SELF Competencies: Represented Central Office Culture

#2. Culture

SOCIAL JUSTICE LEADERSHIP: Take responsibility for equitable academic, civic and social-emotional outcomes for students who have been historically underserved by schools and society.


Cultivate an inclusive, caring, and supportive department/program culture that promotes strong school cultures and positive student experiences.


  • Students at the center: Develop the department/program systems, rituals, and mindsets to ensure that student success, especially for students who are typically marginalized, is visible and central to the work.

  • Cultural competence and responsiveness: Build knowledge and implement practices to affirm the dignity and value of cultures and languages represented in the department/program and in school communities.

  • Equitable practice: Explore and model own identity and cultural awareness of self and work to interrupt oppressive practices, words or actions in adult and student communities.

  • Inclusive, caring and supportive school community: Create and sustain a welcoming, responsive, and inclusive department/program that supports all members’ intellectual, social and emotional development.

  • Service: Support school leaders and educators to develop the systems, rituals, and mindsets that keep students at the center, value communities, maintain equitable practice, and sustain inclusive school communities.

Evidence of Impact

  • Meeting agenda structures, visuals, and rituals reflect an ongoing commitment to equity (i.e., through Discourse II engagement).

  • Department/program team members witness the leader taking interruptive action (through modeling or direction) in response to instances of inequity.

  • Department/program team members report feeling welcome, included and supported.

  • Department/program team members report being supported to build their own cultural competence.

This page was last updated on September 17, 2020