Overview

Through a carefully curated collection of articles, Equity-Minded Systems Thinking Leadership introduces readers to a new emergent theory of leadership and describes how this theory in practice can help them better understand and act on issues related to educational equity. This approach requires educators and school leaders to recognize and take ownership of the ways in which policies, practices, and structures work together to create the educational experience of their students. The anthology seeks to lay out a pathway for school leaders to create a more democratic and equitable learning environment within their schools. The book is divided into two parts. Part I explores the complexities and nuances of organizational theories of change and presents the framework for Equity-Minded Systems Thinking Leadership. It focuses on the theoretical foundations of systems thinking leadership. Part II sits at the praxis of theory and practice by providing concrete strategies on how equity-minded school leaders can use equity principles to create and sustain more diverse, inclusive, and equitable learning environments. The eight chapters highlight the relationship between organizational culture and leadership, as well as the unmet educational needs of students, particularly students of color. Dedicated chapters address teaching and leadership in the wake of COVID-19, building an institutional culture of care, power and politics within school systems, social justice leadership, and more. Equity-Minded Systems Thinking Leadership is an innovative and essential resource for courses and programs in education, school administration, and educational leadership.

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Robert Cooper, III is Professor of Education in the School of Education at the University of California, Los Angeles (UCLA), as well as Faculty Director of the UCLA Principal Leadership Institute and Director of the CAPP Leadership Network. Professor Cooper holds a Ph.D. in education from UCLA, a master's degree from Brandeis University in management, and a B.A. in government from Pomona College. His research explores norms that guide school policy and practice, the implementation and replication of equity-minded reform, and the politics of education.

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