Jo Smith, PhD is a Senior Lecturer in education policy and leadership in the University of Auckland’s Faculty of Education and Social Work. Her research is situated at the intersection of policy and practice, and examines the structures that both hinder and help schools enact reforms aimed at improving outcomes for all students. Elisabeth Crowell Kim, PhD is Assistant Professor of Educational Leadership at California State University, Monterey Bay. Her research uses a mixed-methods approach to explore the links between education policy and educational equity, with a particular focus on how contemporary policies moderate or exacerbate inequities for low-income Latinx and BIPOC students.

• Foreword: Decoteau IrbyIntroduction: Jo Smith, University of Auckland.Chapter 1 Motivations and Mechanisms: Stories of education leadership pathways: Elisabeth Kim, California State University, Monterey Bay.Chapter 2 Toward culturally responsive district leadership: Institutional change processes: Iton Udosenata, Salem-Keizer Public Schools, Oregon.Chapter 3 Equity audits to enhance culturally-responsive leadership: George Theoharis and Christine Ashby, Syracuse University; Sarah Gentile, West Genesee Central School District; Nate Franz, Jamesville-DeWitt School District; Corey Williams, Syracuse City School District; Ben Steuerwalt; Rory Edwards, Syracuse City School District & Meredith Devennie, Liverpool Central School District.Chapter 4 Flipping the script through virtual reality perspective-taking to increase the culture of belonging: Wendy Morgan, SHIFT and Heather McClure, University of Oregon.Chapter 5: Equity in action: Efforts and challenges of retaining BIPOC leaders: Gustavo Balderas, Beaverton School District, OregonChapter 6: Culturally responsive service delivery: George Theoharis, Syracuse University, Sarah D. Lent, University of Wisconsin-Madison & Kimana Kibriani, Syracuse University.Chapter 7: Tribe-school district relationships for policy change toward social justice: Mona Halcomb, Washington Office of Superintendent of Public Instruction.Chapter 8: Challenging Leadership to Meet the Needs of Muslim Students in New Zealand Schools: Deborah J. Lomax, University of Auckland About the AuthorsIndex

With the global movement toward a more diverse teacher workforce, researchers and district leaders have strived to reform classrooms into culturally responsive, socially just and equity-minded schools. In this volume, the authors share their narratives of leadership pathways covering topics such as culturally responsive district leadership and the use of "equity audits", retaining BIPOC leaders, meeting the needs of Muslim students in New Zealand, and tribe-school district relations in Oregon. The power of this volume offers lessons learned that are enlightening both to researchers and district leaders alike!

Jo Smith, PhD is a Senior Lecturer in education policy and leadership in the University of Auckland’s Faculty of Education and Social Work. Her research is situated at the intersection of policy and practice, and examines the structures that both hinder and help schools enact reforms aimed at improving outcomes for all students. Elisabeth Crowell Kim, PhD is Assistant Professor of Educational Leadership at California State University, Monterey Bay. Her research uses a mixed-methods approach to explore the links between education policy and educational equity, with a particular focus on how contemporary policies moderate or exacerbate inequities for low-income Latinx and BIPOC students.

• Foreword: Decoteau IrbyIntroduction: Jo Smith, University of Auckland.Chapter 1 Motivations and Mechanisms: Stories of education leadership pathways: Elisabeth Kim, California State University, Monterey Bay.Chapter 2 Toward culturally responsive district leadership: Institutional change processes: Iton Udosenata, Salem-Keizer Public Schools, Oregon.Chapter 3 Equity audits to enhance culturally-responsive leadership: George Theoharis and Christine Ashby, Syracuse University; Sarah Gentile, West Genesee Central School District; Nate Franz, Jamesville-DeWitt School District; Corey Williams, Syracuse City School District; Ben Steuerwalt; Rory Edwards, Syracuse City School District & Meredith Devennie, Liverpool Central School District.Chapter 4 Flipping the script through virtual reality perspective-taking to increase the culture of belonging: Wendy Morgan, SHIFT and Heather McClure, University of Oregon.Chapter 5: Equity in action: Efforts and challenges of retaining BIPOC leaders: Gustavo Balderas, Beaverton School District, OregonChapter 6: Culturally responsive service delivery: George Theoharis, Syracuse University, Sarah D. Lent, University of Wisconsin-Madison & Kimana Kibriani, Syracuse University.Chapter 7: Tribe-school district relationships for policy change toward social justice: Mona Halcomb, Washington Office of Superintendent of Public Instruction.Chapter 8: Challenging Leadership to Meet the Needs of Muslim Students in New Zealand Schools: Deborah J. Lomax, University of Auckland About the AuthorsIndex

With the global movement toward a more diverse teacher workforce, researchers and district leaders have strived to reform classrooms into culturally responsive, socially just and equity-minded schools. In this volume, the authors share their narratives of leadership pathways covering topics such as culturally responsive district leadership and the use of "equity audits", retaining BIPOC leaders, meeting the needs of Muslim students in New Zealand, and tribe-school district relations in Oregon. The power of this volume offers lessons learned that are enlightening both to researchers and district leaders alike!

Jo Smith, PhD is a Senior Lecturer in education policy and leadership in the University of Auckland’s Faculty of Education and Social Work. Her research is situated at the intersection of policy and practice, and examines the structures that both hinder and help schools enact reforms aimed at improving outcomes for all students. Elisabeth Crowell Kim, PhD is Assistant Professor of Educational Leadership at California State University, Monterey Bay. Her research uses a mixed-methods approach to explore the links between education policy and educational equity, with a particular focus on how contemporary policies moderate or exacerbate inequities for low-income Latinx and BIPOC students.

• Foreword: Decoteau IrbyIntroduction: Jo Smith, University of Auckland.Chapter 1 Motivations and Mechanisms: Stories of education leadership pathways: Elisabeth Kim, California State University, Monterey Bay.Chapter 2 Toward culturally responsive district leadership: Institutional change processes: Iton Udosenata, Salem-Keizer Public Schools, Oregon.Chapter 3 Equity audits to enhance culturally-responsive leadership: George Theoharis and Christine Ashby, Syracuse University; Sarah Gentile, West Genesee Central School District; Nate Franz, Jamesville-DeWitt School District; Corey Williams, Syracuse City School District; Ben Steuerwalt; Rory Edwards, Syracuse City School District & Meredith Devennie, Liverpool Central School District.Chapter 4 Flipping the script through virtual reality perspective-taking to increase the culture of belonging: Wendy Morgan, SHIFT and Heather McClure, University of Oregon.Chapter 5: Equity in action: Efforts and challenges of retaining BIPOC leaders: Gustavo Balderas, Beaverton School District, OregonChapter 6: Culturally responsive service delivery: George Theoharis, Syracuse University, Sarah D. Lent, University of Wisconsin-Madison & Kimana Kibriani, Syracuse University.Chapter 7: Tribe-school district relationships for policy change toward social justice: Mona Halcomb, Washington Office of Superintendent of Public Instruction.Chapter 8: Challenging Leadership to Meet the Needs of Muslim Students in New Zealand Schools: Deborah J. Lomax, University of Auckland About the AuthorsIndex

With the global movement toward a more diverse teacher workforce, researchers and district leaders have strived to reform classrooms into culturally responsive, socially just and equity-minded schools. In this volume, the authors share their narratives of leadership pathways covering topics such as culturally responsive district leadership and the use of "equity audits", retaining BIPOC leaders, meeting the needs of Muslim students in New Zealand, and tribe-school district relations in Oregon. The power of this volume offers lessons learned that are enlightening both to researchers and district leaders alike!