Every year, Education Week publishes “Leaders to Learn From,” a document that acknowledges the most successful educators nationwide. This year, Angela Ward, the Supervisor of Race and Equity Programs for a school district in Austin, Texas, has made the list in recognition for leadership in cultural proficiency. In a supplementary article titled “Confronting and Combating Bias in Schools,” penned by contributive writer Evie Blad, we learn that while many inhabitants of Austin, Texas may see the city as “quirky beacon of inclusivity,” that social tension from a history of residential segregation and gentrification persists.
In her position as supervisor, Ward offers professional development for teachers and administrators, “helping them to understand the way their own identities affect how they teach, interact with students, and lead schools.” She claims that the label of inclusivity does not necessarily mean that the school is inclusive; to this point, she further states that an inclusive environment may mean inclusive for some but not for all. At the end of the day, if a school is inclusive to some but not all, should it be named inclusive?
Ward offers some “lessons from the leader” to foster inclusivity in schools and classrooms:
- Race Matters: Understand the socio-political impacts of institutional racism on your ability to shift the outcomes of marginalized students. Awareness is consciousness and a critical consciousness creates opportunity for reflective dialogue.
- Listen to Students: Acknowledge the authenticity of youth and value their perspective on their schooling experiences. Create opportunities for them to use their voice to inform school and district-level decision-making.
- Collaboration Is Key: Recognize the wealth of knowledge through collaborative networks. Collaborative planning and problem-solving creates the opportunity for rich dialogue and opens each person to new perspectives and growth opportunities.
A Texas native and former school teacher, Ward has the difficult position of “fostering difficult conversations, challenging norms, building community collaboration, and giving educators the tools they need to be more culturally proficient in their classrooms.” Richard Reddick, an associate professor of education at the University of Texas and Ward’s colleague, believes “She is an unwavering voice for equity.”
The article addresses concepts like “weasel words,” inclusive socio-emotional development, and methods for effective classroom teaching on difficult subjects. Please read the complete article here.
