Example:
A leader may have a mental model that learning only happens in a traditional classroom setting, with a teacher at the front of the room delivering information to students. To expand this mental model, the leader could visit innovative schools or programs where learning happens through hands-on projects, community partnerships, or student-driven inquiry. By challenging their assumptions and expanding their mental model of learning, the leader can better design educational approaches that meet the needs of all students.
Consider:
How can you intentionally seek out diverse perspectives and experiences to expand your mental models?
What assumptions do you hold about education, leadership, and change that may be limiting your ability to envision new possibilities?
Act as a systems leader. In complex systems, change can be nonlinear and unpredictable. System leaders understand that change efforts must address the interconnected nature of the system, rather than focusing on individual components in isolation. Leaders working to create equitable H3 education environments need to see the larger system at play, identify leverage points for change, and understand how their actions ripple out and impact the system as a whole. System leaders engage in continuous learning, reflection, and adaptation to navigate the complexity of the system they are working within.
Example:
A school leader may notice that chronic absenteeism is a significant issue in their school. Instead of implementing a one-size-fits-all solution, a systems leader would analyze the root causes of absenteeism, such as transportation barriers, lack of engagement, or family circumstances. By addressing these interconnected factors through targeted interventions and partnerships with community organizations, the leader can create a more holistic approach to reducing absenteeism.
Consider:
How can you identify and leverage interconnected factors that contribute to the challenges in your context?
What strategies can you use to engage with the larger system and create lasting change that benefits all stakeholders?
Lead with empathy and humility. Equity leaders recognize that the experiences and perspectives of others are valid and valuable. By leading with empathy and humility, leaders create spaces for open dialogue, collaboration, and shared decision-making. Leaders who listen actively, seek to understand others’ experiences, and acknowledge their own limitations are better equipped to build trusting relationships and create inclusive environments where all voices are heard and valued.
Example:
A school leader may encounter resistance from teachers when implementing a new curriculum. Instead of dismissing their concerns, a leader who leads with empathy and humility would listen to their feedback, validate their experiences, and co-design solutions with their input. By involving teachers in the decision-making process and honoring their expertise, the leader can build trust and create buy-in for the new curriculum.
Consider:
How can you cultivate empathy and humility in your leadership practice?
What steps can you take to actively listen to and incorporate the perspectives of others in your decision-making processes?
These leadership practices, combined with the Liberatory Design mindsets, can help leaders navigate the complexity and uncertainty of creating equitable H3 education environments. By adopting a systems perspective, expanding their mental models, and leading with empathy and humility, leaders can create inclusive, innovative, and transformative learning experiences for all young people in every community.
NEP offers support and resources for equity leaders who are committed to creating Horizon 3 learning environments that prioritize the developmental needs of every young person. To learn more about our leadership development programs and consulting services, visit our website at www.nationalequityproject.org.
Join us in the movement to create a caring, equitable, and innovative education ecosystem that ensures every young person thrives. Together, we can design a future where all children have access to personalized, purposeful, joyful, authentic, and challenging learning experiences that prepare them for success in a rapidly changing world.
She has over 20 years of experience in education and social justice work, focusing on equity-centered leadership development, organizational change, and systems transformation. Kathleen is passionate about supporting leaders to create more just and equitable learning environments for all students. Her expertise in social work and leadership development brings a unique perspective to the work of educational equity. LaShawn Routé Chatmon, the founding Executive Director of the National Equity Project, has devoted her career to inspiring, coaching, and mobilizing leaders to transform educational experiences, conditions, and outcomes in schools and communities, with a specific focus on racial equity in education.
She currently leads the organization’s field impact work, contributing to national networks exploring the intersection of liberatory practices, the science of learning and development, youth-centered approaches, and social emotional well-being in schools and communities.
Tom Malarkey, a Director at the National Equity Project, specializes in equity-centered inquiry and design practices for educators and school systems. Tom was a co-creator of the Liberatory Design and Learning Partnerships frameworks.
This blog series is sponsored by LearnerStudio, a non-profit organization accelerating progress towards a future of learning where young people are inspired and prepared to thrive in the Age of AI – as individuals, in careers, in their communities, and our democracy.
Curation of this series is led by Sujata Bhatt, founder of Incubate Learning, which is focused on reconnecting humans to their love of learning and creating.