Equitable leadership on the ground: Converging on high-leverage practices


  • Mollie K. Galloway Lewis & Clark College
  • Ann M. Ishimaru University of Washington




equity, leadership, standards


What would leadership standards look like if developed through a lens and language of equity? We engaged with a group of 40 researchers, practitioners, and community leaders recognized as having expertise on equity in education to address this question. Using a Delphi technique, an approach designed to elicit expert feedback and measure convergence around a question of interest, these leaders participated in three rounds of data gathering. In Rounds One and Two, the 40 participants described and then rated leadership practices they believed to be most likely to mitigate race, class, and other group-based disparities between dominant and nondominant students. In Round Three, 14 of these experts participated in focus group sessions, using the findings from the first two rounds to ultimately converge around 10 high-leverage leadership practices for equity. Findings highlight the importance of leadership centered on countering systemic and structural barriers that maintain disparities, with implications for leadership preparation, policy, and tools to support organizational leadership for equity.


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Author Biographies

Mollie K. Galloway, Lewis & Clark College

Mollie K. Galloway is an associate professor of Educational Leadership in the Graduate School of Education and Counseling at Lewis & Clark College. Her research focuses on equity, privilege, and leadership in K-12 settings. 

Ann M. Ishimaru, University of Washington

Ann M. Ishimaru is an assistant professor of P-12 Educational Policy, Organizations, and Leadership at the College of Education at the University of Washington. Her research focuses on the intersection of leadership, community-school relations, and equity-based reform in P-12 education.




How to Cite

Galloway, M. K., & Ishimaru, A. M. (2017). Equitable leadership on the ground: Converging on high-leverage practices. Education Policy Analysis Archives, 25, 2. https://doi.org/10.14507/epaa.25.2205