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 from historically marginalized communities.
In episode 5, Dr. Jabari Mahiri talks with Dr. Susan Moore Johnson, a former high school English teacher turned prominent Harvard professor specializing in teacher policy, organizational change, and leadership. Johnson has conducted extensive research on effective school environments and the critical role of school leadership in shaping positive and sustainable conditions for both teachers and students.
Her book, Where Teachers Thrive: Organizing Schools for Success, draws from multiple studies conducted between 2008 and 2015 in challenging urban school environments. These studies involved nearly 400 educators across 26 schools, focusing on organizational structures that support teacher development and student learning. Professor Johnson critiques traditional, compartmentalized school structures that hinder teacher support and resource allocation, advocating instead for collaborative frameworks that prioritize professional growth and collective problem-solving.
Professor Johnson identifies two distinct leadership approaches that differentiate successful schools from unsuccessful ones. In successful schools, principals adopt an inclusive leadership style, involving teachers in problem-solving and decision-making processes. This approach contrasts with instrumental leadership found in less successful schools, where principals impose top-down directives without engaging teachers in meaningful collaboration. Johnson's findings underscore the importance of shared decision-making and teacher empowerment in fostering productive school climates.
Professor Johnson emphasizes the importance of collaborative environments, where principals facilitate teacher collaboration and professional development. Successful schools also prioritize relationships with parents and community stakeholders, creating welcoming environments that support student success. She critiques policies that overlook the role of school organization and culture in supporting effective teaching. Her findings highlight the need for holistic approaches that address both teacher support and organizational effectiveness.
