Show Notes
Equity Leadership Now! hosts conversations with equity-conscious leaders from pre-K through university settings who transform structures and strategies for educating students, particularly for those who are marginalized.
In this discussion, Dr. Jabari Mahiri and Professor Anthony Bryk explore the complexities of educational reform, particularly in relation to high school graduation rates and the dynamics of trust within school systems.
Professor Anthony Bryk, former president of the Carnegie Foundation, shares insights from his book, How a City Learned to Improve Its Schools. The book focuses on the case of Chicago Public Schools, where research revealed that students transitioning to high school faced substantial challenges, leading to increased dropout rates. Bryk discusses his long-term engagement with the school system, focusing on leveraging research to foster partnerships between academia and schools, which played a crucial role in this improvement.
Mahiri and Bryk also focus on the principles of continuous improvement and improvement science, highlighting the importance of problem-centered approaches that empower educators at all levels. Bryk distinguishes between continuous improvement as a methodology focused on rapid cycles of inquiry and improvement science as a broader framework encompassing these efforts. He expressed that focusing on high-leverage problems, such as gatekeeper courses in community colleges, can catalyze systemic change, ultimately advancing equity in education.
Lastly, Bryk highlights the importance of relational trust among educators, students, and community stakeholders, arguing that trust is essential for effective collaboration. He describes how low trust can create a competitive atmosphere among teachers, ultimately hindering collective growth and school improvement efforts. Conversely, fostering a trusting environment can facilitate better communication, engagement, and a shared commitment to student success. Bryk emphasizes the importance of democratic localism in creating environments where educators can innovate and respond to local needs, thereby diffusing contentious debates that often arise at higher administrative levels.
