When deciding who will educate our children, we must be clear and explicit about the characteristics, qualifications, skills, competencies, beliefs, values, and mindsets we want this person to have. My local school district just welcomed a new superintendent. This person is most responsible for designing and managing a school system that meets the academic, social, and emotional needs of all children in the community. 

I wrote this list thinking of school superintendents, but many characteristics apply to all educators and leaders working with or on behalf of children, including teachers, principals, counselors, district leaders, elected officials, etc. Many of these characteristics also apply to people doing social justice, diversity, equity, and inclusion work or any person striving to be a good human being. 

As you read these characteristics, write down what matters to you. If you think of any I did not mention, write those down, too!

Transformative 

A revolutionary leader is transformative. They act with love and through love to bring about positive change. They are deeply committed to the well-being of students and families, teachers, principals, staff, and the entire community. They lead with integrity and are committed to doing the right thing. 

A transformative leader is authentic, showing up as their true self and encouraging others to do the same. Leading by example, they serve as a paragon or model of excellence for the school community. They are emotionally intelligent, meaning they can understand and regulate their emotions and tap into other people’s feelings. 

Transformative leaders are empathetic, good listeners, and supportive. They are creative and innovative and can foster new possibilities for teaching and learning. They value dialogue and communication. Finally, transformative leaders are visionaries, meaning they have a clear vision for improving student outcomes and a strategic plan for executing that vision.

Critically Consciousness

Revolutionary school leaders are critically conscious, meaning they self-reflect to gain self-knowledge and awareness. It means they examine and observe their thoughts, emotions, and behaviors. A critically conscious leader reflects on their identity, who they are, their beliefs, and how this influences their actions. They reflect on their thoughts about others based on race, ethnicity, culture, language, gender, sexual orientation, religion, socioeconomic status, ability, and disability. 

A critically conscious leader deeply understands dehumanization, oppression, caste, inequality, and inequity. They know society is socially constructed and that identity factors such as race, class, and gender can influence a child’s educational experience in this country. They know that black and brown children’s underperformance is not natural or innate, understanding that underperformance results from dehumanization, oppression, caste, inequality, and inequity. 

Culturally Competent

Revolutionary leaders are culturally competent. They appreciate and celebrate their culture and the different cultures represented in the school community. Culturally competent leaders affirm and validate students from all backgrounds. They build authentic relationships and partnerships with students, families, educators, staff, and community members. 

They learn as much as possible about the community and the people. They know the community’s assets and have deep knowledge and understanding of its needs and challenges. Culturally competent leaders use the knowledge they gain about the school community to inform all decisions, practices, and policies.

Equity Centered

An equity-centered leader ensures all students get what they need academically, socially, and emotionally to reach their full potential. They communicate that the priority is equitable outcomes for all students, and there is a more specific and immediate focus on students whose needs and interests have historically been unmet in schools. They use data to ensure schools and students receive resources based on need.

Improve Student Learning 

Revolutionary school leaders believe all students can learn, and they know how to advance student learning. They believe education should empower students to be fully human, and they have a clear vision for creating meaningful and rich learning experiences. Under their leadership, students will develop their ability to think critically, ask questions, collaborate and communicate, regulate emotions, use media and technology, be creative and innovative, solve problems, and create new possibilities. 

Revolutionary school leaders know that effective principals and teachers are critical to advancing student learning. They understand that students learn best in environments where they feel safe, supported, loved, challenged, and accepted. They know that teachers and principals can best meet the needs of their students when they work in environments where they feel safe, supported, loved, challenged, and accepted. Therefore, revolutionary school leaders have a strategic plan for recruiting, training, developing, and supporting teachers and principals who give students the learning experiences that will enrich their lives.

Reflection

• Which characteristics are important to you? 
• Can you name someone that embodies any of the characteristics? 

With love and revolutionary leadership,

Tamera

Watch this video to reinforce what you just learned.