FIRST, ensure that leadership development is multidimensional, focusing on both the technical management (e.g., planning and budgeting, staffing) needed at each level of afterschool leadership—from program leadership to executive leadership—and on the transformational competencies that leaders will need to produce systemic change in afterschool organizations (e.g., setting direction and policy, aligning vision, inspiring and motivating staff) (Rosario, 2015).
SECOND, provide ongoing opportunities for leaders to (re)convene and share, question, and support each other. For example, the Institute increased an LDI fellow's confidence and capacity as a leader of color through "the opportunity over the course of the year to meet with other leaders of color, working through content as a group, it was encouraging, supportive environment, ask questions, support each other ... it gave me strength and support in my future role" (Public Profit, 2016).
THIRD, be aware of the unique experiences and influences brought by participants in a PLC, and embrace a culturally specific leadership development strategy "led by an individual who shares an identity with the participants, offers participants the opportunity to explore their social identity as an element of leadership, challenges exclusionary messages about leadership, and builds community" (Oswald-Herold, Elbert, & Feit, 2018).
FOURTH, help emerging leaders build capacity and confidence so that they advocate for systemic changes in organizational culture. For example, CalSAC has promoted counter-dominant models of leadership that are focused on developing leaders who lead through a collaborative and compassionate lens that encourages the reimagination of new realities and connects to social context rooted in core values and identity (Rosario, 2015). In an evaluation of the LDI, nearly all participants said that they used or planned to use their learning to raise awareness about issues of equity within their organization; navigate power, privilege, and equity challenges; and take a high-level look at systemic oppression (Public Profit, 2016).
FIFTH, collect data on demographics—including racial and ethnic backgrounds—of staff who currently serve in leadership roles and during the hiring process. For example, organizations can collect data on the number of candidates of color who apply to open leadership positions, and track which applicants are ultimately hired for leadership positions. Use these data not only to identify patterns in leadership profiles within organizations but also to guide conversations on how to recruit, support, and retain leaders of color.
The NAA platform challenges organizations to think beyond their current, dominant frameworks of leadership and enhance their structures, policies, expectations, and competencies in order to produce more effective leaders of color in afterschool. The PLC is an opportunity to leverage that platform to explore, learn, and refine institutional strategies for building and supporting emerging leaders of color in afterschool.
Learn more at The Afterschool Leadership Landscape: Supporting and Strengthening Racial Equity.
Courtesy of NAA.
