Preparing to lead: exploring the learning ecosystem of school district equity directors

Research has yet to explore the learning experiences that qualify contemporary, PK-12 Equity Directors (EDs) for the job. Hence, the primary purpose of this paper is to expand knowledge of leadership preparation and learning for Equity Directors with recognition for the newness, uniqueness, and challenging nature of the position. To accomplish this goal, we employed a qualitative, collective case study research design to explore the preparation pathways of six EDs in a mid-sized, southeastern state in the United States. Specifically, an analysis of transcribed interviews revealed the ways in which their trajectories were influenced by a learning ecosystem that included university-based leadership preparation; professional development; lived experiences (personal and professional); and self-guided study. Among others, our findings support the need for ED preparation and learning from universities with expressed commitments to justice; leadership preparation programmes explicitly designed to build leadership capacity for equity directors; and curriculum that elucidates the historical injustices in US systems, engages critical theories, and explores the potential of liberatory praxis. We believe our findings could inform the preparation and ongoing learning of organisational leaders across fields (and countries) who are driven by justice-oriented outcomes.