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Explains why education leaders must keep equity at the center of practice and district decision-making, especially amid challenges such as segregation, systemic inequities, and pandemic impacts. Describes the Center for Education Equity’s role in building sustainable capacity in public education, and structures superintendent leadership functions using equity-centered mindshifts, data use, goal setting, resource allocation, hiring, placement, learning, accountability, student engagement, climate, and family and community involvement.",{"@graph":69,"@context":123},[70,84,106],{"@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/time-to-act-how-school-superintendents-keep-equity-at-the-center-of-their-leadership-guide/582862/",{"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/time-to-act-how-school-superintendents-keep-equity-at-the-center-of-their-leadership-guide/582862.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What problem does MAEC’s Center for Education Equity (CEE) aim to address?","Question",{"text":113,"@type":114},"CEE was established to address problems in public schools caused by segregation and inequities, improving and sustaining the systemic capacity of public education to increase outcomes for all students.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the guide frame the superintendent’s role in advancing equity?",{"text":118,"@type":114},"It positions equity-centered leadership as guiding beliefs and practices across the district, using a structured set of superintendent functions to inform decisions and discussions.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the guide emphasize about using data and setting goals?",{"text":122,"@type":114},"It highlights using disaggregated data to inform decisions and developing and implementing goals for diversity, equity, and inclusion to guide actions across district priorities.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},582862,1792061755,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","About MAEC  \n\n| MAEC is an education non-profit dedicated to increasing access to a high-quality education for racially, culturally, linguistically, and economically diverse learners. We work to promote excellence and equity in education to achieve social justice.\u003Cbr>About CEE |  |\n| --- | --- |\n| MAEC established the Center for Education Equity (CEE) to address problems in public schools caused by segregation and inequities. As the Region I Equity Assistance Center, CEE works to improve and sustain the systemic capacity of public education to increase outcomes for students regardless of race, gender, religion, and national origin. CEE is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964. | |\n| Authorship |  |\n| This guide was developed through a partnership between MAEC and WestEd. Writers of the materials were: Susan Villani, WestEd, Daryl Williams, MAEC, and Susan Mundry, WestEd. With appreciation to Marianna Stepniak, MAEC, and Sonia Caus Gleason.\u003Cbr>Disclaimer |  |\n\nMAEC is committed to the sharing of information regarding issues of equity in education. The contents of this guide were developed under a grant from the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.  \n© 2021 MAEC. All rights reserved.  \nSuggested citation: MAEC, Inc. (2021) . Time to Act: How School Superintendents Keep Equity at the Center of Their Leadership. Bethesda, MD. January 2021  \nTable of Contents  \nIntroduction  \nSection 1  \n1  \n| Mindshifts of Superintendents |  | 3 |\n| --- | --- | --- |\n| Function 1: | Engaging local school boards in prioritizing equity throughout the district | 7 |\n| Function 2: | Using disaggregated data to inform all decisions | 10 |\n| Function 3: | Developing and implementing goals for diversity, equity, and inclusion | 13 |\n| Function 4: | Allocating resources | 16 |\n| Function 5:\u003Cbr>Function 6: | Recruiting and hiring administrators and teachers for assignment in specific district roles or schools Mentoring and inducting, supervising, and evaluating administrators and teachers | 19\u003Cbr>22 |\n| Function 7: | Assigning student placement | 25 |\n| Function 8: | Requiring and engaging in professional learning | 28 |\n| Function 9: | Sharing responsibility for learning, including instruction, curriculum, and assessment | 31 |\n| Function 10: | Engaging students | 34 |\n| Function 11: | Creating positive school climate and discipline | 37 |\n| Function 12: | Engaging parents and caregivers | 40 |\n| Function 13:\u003Cbr>Section | Engaging the community\u003Cbr>2 | 43 |\n| Additional Resources\u003Cbr>Section 3 |  |  |\n\nReferences  \nIntroduction  \nHow can education leaders keep equity at the center of their own practice and in their districts and schools? In the wake of the national uprising to end police brutality; equity issues are, for an increased number of Americans, top of mind. While school officials are grappling with how to bring students safely back to classrooms during a pandemic and provide them with a quality education, educators and the public are demanding that schools find remedies for systemic educational inequities. Clearly, now is the time for action. The Council of Chief State School Officers affirms,“While this moment brings challenges, it also offers the potential to rebuild education systems and schools that actively redress racial and other inequities. Returning to business as usual is not an option”(CCSSO, 2020) .  \nGlenn Singleton, founder of Pacific Educational Group, advocates for top education leaders, e.g.  \nsuperintendents and schools boards, to step up to make our education systems equitable.  \n“Systemic equity transformation requires a shift in the organizational culture and climate  \nof school systems and schools. That shift must flow from the highest-ranking leadership  \nto and between staff in all divisions of the district. Achieving rac","cbCaikfvOM0Tdggt","https://ap.wps.com/l/cbCaikfvOM0Tdggt","pdf",1727264,108,"English","# Introduction\n## Mindshifts of Superintendents\n## Function 1: Engaging local school boards in prioritizing equity throughout the district\n## Function 2: Using disaggregated data to inform all decisions\n## Function 3: Developing and implementing goals for diversity, equity, and inclusion\n## Function 4: Allocating resources\n## Function 5: Recruiting and hiring administrators and teachers for assignment in specific district roles or schools\n## Function 6: Mentoring and inducting, supervising, and evaluating administrators and teachers\n## Function 7: Assigning student placement\n## Function 8: Requiring and engaging in professional learning\n## Function 9: Sharing responsibility for learning, including instruction, curriculum, and assessment\n## Function 10: Engaging students\n## Function 11: Creating positive school climate and discipline\n## Function 12: Engaging parents and caregivers\n## Function 13: Engaging the community\n# Additional Resources","[{\"question\":\"What problem does MAEC’s Center for Education Equity (CEE) aim to address?\",\"answer\":\"CEE was established to address problems in public schools caused by segregation and inequities, improving and sustaining the systemic capacity of public education to increase outcomes for all students.\"},{\"question\":\"How does the guide frame the superintendent’s role in advancing equity?\",\"answer\":\"It positions equity-centered leadership as guiding beliefs and practices across the district, using a structured set of superintendent functions to inform decisions and discussions.\"},{\"question\":\"What does the guide emphasize about using data and setting goals?\",\"answer\":\"It highlights using disaggregated data to inform decisions and developing and implementing goals for diversity, equity, and inclusion to guide actions across district priorities.\"}]","Time to Act: How School Superintendents Keep Equity at the Center of Their Leadership - Guide | PDF",1792044702,272]