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Using focus groups and individual interviews with school administrators, the study analyzes a superintendent-led approach implemented across a division, supported by regional conferences and equity leadership principles. Evidence from subgroup proportionality across academic and behavioral indicators shows shifts toward greater engagement in rigorous coursework, more equitable identification of giftedness, and strengthened leadership behaviors that shape school climate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-minded-leadership-how-school-leaders-make-meaning-of-building-mindsets-and-practices-december-2020/602001/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-minded-leadership-how-school-leaders-make-meaning-of-building-mindsets-and-practices-december-2020/602001.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of this study on school leadership?","Question",{"text":112,"@type":113},"The study focuses on how school leaders develop and sustain mindsets and behaviors that support equity in schools and districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the division leaders pursue equity practices over time?",{"text":117,"@type":113},"Since 2015, leaders in Southeastern Virginia collaborated through regional conferences and coordinated plans to implement equity-focused interventions, while monitoring participation and outcomes over a two-year span.",{"name":119,"@type":110,"acceptedAnswer":120},"What data sources were used to evaluate the superintendent’s equity efforts?",{"text":121,"@type":113},"Researchers collected data through focus groups and individual interviews with school administrators, and they monitored outcomes using subgroup proportionality in academic and behavioral measures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602001,1792166545,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Equity-Minded Leadership: How School Leaders Make Meaning of Building Mindsets and Practices  \nJennifer Clayton  \nGeorge Washington University  \nMichelle K. Porter  \nChesapeake Public Schools  \nMelissa A. Oliver  \nChesapeake Public Schools  \nLeslie R. Wiggins  \nRichmond City Schools  \nTo enhance society through equitable educational attainment, efforts are being made in school districts to investigate practices and student data to provide more equitable opportunities for the students and families they serve. Given the importance of school leaders and their impact on student achievement and school climate (Bass & Riggio, 2006; Leithwood et al., 2004), it is imperative to understand how school leaders develop and sustain mindsets and behaviors toward equity. This study highlights the Superintendent’s efforts around equity using focus groups and individual interviews with school administrators.  \nKeywords: School leader, equity, educational administration, school principal  \nICPEL Education Leadership Review, Vol. 21, No. 1– December, 2020 ISSN: 1532-0723 © 2020 International Council of Professors of Educational Leader  \nTo enhance equality in society through equitable educational attainment, efforts are being made in school districts across the nation to investigate current practices and student data with the goal of providing more equitable opportunities for the students and families they serve. Given the importance of school leaders and their impact on student achievement and school climate (Bass & Riggio, 2006; Leithwood et al., 2004), it is imperative to understand how school leaders develop and sustain mindsets and behaviors of schools or personnel toward equity. Successful (and, conversely, underperforming) principals can impact teaching and student achievement; and these effects are likely to be the greatest in underperforming schools (Leithwood et al., 2004) . Further, in their study of schools of excellence through a lens of Hoy’s academic optimism, Brown, Benkovitz, Muttillo, and Urban (2011) noted,“the outcomes of interest are better in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level”(p. 57) .  \nSince 2015, school leaders in Southeastern Virginia have worked collaboratively throughout their region to deepen understanding and enhance efforts to intentionally improve success for all students using an equity mindset. Division leaders coordinated two regional conferences for superintendents, school board members, and hundreds of school administrators. Together, these school leaders explored interventions, shared strategies, and developed personalized plans to implement in their schools and offices. The conferences were grounded in the work of Blankstein, Noguera, and Kelly (2016) that focused on five principles of leading for equity including,“getting to your core, making organizational meaning, ensuring constancy and consistency of purpose, facing the facts and your fears, and building sustainable relationships.”  \nThe school division that is the focus of this study has been making equity work an intentional priority for the past several years. Under the direction of their Superintendent, there was a non-negotiable expectation that all school leaders incorporate equity concepts and interventions to meet the unique needs of their schools and offices. This expectation was communicated at several points over a two-year span with participation and outcomes monitored through analysis of subgroup proportionality in academic and behavioral measures such as graduation and completion rates, participation in rigorous coursework, disciplinary referrals, suspensions, and expulsions. These intentional actions not only resulted in more awareness and conversations being held about the specific needs at each school, but also in mor","cbCaibpPaKs8O7zf","https://ap.wps.com/l/cbCaibpPaKs8O7zf","pdf",326218,21,"English","# Literature Review\n## Equity in public education and societal inequality\n## Educational rigor, stratification, and opportunity","[{\"question\":\"What is the central focus of this study on school leadership?\",\"answer\":\"The study focuses on how school leaders develop and sustain mindsets and behaviors that support equity in schools and districts.\"},{\"question\":\"How did the division leaders pursue equity practices over time?\",\"answer\":\"Since 2015, leaders in Southeastern Virginia collaborated through regional conferences and coordinated plans to implement equity-focused interventions, while monitoring participation and outcomes over a two-year span.\"},{\"question\":\"What data sources were used to evaluate the superintendent’s equity efforts?\",\"answer\":\"Researchers collected data through focus groups and individual interviews with school administrators, and they monitored outcomes using subgroup proportionality in academic and behavioral measures.\"}]","Equity-Minded Leadership: How School Leaders Make Meaning of Building Mindsets and Practices - December 2020 | PDF",1792093845,53]