1. EDLE 8329 Introductory Video Notes
Module IV
Dr. Mary A. Hooper
Creating Capacity for Learning and Equity in Schools:
The Mode of Transformational Leadership
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016
Dr. Mary A. Hooper

2. Transformational Leadership is the practice of cultivating an inclusive, learning-focused culture for the school community that leverages the varied and diverse perspectives of both the school staff and members of the local community in achieving a vision for learning and equity. Hooper and Bernhardt, 2016 p. 99
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

3. Transformational Leadership Commitment 1
Models Cultural Responsiveness
The leader intentionally and deliberately engages members of the local school community in empowering interactions that support the identification of individual and collective core values and beliefs that can be leveraged in support of achieving learning and equity.
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

4. Transformational Leadership Commitment 2
Sustains Inclusive Learning Communities
The leader establishes and sustains fully effective learning communities through the cultivation of an inclusive culture while modeling and reinforcing norms that engender trust, respect, collegiality, and ethical considerations in a safe and caring climate.
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

5. Fears and Hopes Protocol
Purpose: Establish common starting point for a group based on understanding of individual and collective expectations and points of concern.
Time required: 10–15 minutes
Review the established purpose and expected outcomes for the meeting.
Direct individuals to think about and record their FEARS and HOPES related to the context of the meeting.
What are your FEARS about this meeting?
In other words what concerns do you have about our purpose
and expected outcomes?
What HOPES do you have for this meeting?
What do you see as the ideal outcome from the time
we spend together?
Facilitate sharing in small groups followed by a large group discussion in which Fears and Hopes are listed on charts for all to see.
Debrief by asking participants to discuss observations and patterns of responses.
Adapted from resources available through the School Reform Initiative.
Figure 7.2

6. I AM... Social Class Gender/ Sexual Orientation Nationality
Race
Ethnic Group
Exceptionality and/or Non-exceptionality
Religion
Geographic Region
Gender/ Sexual Orientation
Figure 7.3
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

7. Interaction Continuum
Engage
Empower
Figure 7.4
Inform
Involve
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

8. School and Community Interaction Inventory
School Year:
Activity
targeted
Audience
Event Schedule
Communication Strategies
Audience Trends
Comments
(e.g., conferences, fall choral concert, track meet)
(e.g., grade 6 parents)
(e.g., month, day of week, time)
(e.g., flyers, school calendar, web page)
(e.g., attendance for current and past few years)
Figure 7.5
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

9. Creating Capacity for Learning and Equity by Mary A
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

10. What do you expect the school to achieve?
Mutual Expectations
Leaders
Community
What do you expect from school leaders?
What can school leaders expect from you?
Shared Values
Figure 7.6
What do you expect the school to achieve?
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

11. Capacity for Learning and Equity
Logistics
Decision-Making Processes
Engaged Interactions
Figure 8.1
Norms for creating capacity define members’ commitment to action which are regularly reviewed and refined.
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

12. If – Then Protocol
Purpose: Provide a framework for considering the necessary actions for accomplishing a specific outcome.
Time required: 15 minutes
IF …
Use this space to record the specific deliverables that need to be completed for the initiative to be successful
THEN …
Use this space to record the actions and resources required to complete the specific deliverables identified in the previous column
Figure 8.2
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

13. Three I’s Decision Making Framework
Involve
Inform
Input I I I
Figure 8.3
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

14. Continuum of Trust in Learning Communities
Figure 8.5
Lack of trust
Confidence that others will follow through with commitments
Vulnerability-Based Trust
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016

15. Personal Teaching Best: Success Analysis Protocol
Think about a specific teaching experience you have had that would consider to be an example of when you were at your VERY BEST as a teacher.
Record your responses to each of the following prompts:
What was the context of your “Teaching Best” situation/experience?
List the five to seven most important actions or behaviors you think contributed to the success of this teaching experience.
Describe how others were engaged in this experience (students, other teachers, parents, or staff).
What were the results? If the results were shared, how were they shared?
Figure 8.6
Creating Capacity for Learning and Equity by Mary A. Hooper and Victoria L. Bernhardt, © Copyright Taylor & Francis 2016