultivating students’ agency in using quantitative reasoning to interpret and challenge systems of oppression. He also critiques the exclusionary histories of statistical and algorithmic models, emphasizing that many systems emerged to safeguard existing wealth and restrict access to resources like homeownership. 

Stewart concludes by advocating a pluralistic approach to democratic movements that values diverse talents, including but not limited to mathematical proficiency.  He questions the viability of participatory democracy in the United States but acknowledges that mathematical tools, such as social network analysis tracing the flow of political and philanthropic funding, can shed light on inequities and inform strategies for disruption. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now!, host Dr. Jabari Mahiri speaks with Dr. Diana Hess, Emerita Dean of the School of Education at UW-Madison. Dr. Hess highlights the intersections of democratic education, academic freedom, and the role of structured dialogue in fostering equitable and participatory learning environments. The conversation transitions to Hess’s flagship initiative, The Discussion Project, launched in 2017 at UW-Madison. The Discussion Project is grounded in the principle, “Learn to Discuss, Discuss to Learn”, emphasizing that effective participation in discussions is a teachable skill, not an innate trait. Designed initially to enhance the quality and inclusivity of classroom discussions across disciplines, The Discussion Project offers professional development for higher education instructors and has since expanded to secondary schools. 

Mahiri and Hess also address the challenges of sustaining high-quality discussions, including gender dynamics and participation imbalances. The conversation underscores the vital role of dialogue in democratic education, the ethical obligations of educators amid political censorship, and the transformative potential of structured discussion for promoting inclusion, critical thinking, and civic engagement across educational settings.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now!, host Dr. Jabari Mahiri speaks with Dr. Linda Darling-Hammond, founding President and current Chief Knowledge Officer of the Learning Policy Institute, about her new book, “District Leadership for Racial Equity: Lessons from School Systems that are Closing the Gap”, co-authored with Larkin Willis and Desiree Thomas. Dr. Darling-Hammond highlights that transforming educational systems requires both strategic leadership and systemic change. She emphasizes the need for integrated efforts beyond the school system to ensure that all children have access to high-quality education, regardless of their families’ income or zip code.  

Darling-Hammond underscores that educational transformation cannot occur in isolation but requires comprehensive, society-wide investments. Drawing on her experience founding a high school in East Palo Alto, she illustrates how reimagining schooling through project-based learning, strong advisory systems, and culturally responsive practices can improve student outcomes, especially in underserved communities. She highlights the success of this model, and how “from the first year of graduates in 2004…90% graduated and 90% went to college” due to the creation of “an environment that’s safe and supportive and deeply enabling,” serving as a stark contrast to “factory model” schools.

She centers on the stories and voices of four districts, including Dr. Freddie Williamson in Hope County, North Carolina, who assumed leadership of a struggling, racially divided district. Employing the inclusive motto "all means all," Dr. Williamson avoided overtly racialized rhetoric while unifying the community; educators, political leaders, and local businesses around a shared vision of educational equity. His leadership involved both cultural and structural reforms, including personnel changes aligned with an equity-centered belief system and professional development to build the necessary competencies among staff. These challenges, deeply rooted in historical injustices, persist into the present moment, where contemporary political and social contexts have intensified national resistance to diversity, equity, and inclusion initiatives.

Ultimately, Darling-Hammond reflects on what keeps her hopeful amidst these uncertain times: the commitment of educators, the resilience of student-centered movements,  and the boundless potential of young people.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now!, host Dr. Jabari Mahiri, co-host Dr. Jennifer Elemen, and guest Dr. Marina Aminy discuss the intersection of equity, innovation, and access in California's community college system.  Dr. Aminy begins by sharing her personal and professional journey, rooted in her experience as an Afghan refugee and first-generation college student. Aminy describes her journey as a first-generation doctoral candidate, recognizing Mahiri's mentorship as transformative for her academic experience. She details how taking an undergraduate education course taught by Jabari shaped her professional trajectory early on. Aminy points out how, “No one in my family had ever gone to college, much less graduate school, before me and my brother. And I remember Jabari … was like, the only person that got me excited about education”. 

Dr. Marina Aminy currently serves as the Executive Director of the California Virtual Campus and Associate Vice Chancellor of Foothill- De Anza Community College District. She leads an initiative designed to expand access and accelerate student success across California’s 116 community colleges, which serve over 2.1 million students. This initiative is the California Virtual Campus, an innovative campus exchange system that allows students to easily enroll in online courses across institutions without reapplying to multiple colleges. This system streamlines enrollment, registration, and financial aid processing, aiming to eliminate barriers to timely degree completion, especially for students in historically underserved and rural communities.

Dr. Aminy emphasizes the importance of options and that students should have agency when choosing which educational pathways work best for them. She highlights the impact of the Zero Textbook Cost (ZTC) and Open Educational Resources (OER) Initiatives in the California Community College system, making courses more accessible and affordable to students by lessening the burden of textbook costs.  Ultimately, Aminy advocates for expanding flexible and hybrid educational modalities in K–12 settings, highlighting how these options can better serve diverse student populations and break away from the rigid models that traditionally favor dominant cultural norms.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this special episode of Equity Leadership Now!, we are pleased to share Professor Robert B. Reich’s keynote address from the 2025 UC Berkeley School of Education graduation ceremony. Professor Reich is currently the Carmel P. Friesen Professor of Public Policy at the Goldman School of Public Policy at UC Berkeley and a senior fellow at the Blum Center for Developing Economies. He has served in three US administrations, including as Secretary of Labor under President Bill Clinton, a role for which "Time" magazine named him one of the 10 most effective cabinet secretaries of the 20th century.

Professor Reich delivered a powerful speech to future educational leaders, teachers, and changemakers on the need for a universal, free public education system that promotes civic education, critical thinking, and social justice. 

He discussed the critical role of education in sustaining democracy and addressing societal inequalities in these uncertain times. Reich also emphasized the importance of teaching students about the U.S. political system, the rule of law, and the principles of equality, both politically and economically.

Reich noted that education should not be viewed solely as a private investment leading to personal economic gain but as a public good essential for the functioning of democracy. He asserted that, “civic education should instill in young people a passion for truth, enabling them to think critically, be skeptical, but not cynical about what they hear and read, find reliable sources of information, apply basic logic and analysis, and know enough history and the physical world to differentiate between fact and fiction” and while education is often framed as an individual pathway to success, its broader societal value cannot be ignored. 

The address concludes with a call for graduates to embrace the challenges of their time with passion and purpose, framing the current moment as an opportunity for defending democracy and ensuring that education remains a pillar of American society.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now!, host Dr. Jabari Mahiri speaks with Dr. Lora Bartlett, Associate Professor of Education at UC Santa Cruz, about the new book Going the Distance: The Teaching Profession in a Post-COVID World, co-authored with Allison Thompson, Judith Warren-Little, and Riley Collins. Dr. Bartlett highlights that the teaching profession was already in crisis before the pandemic and the arrival of COVID-19 acted as a form of "thermal shock," exposing the structural flaws already embedded in the educational system—similar to a cracked teapot shattered by hot water. She reframes the pandemic not as the crisis itself but as an event that revealed existing systemic vulnerabilities. 

Dr. Bartlett shares more about the findings she and her colleagues present in the book from a longitudinal study of 75 teachers across nine U.S. states, tracked from Spring 2020 through late 2022, examining their professional experiences during and after the COVID-19 pandemic. Their research revealed two dominant policy orientations among states: ‘Speed-and-Control States’ like Florida, Texas, and Iowa that sought centralized control over both pandemic responses and curricular content. On the other hand, the  ‘Caution-and-Guidance States’  such as California, Oregon, New York, and Arizona, provided guidance rather than mandates, and many promoted equity-centered curriculum development rather than restricting content.

Bartlett shared that teacher satisfaction was less correlated with state policy and more with local working conditions. Teachers in all states reported positive experiences when supported by inclusive leadership, collaborative school cultures, and respect for teacher voice. Bartlett affirms the power of the local—asserting that even amidst national political instability or federal withdrawal of support, local leadership can shape teacher retention and satisfaction.  In Florida, Texas, and Iowa, states characterized by high control and curriculum restrictions, 32% of sampled teachers left the profession. In California, Oregon, New York, Massachusetts, and Arizona—which emphasized caution and curricular autonomy, only 7% left.

A key theme throughout the conversation is “adaptive capacity,” which Bartlett defines as the ability of schools and educators to respond to unforeseen challenges in real-time. Drawing on examples from crisis theory and jazz improvisation, Dr. Bartlett explains that effective improvisation is essential in moments of uncertainty and it requires deep preparation, skill, and collaborative engagement. Adaptive capacity is not reactive passivity; rather, it is an empowered, informed responsiveness enabled by organizational structures that value professional autonomy and trust.

Ultimately, Bartlett argues for a paradigm shift that recognizes teachers as knowledgeable professionals capable of innovation and problem-solving. Creating conditions that support teacher improvisation, collaboration, and autonomy is not only necessary for navigating crises but also essential for sustaining the profession in a post-pandemic world.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this special episode of Equity Leadership Now!, Dr. Jabari Mahiri and members of the 21CSLA professional learning group discuss the core concepts from Dr. George Theoharis's influential work, “The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice and School Reform”. Each guest from the 21CSLA professional learning group explores one of Theoharis's seven attributes of successful social justice leaders, relating these principles to Equity Leadership Now!  episode 10, Leading with Compassion in Polarizing Times with Dr. Pedro Noguera. “Compassion is that move toward action, and so that's where I believe the power lies in reconceptualizing our consciousness,” said 21CSLA team member, Stefanie Baker. “Lots of us feel things, and we can relate to things, but it's that movement to action that pushes us toward supporting leaders to become the leaders children deserve.”

Overall, the discussion emphasizes the importance of compassionate, sustained leadership in education, a deep commitment to equity, and a clear focus on improving learning outcomes for all students. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

​​In this episode of Equity Leadership Now! Podcast, host Dr. Jabari Mahiri speaks with Dr. Jose Eos Trinidad, Assistant Professor of Education Policy at UC Berkeley, about his scholarship on educational policy, civil society, and institutional change. Trinidad shares more about his background, research, and his new book, Subtle Webs: How Local Organizations Shape US Education.

His research focuses on the roles that organizations, both within and outside schools, play in shaping educational systems, particularly in decentralized contexts like the United States. Trinidad’s research is shaped by his upbringing in the centralized school system of the Philippines, his experience in education nonprofits, and his interdisciplinary PhD in Sociology and Human Development. 

In Subtle Webs Trinidad draws from two decades of data from his research in school systems in Chicago, Philadelphia, and New York. Trinidad focuses on organizational theory to highlight how the structure of partnerships matters: cities like Chicago feature informal, organic collaborations, whereas Philadelphia’s approach is more formalized and systematic. Both have achieved improvements in graduation rates. 

Subtle Webs explores how cross-sector partnerships can help school leaders navigate complex educational ecosystems. Trinidad emphasizes a shift from deficit-based narratives to strengths-based, anti-racist approaches that recognize the assets in marginalized communities. He explains that while these systems often rely on simple indicators like course failures and credit accumulation, their real power lies in how educators and external organizations collaborate to support students identified as at-risk. 

Despite current political and ideological threats to education, Trinidad remains hopeful. He argues that local organizations, when interconnected and mutually supportive, can produce national impact, fostering systemic change through distributed, grassroots leadership. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this discussion, host Dr. Jabari Mahiri and special co-host Becca Minkoff converse with Assistant Professor of Health and Social Behavior and Community Health Sciences, Dr. Sean Darling-Hammond on his recent study titled, "No Matter How You Slice It, Black Students Are Punished More: The Persistence and Pervasiveness of Discipline Disparities." Darling-Hammond reveals that through analyzing data representing students across the country from varied socioeconomic groups, he found that Black students face disproportionately high rates of punishment across various forms, including suspensions, school-based arrests, and corporal punishment. These disparities persist despite recent policy changes aimed at addressing them. 

“I think there are a lot of things that allow us to humanize data, to think about what it would take to design, and two, use data in a way that allows us to identify and combat racism strategically. And that is what anti-racism is. 

“It's about being focused on realizing that, we live in a structurally racist world in many ways, that there are vestiges of slavery, Jim Crow and racism that persist, and then thinking about how we can take that on intentionally, instead of just saying, well, if we see it, we see it. Well, if we always go through life that way, we'll miss a lot,” Darling-Hammond said. 

Dr. Sean Darling-Hammond highlights the importance of data-driven arguments against punitive practices, noting that studies show that such environments worsen student behavior, increase bullying, and harm the school climate. He explains that punitive measures undermine students' sense of connection to teachers and schools, while equity-focused approaches foster inclusion and positive relationships.

Darling-Hammond also offers a response to concerns from parents who may view relationship-oriented approaches as "soft." He suggests that parents generally want schools that treat all children with dignity, where students feel respected and connected to their teachers. He emphasizes that “the purpose of the empathic discipline, the empathic mindset intervention, is to completely change that mindset framework and help teachers remember they got into this because they believe in every kid, every kid's ability to grow, and they are responsible for having a relationship with every kid.” 

Read more on: https://bse.berkeley.edu/eln

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In episode 12 of the Equity Leadership Now! podcast, Dr. Raffaele Pozzi, a professor of musicology and pedagogy at Roma Tre University, discusses the role of music education in shaping democratic and multicultural societies with host Dr. Jabari Mahiri. Dr. Pozzi emphasizes the need for a broader, more inclusive approach to music, where the focus is not only on the theoretical or technical aspects of music but also on listening, understanding, and appreciating diverse musical traditions. He stresses that music education should involve both academic learning and practical experience, highlighting the significance of becoming “a good listener” to different musical genres, which can foster greater empathy and cultural awareness.

Dr. Pozzi believes that music education can contribute to a more democratic society by encouraging students to engage with music from various cultures and backgrounds, thus promoting an understanding of difference and diversity. In his view, music is not just a technical skill but a means of connecting with different human experiences and expanding worldviews.

A key point of the discussion is the concept of becoming “a good listener." Pozzi argues, that to become “a good listener means also to be more communicative,” and that good listening is essential for both music education and interpersonal communication. He contrasts this with a traditional, "grammatical" approach to music that prioritizes technical knowledge over experiential engagement with music. He critiques the social barriers that often associate classical music with social class and suggests that music education should encourage young people to explore various genres, including rock and hip-hop, with an open mind.

Dr. Mahiri and Dr. Pozzi also explore the pedagogical implications of incorporating diverse musical genres into curriculum. Pozzi stresses that the value of music lies in its artistic and aesthetic richness, not in genre distinctions. He advocates for a curriculum that fosters curiosity and invites students to experience music outside of their immediate preferences. Mahiri raises thought-provoking questions, such as what happens when youth are more expert in a particular genre than the teacher? And how might educators navigate topics like drug-use, that are thematized in hip-hop music? Mahiri also asks, “How do we deal with these controversial issues that may actually represent the authentic interests and in some cases, values of youth?” 

In addressing the challenge of reconciling controversial content, such as the drug-related themes in hip-hop songs, Pozzi suggests that educators should engage students' values critically, using such moments as opportunities to expand their understanding of the broader cultural context.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this discussion, Dr. Jabari Mahiri and Professor Anthony Bryk explore the complexities of educational reform, particularly in relation to high school graduation rates and the dynamics of trust within school systems. 

Professor Anthony Bryk, former president of the Carnegie Foundation, shares insights from his book, How a City Learned to Improve Its Schools. The book focuses on the case of Chicago Public Schools, where research revealed that students transitioning to high school faced substantial challenges, leading to increased dropout rates. Bryk discusses his long-term engagement with the school system, focusing on leveraging research to foster partnerships between academia and schools, which played a crucial role in this improvement.

Mahiri and Bryk also focus on the principles of continuous improvement and improvement science, highlighting the importance of problem-centered approaches that empower educators at all levels. Bryk distinguishes between continuous improvement as a methodology focused on rapid cycles of inquiry and improvement science as a broader framework encompassing these efforts. He expressed that focusing on high-leverage problems, such as gatekeeper courses in community colleges, can catalyze systemic change, ultimately advancing equity in education.

Lastly, Bryk highlights the importance of relational trust among educators, students, and community stakeholders, arguing that trust is essential for effective collaboration. He describes how low trust can create a competitive atmosphere among teachers, ultimately hindering collective growth and school improvement efforts. Conversely, fostering a trusting environment can facilitate better communication, engagement, and a shared commitment to student success. Bryk emphasizes the importance of democratic localism in creating environments where educators can innovate and respond to local needs, thereby diffusing contentious debates that often arise at higher administrative levels.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

 Dr. Noguera's extensive career in education spans over 30 years through which his commitment has been to addressing educational inequities shaped by social and economic factors. Noguera emphasized the importance of empathy in leadership, differentiating it from sympathy and compassion, which he argued is essential for understanding and addressing social issues, such as gun violence and homelessness.

Dr. Noguera also discussed his 2020 book, City Schools and the American Dream 2: The Enduring Promise of Public Education,  in which he deals with the resilience of teachers and students amid systemic challenges. He underscored that school leaders must focus on substance over symbolism in their efforts to promote equity and ensure all students receive quality education, particularly in the face of political pressures and public scrutiny. Dr. Noguera also addressed the current political climate and the vital role of PK-12 education in fostering democracy and equality. He noted the increasing challenges posed by conservative policies targeting educational equity and emphasized the need for school leaders to navigate these issues skillfully. His insights from co-authoring The Search for Common Ground highlight the importance of civil discourse and collaboration across ideological divides to address complex educational challenges.

In discussing another one of his books, Excellence through Equity, Dr. Noguera outlined five principles of courageous leadership necessary for achieving equity in education. He argues that confronting inequity often requires courage and accountability, advocating for equitable treatment and access to opportunities for all students. His experiences illustrate the need for systemic change in how talent is recognized and nurtured within schools, stressing that educational outcomes should not be predetermined by demographic factors.

Finally, the discussion touched on the role of technology, particularly artificial intelligence (AI), in education. Noguera posited that AI is a tool that can be used positively or negatively, depending on intentions and design. He criticized educational technology companies for prioritizing profit over genuine educational advancement. Noguera concluded by encouraging aspiring educational leaders to persevere despite challenges. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Chancellor Lyons’ vision includes transforming UC Berkeley into a Hispanic-Serving Institution (HSI). Lyons reflects on his journey in higher education, emphasizing how his experiences at Berkeley shaped his leadership style. He emphasizes the importance of creating robust pipelines for underrepresented students pursuing PhDs, advocating for initiatives encouraging youth from disadvantaged backgrounds to consider academic careers. Lyons believes that education should foster a sense of agency among students, a vision encapsulated in the Berkeley Changemaker initiative, which aims to equip students with critical thinking, collaboration, and communication skills.

Chancellor Lyons also addresses the role of the UC Berkeley School of Education in enhancing educational equity through research and practice, particularly in pre-K–12 education. Mahiri indicated that this is revealed in the Berkeley School of Education’s successful partnerships, under 21CSLA, guiding school leaders across the state.

Addressing the current landscape of higher education, Lyons highlights both opportunities and challenges, particularly in relation to AI and societal trust in academic institutions. He advocates for Berkeley’s unique role in advancing innovation and maintaining high standards of research and education.

Finally, the dialogue touches on the balance between fostering student activism and ensuring an inclusive environment. Lyons discusses his commitment to diversity and inclusion, referencing initiatives to attract underrepresented groups to Berkeley. Lyons highlights the historical context of activism at Berkeley and the University's commitment to upholding free speech while ensuring emotional and physical safety for all students. He proposes educational initiatives aimed at equipping students with the skills to engage with diverse viewpoints constructively. He stresses the importance of outreach and authentic engagement in creating a more inclusive educational environment. Through these efforts, Lyons aims to prepare and support future leaders who embody the principles of equity and excellence.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In this episode of Equity Leadership Now! hosted by Jabari Mahiri, the focus shifts to part two of our series on Leadership Programs’ flagship offerings, Principal Leadership Institute (PLI) and Leaders For Equity And Democracy (LEAD).

LEAD is a rigorous three-year educational doctorate at the UC Berkeley School of Education, aimed at fostering equity and social justice in educational leadership. Dr. Mahiri spoke with the program’s director, Dr. Lihi Rosenthal, and two recent graduates, Dr. Tu Carroz, Assistant Superintendent of Education Services at Roseville Joint Union High School District, and Dr. Olufemi Ogundele, Associate Vice Chancellor for Enrollment and Dean of Undergraduate Admissions at UC Berkeley. The graduates shared their reflections on the LEAD program’s key concepts including the necessity of understanding educational systems to lead them effectively, the idea that leadership is an embodied practice, and the importance of intentionally designing systems for equity.

Dr. Rosenthal, Program Director of LEAD, outlined LEAD's distinctive approach, emphasizing its commitment to equity and social justice, which is embedded in its curriculum and pedagogical strategies. LEAD’s curriculum integrates real-world case studies and is co-taught by both scholars and practitioners to bridge the gap between theoretical knowledge and practical application. The program is designed to balance rigorous academic requirements with substantial support structures, including close advising and an intentional cohort model that promotes collaborative learning. These principles have guided the graduates' work and their research.

Dr. Tu Carroz, Assistant Superintendent of Education Services at Roseville Joint Union High School District Carroz's research delves into the intersection of risk and resilience for women of color in the role of school superintendents, highlighting a significant underrepresentation of these individuals in the field compared to their numbers within the broader K-12 educational workforce. Carroz's study examines three key areas: the career trajectories of women of color aspiring to superintendencies, the impact of racial and ethnic backgrounds on their experiences, and the skills and support necessary for their success. 

Dr. Olufemi Ogundele, Associate Vice Chancellor for Enrollment and Dean of Undergraduate Admissions at UC Berkeley.Ogundele emphasized LEAD’s robust support system and its impact on his pursuit of equitable admissions research. Dr. Olufemi also known as Femi has generated impactful change “in the literature now, there's been called the “Femi” effect, the idea that in all of the UCs, this was not happening in terms of this amazing, dramatic increase, and the things that you were doing since you got here facilitated that. And we were clear that the work that you did with your dissertation and turning that over into more intensive ways that you're going to engage in this trajectory that you're already on will be one of the benefits of this work,” Dr. Mahiri explained. This literature is highlighted in Zachary Bleemer’s “Affirmative action and its race-neutral alternatives
(link is external)” in the Journal of Public Economics. Dr. Ogundele’s dissertation ex

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

This episode is part one of a two-part series that features two of Leadership Programs’ flagship offerings, Principal Leadership Institute (PLI) and Leaders For Equity And Democracy (LEAD). Dr. Mahiri spoke with PLI Director and alum, Dr. Soraya Sablo Sutton, and two graduates, Lizzie May and Kyle Tana about the program and how it uniquely equips future principals to lead for equity. They discussed how PLI prepares educational leaders to confront and address systemic inequities through a blend of collaborative learning, individual support, and practical application of equity-focused principles.

Program graduates Lizzy May and Kyle Tana earned an MA and Preliminary Administrative Services Credential in just 14 months. They both agreed that this was made possible by the emotional support provided by their cohort and the presence of their professors and coaches, many of whom are scholar-practitioners. 

Lizzy, with a background in teaching and instructional coaching, highlighted the program's integration of theoretical frameworks with practical applications, including "Theater of the Oppressed" for embodied leadership. Kyle, an assistant principal, was drawn to PLI for its focus on equity and the diverse, supportive community. Both students emphasized how PLI's approach to hard conversations enhanced their leadership skills and ability to engage in challenging but necessary discussions about race and equity in education. 

Both Lizzie and Kyle shared their experiences working on the Continuous Improvement Inquiry (CII), which serves as a capstone project for students. This project is designed to help students engage with complex issues related to equity within their schools by requiring them to undertake a semester-long qualitative research project.

Applications for the next PLI cohort will open soon. What’s more, is that PLI was fortunate to be awarded a grant to subsidize tuition in collaboration with three Bay Area districts. This grant will fund PLI tuition for educators from diverse backgrounds, supporting the program’s equity-focused mission.  For the next three years, teachers and educators who work in Oakland Unified, West Contra Costa Unified, and San Francisco Unified, have the opportunity to have a significant amount of their tuition paid for, free and clear, by the state of California. 

Interested candidates are encouraged to visit the program's website for more information and to attend information sessions before the application deadline of December 3, 2024. To learn more about PLI,  click here. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

In March of 2023, Dr. Mahiri met with Chris Mah and Hillary Walker to discuss the growing influence of AI and the intersection of technology, education, and equity. Chris Mah, a doctoral student at Stanford University, and Hillary Walker, the director of the Bay Area Writing Project, provide insights on the potential integration of AI technology, specifically Chat GPT, into educational settings.

Chris Mah introduces generative AI and its integration into education, emphasizing responsible use, awareness of biases, and cultural relevance. He proposes educator sessions focused on tool comprehension, ethical considerations, and collaborative application design. Hillary Walker reflects on the Bay Area Writing Project's community-building legacy, promoting student-centered pedagogy and professional growth amid technological advancements. 

Professor Mahiri followed up with Chris Mah in June of 2024 to learn about how AI has evolved and its implications for educators. Mah identifies both optimistic and concerning trends. Optimistically, some schools are investing in AI literacy and integrating AI tools into learning environments. Conversely, less-resourced schools tend to react with bans and punitive measures, potentially exacerbating educational inequities. This disparity raises concerns about equitable access and educational outcomes regarding AI literacy.

Mah urged educators to embrace AI literacy proactively, despite initial trepidations. He advises starting small, experimenting with AI tools, and leveraging collaborative learning environments to foster responsible AI usage and equitable educational experiences. His ongoing doctoral research seeks to further explore these themes, aiming to inform effective AI integration strategies in education and promote equitable educational opportunities in the digital age.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Her book, Where Teachers Thrive: Organizing Schools for Success, draws from multiple studies conducted between 2008 and 2015 in challenging urban school environments. These studies involved nearly 400 educators across 26 schools, focusing on organizational structures that support teacher development and student learning. Professor Johnson critiques traditional, compartmentalized school structures that hinder teacher support and resource allocation, advocating instead for collaborative frameworks that prioritize professional growth and collective problem-solving.

Professor Johnson identifies two distinct leadership approaches that differentiate successful schools from unsuccessful ones. In successful schools, principals adopt an inclusive leadership style, involving teachers in problem-solving and decision-making processes. This approach contrasts with instrumental leadership found in less successful schools, where principals impose top-down directives without engaging teachers in meaningful collaboration. Johnson's findings underscore the importance of shared decision-making and teacher empowerment in fostering productive school climates.

Professor Johnson emphasizes the importance of collaborative environments, where principals facilitate teacher collaboration and professional development. Successful schools also prioritize relationships with parents and community stakeholders, creating welcoming environments that support student success. She critiques policies that overlook the role of school organization and culture in supporting effective teaching. Her findings highlight the need for holistic approaches that address both teacher support and organizational effectiveness.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

The conversation highlights the importance of origin stories. Dr. Solórzano and Dr. Pérez Huber share their scholarly journeys that led to studying microaggressions. They discuss the origins of their interests and how it intersects with critical race theory. Dr. Solórzano recounts his discovery of microaggressions while researching critical race theory in education. This journey began with encountering Dr. Peggy Davis’s work, which led him to delve into the writings of Dr. Chester Pierce. Dr. Pérez Huber shares her experience of being introduced to the concept of microaggressions during her undergraduate studies and her subsequent engagement with the topic during her graduate studies. 

The discussion expands to explore the role of critical race theory (CRT) in understanding racial microaggressions. Dr. Solórzano delineates the five tenets of CRT, emphasizing its focus on challenging dominant frameworks, centering experiential knowledge, and advocating for racial justice. They share their journeys into studying microaggressions, the importance of understanding macro-aggressions and institutional racism, and the impact of internalized racism within communities of color.

In response to the challenges posed by racial microaggressions and internalized racism, the conversation introduces the concept of racial micro-affirmations. These are verbal and nonverbal strategies that acknowledge and affirm individuals’ dignity, integrity, and shared humanity. Finally, the discussion touches upon the possibility of conceptualizing racial macro-affirmations within educational structures. While the concept is not fully developed, these scholars acknowledge the need to institutionalize practices that promote asset-based perspectives that affirm the humanity and value of all individuals and groups within educational institutions.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Young discusses the significance of leadership development and effective learning experiences for school leaders, particularly emphasizing the need for equity-oriented and culturally responsive leadership. Highlighting the importance of authentic learning experiences in educational leadership preparation, Young stresses the essential characteristics required for educators in today's dynamic learning environments. She notes how engagement, active participation, problem-solving, reflection, and collaboration are essential traits for sustaining effective leaders.

The episode explores the complexity of adopting multiple perspectives and challenges leaders to think beyond their comfort zones. Redesigning principal preparation programs is identified as a critical step toward promoting transformative learning and equity leadership, with a focus on organizational culture and values. Berkeley's PLI program is emphasized as a beacon for redesigning education programs with an equity lens, seeking to enhance capacity through resources, collaboration, and partnerships. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Cheung shares her accidental path to leadership shaped by her experiences as a first-generation immigrant and Asian American. Her realization in college that giving back to the system was essential motivated her leadership journey. Drawing from her musical background, Cheung highlights how her skills in orchestration and collaboration have been instrumental in achieving shared visions.

Cheung also discusses equity consciousness, where she emphasizes the importance of critiquing existing practices for inequity and working towards inclusive systems. She underlines the significance of elevating and supporting leaders from marginalized communities in schools to drive equity-conscious change. Cheung advocates for more research on leadership development from an equity perspective and reflects on her early negative schooling experiences that led her to reimagine education as inclusive.

The episode explores the importance of leaders as continuous learners and the potential of digital tools in enhancing accessibility and accommodations in professional learning. Cheung underscores the necessity of embracing new ways of learning and engaging with diverse school communities to promote marginalized students' academic achievement.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Ilten-Gee takes a critical approach to moral development, investigating ways in which a developmental framework can illuminate possibilities for critical pedagogy and critical moral reasoning. She is interested in how digital media production (e.g. podcasting, multimedia journalism) in classroom settings facilitates a process of students rethinking and revising conclusions and judgments about the world and themselves. Illten-gee most recently published Moral Education for Social Justice
(link is external), an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. 

Mahiri shares how his own lived experiences — from serving in the military to teaching high school students in Chicago — have shaped his research and practical solutions as he continues on the journey to bring more equity in education. 

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.