Learning Forward

Equity and excellence in teaching and learning.

Menu

Building hope, giving affirmation

Learning communities that address social justice issues bring equity to the classroom

By Stephanie Hirsh
Categories: Equity
August 2010
A school that ensures that all students — regardless of race, creed, color, socioeconomic status, gender, or disabilities — have access to and receive the highest-quality education has achieved a key measure of social justice (Cochran-Smith et al., 2009; Curren, 2009). Since the most significant factor in whether students learn well is quality teaching (Haycock & Crawford, 2008; Peske & Haycock, 2006), and teaching is enhanced through continuous professional development (Hord, 2009; Hord, 2010), the link between social justice and professional learning is undeniable. Teachers cannot promote social justice if they do not have the knowledge, skills, beliefs, and attitudes necessary to ensure success for all students. Principals cannot lead a school committed to social justice if they do not believe in social justice and promote a vision for advancing it in a high-performing school, with the knowledge of how to prioritize resources and

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   
Forgot password? Click here to reset
New User? Click here to register

Authors

Stephanie Hirsh and Shirley Hord

Stephanie Hirsh (stephanie.hirsh@nsdc.org) is executive director of NSDC. Shirley M. Hord (shirley.hord@nsdc.org) is scholar laureate of NSDC.

References

Arneson, R.J. (2007, April). Does social justice matter? Brian Barry’s applied political philosophy. Ethics, 117(3), 391-412.

Berman, P. & Chambliss, D. (2000). Readiness of low- performing schools for comprehensive reform. Emeryville, CA:RPP International.

Berman, P., Chambliss, D., & Geiser, K.D. (1999). Making the case for a focus on equity in school reform. Emeryville, CA: RPP International.

Bryk, A.S. & Schneider, B. (2004). Trust in schools: A core resource for school improvement. New York: Russell Sage Foundation.

Cambron-McCabe, N. & McCarthy, M. (2005,January/March). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.

Coalition for Student Success. (2009). Smart option: Investing recovery funds for success.Washington, DC: Author.

Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D.G., Barnatt, J., & McQuillan, P. (2009, May). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.

Curren, R. (2009, February). Education as a social right in a diverse society. Journal of Philosophy of Education, 43(1), 45-56.

Darling-Hammond, D.,Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.

DeMulder, E., Ndura-Ouédraogo, E., & Stribling, S. (2009, January). From vision to action: Fostering peaceful coexistence and the common good in a pluralistic society through teacher education. Peace & Change, 34(1), 27-48.

Guerra, P.L. & Nelson, S.W. (2007, Summer). Assessment is the first step to creating a school that educates everybody. JSD, 28(3), 59-60.

Guerra, P. L. & Nelson, S.W. (2009, January). Changing professional practice requires changing beliefs. Phi Delta Kappan, 90(5), 354-359.

Hall, G.E. & Hord, S.M. (2010). Implementing change: Patterns, principles, and potholes (3rd ed.). Boston: Allyn & Bacon.

Haycock, K. & Crawford, C. (2008, April). Closing the teacher quality gap. Educational Leadership, 65(7), 14-19.

Hirsh, S.A. & Hord, S.M. (2008). The role of professional learning in advancing quality teaching and student learning. In T.L. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage Publications.

Hord, S.M. (Ed.). (2004). Learning together, leading together: Changing schools through professional learning communities. New York: Teachers College Press.

Hord, S.M. (2009). Foreword. In D.B. Lindsey, L.D. Jungwirth, J.V.N.C. Pahl, & R.B. Lindsey, Culturally proficient learning communities: Confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin Press.

Hord, S.M. (2010). Foreword. In K.K. Hipp & J.B. Huffman, Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield.

Hord, S.M. & Hirsh, S.A. (2008). Making the promise a reality. In A.M. Blankstein, P.C. Houston, R.W. Cole (Eds.), Sustaining professional learning communities (pp.23-40). Thousand Oaks, CA: Corwin Press.

Hord, S.M. & Hirsh, S.A. (2009, February). The principal’s role in supporting learning communities. Educational Leadership, 66(5), 22-23.

Hord, S.M., Roussin, J.L., & Sommers,W.A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin Press.

Joyce, B. & Showers, B. (2003). Student achievement through staff development (3rd ed.). Alexandria, vA: ASCD.

Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York:Wallace Foundation. Available at www.wallacefoundation.org/SiteCollectionDocuments/WF/ Knowledge%20Center/Attachments/PDF/ReviewofResearch- LearningFromLeadership.pdf.

Lewis, C., Perry, R., & Hurd, J. (2004, February). A deeper look at lesson study. Educational Leadership, 61(5), 18-22.

McKenzie, K.B., Christman, D.E., Hernandez, F., Fierro, E., Capper, C.A., Dantley, M., et al. (2008, February). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111-138.

National Staff Development Council. (2001). NSDC’s standards for staff development. Oxford, OH: Author.

Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.

Perry, R.R. & Lewis, C.C. (2009, November). What is successful adaptation of lesson study in the U.S.? Journal of Educational Change, 10(4), 365-391.

Peske, H.G. & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality.Washington, DC: The Education Trust. Available at www.edtrust.org/dc/publication/teaching-inequalityhow- poor-and-minority-students-are-shortchanged-onteacher-qualit.

Sensoy, O. & Diangelo, R. (2009, January). Developing social justice literacy. Phi Delta Kappan, 90(5), 345-352.

Skrla, L., Scheurich, J.J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161.

Trueba, E. (1998). Latinos unidos: From cultural diversity to the politics of solidarity. Lanham, MD: Rowman & Littlefield.

Image for aesthetic effect only - Hirsh Stephanie 2017 Web-for-homepage
+ posts

Stephanie Hirsh retired in June 2019 after 31 years with Learning Forward, an international association of more than 13,000 educators committed to increasing student achievement through effective professional learning. Hirsh led the organization as its executive director for the last 13 years where she presented, published, and consulted on Learning Forward’s behalf across North America.

Categories: Equity

Search
The Learning Professional

Published Date
Reset

CURRENT ISSUE

    • Recent Issues

    TAKING THE NEXT STEP
    December 2023

    Professional learning can open up new roles and challenges and help...

    REACHING ALL LEARNERS
    October 2023

    Both special education and general education teachers need support to help...

    THE TIME DILEMMA
    August 2023

    Prioritizing professional learning time is an investment in educators and...

    ACCELERATING LEARNING
    June 2023

    Acceleration aims to ensure all students overcome learning gaps to do...

  • © Copyright Learning Forward
    • Skip to content