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    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

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    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

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    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.

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    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.

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    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.

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    Image for aesthetic effect only - Hirsh Stephanie 2017 Web-for-homepage
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    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.

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