When Treating All the Kids the SAME Is the REAL Problem

Dr. Kendra V. Johnson's preferred pronouns are "she" and "her." She holds a bachelor's degree in chemistry from Lincoln University, PA. While working the in the field of education, Dr. Johnson went on to earn her master's degree in administration and supervision from Johns Hopkins University, a juris doctorate with concentrations in public interest and business law from the University of Baltimore School of Law, and a doctorate in urban educational leadership, social policy from Morgan State University. Dr. Johnson is licensed to practice law in the states of Maryland and New Jersey. Accordingly, Dr. Johnson comes to this work with rich and dynamic experiences in education and law. Before serving as a community superintendent, she served as a science teacher, science department chairperson, assistant principal, assistant to the area superintendent, principal, area assistant superintendent, Title I coordinator, instructional director, assistant superintendent, a chief academic and innovation officer, an assistant superintendent for equity, and superintendent. Dr. Johnson brings experiences from multiple educational settings over the past 25 years: large, mid-size, and small districts; urban and suburban districts; and racially, socio-economically, and linguistically diverse districts. Dr. Johnson draws from these authentic experiences to inform her work with students, parents/guardians, educators, and community members. In particular, she honors the voice of children, and believes their voice should serve as "the expert voice" when attempting to effectively program for them. Dr. Johnson and co-author Dr. Lisa Williams wrote the book, When Treating All the Kids the Same Is the Real Problem (Corwin, 2014). This book and related leadership, equity, social justice, access, and opportunity topics serve as the content for Dr. Johnson's consulting and executive coaching with non-profit organizations, public schools, and private/independent schools. Dr. Johnson's commitment to dismantle systems of oppression and actively advance social justice continues to evolve through her experiences as an educator, pro bono attorney, consultant, unapologetic "let's be who we say we are" advocate, lifelong member of the illustrious sisterhood of Delta Sigma Theta, Inc., and founding partner with Equity in Education Partners. She resides in the Baltimore area with her partner, Reginald. Dr. Lisa Williams is a career educator having held the position of teacher, mentor, university professor, and Title I director, and executive director of equity over her career in education. She has bachelors' degrees in biology and psychology, an M.A. in psychology, and a doctorate in Urban Educational Leadership with an emphasis in social policy. She has presented at the local, state, and national levels on topics related to improving outcomes for marginalized student populations. Her career in public education spans nearly 20 years. Her dissertation study examined Response to Intervention (RTI) and the performance of students attending Title I schools. Dr. Williams is a consultant with the National Alliance for Partnerships in Equity (NAPE) as well as her independent company, EMCS. In her consulting work, she has provided guidance for schools and school systems in the areas of anti-racist organizational development, racial equity, gender equity in STEM, leading for equity, school transformation, and culturally responsive practices. Dr. Williams has served as a subject matter expert with the U.S. Department of Education Department of Career, Technical, and Adult Education division related to equitable access in STEM/CTE. She serves as a board president for Restorative Response Baltimore, an organization that provides guidance and support for Restorative Practices and Community Conferences to decrease violence and create inclusive environments across the Baltimore Metropolitan Area. Over her career as a public school educator and administrator, systems transformation toward equitable access has been her focus. Toward that end, she has engaged in program creation (created two certificate programs in educational equity and cultural proficiency with two local Maryland Institutes for Higher Education) that help build staff capacity to actualize inclusive schooling behaviors. Her first book, When Treating All the Kids the Same Is the Real Problem (co-authored with Dr. Kendra Johnson) was published by Corwin in 2014. Dr. Williams is the proud mom of a son, Andrew, who is the daily inspiration for her work for all children.

Acknowledgments The Authors' Voices Introduction Part I: The Context 1. Why Is Treating All Students the Same the Real Problem? 2. What Reform Has Taught Us 3. The PACE Framework for Equity: Merging Job-Embedded Equity Learning Cycles With Ongoing Data Analysis Part II: The Practice 4. The Leadership-for-Equity Dilemma 5. Taking Instructional Leadership for Equity Into the Classroom: The Daily Quality Instruction Challenge Part III: Implementation and Beyond 6. The PACE Framework in Action 7. Institutionalizing the PACE Framework to Realize a Transformed Schooling Process List of Figures References Index

"For those who are unsure where to begin the process, or lack a context for why they need to undergo the transformation of changing their instructional practices to align with the need to respond to America's changing public school population, the contents are arranged in a manner to provide the necessary support to guide the audience through the process." -- Dr. Kandice W. Taylor, Principal "This book provides school leaders with practical tools and a practical model to implement drastic change in any school climate. The PACE Framework perfectly outlines strategies and activities to implement an effective, quality first-instruction program at schools that serve students who are normally underserved. School leaders and district leaders, who serve as change agents in multi-faceted school communities, can use this book. I highly recommend it for any school leader needing a framework to shift the culture, instructional practices, the mindset of staff, and community members alike." -- Tara A. Minter, Elementary School Principal