“But How Will This Improve Outcomes?” Tensions and Lessons of Improvement During a Racial Equity Transformation at Copley Public Schools

Abstract

The chapter delves into the transformative journey of Copley Public Schools (CPS) toward creating a more inclusive and just learning environment, mainly focusing on racial equity. The district's history of state control due to academic underperformance led to a shift toward antiracist and equitable practices under former superintendent Danielle Crane. In this chapter, I emphasize the importance of achieving racial equity in schools, highlighting how one large urban school district engaged in a multiyear transformational process toward racial equity. The partnership between CPS and a university's educational leadership department was designed to address racial equity through a multiyear plan involving school and district leaders. The approach centered around Vygotsky's Zone of Proximal Development, emphasizing support for professional growth and equitable student outcomes. I outline a detailed plan grounded in research and best practices, focusing on leadership roles in shaping school culture and driving transformation. Lessons learned from the district's racial equity transformation highlight positive outcomes while addressing challenges such as historical practices influencing policies and systemic barriers to improvement. Leaders worked toward forming coalitions of progress, emphasizing the importance of understanding past influences on present environments and the need for informed decision-making to foster racially equitable educational settings.

Citation

Virella, P.M. (2024), "“But How Will This Improve Outcomes?” Tensions and Lessons of Improvement During a Racial Equity Transformation at Copley Public Schools", DeMatthews, D.E. and Kruse, S.D. (Ed.) Reimagining School Leadership (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Leeds, pp. 89-102. https://doi.org/10.1108/978-1-83797-410-820241006