Date of Submission


Document Type



Doctor of Education




anti-Black racism, Black students, critical race theory, school leaders, culturally responsive


This Organizational Improvement Plan (OIP) was developed based on a problem of practice (PoP) in the Green District School Board (GDSB) related to equity leadership, and building the capacity and efficacy of school leaders to address anti-Black racism in K-12 schools. Despite efforts to create more equitable and inclusive classrooms, Ontario schools continue to display achievement gaps and negative outcomes for Black students, including streaming into courses below their abilities, harsher discipline, and higher push out and suspension rates compared to that of their peers. Feeling of isolation, lack of engagement and teacher connection further exacerbate the racial trauma and the negative experiences of Black students. This work is undertaken during a global pandemic that has further exposed the depth of societal inequities, and the growing demand for action and accountability to correct the prevailing racial injustices impacting Black students. Using a critical race theory (CRT) lens, the OIP outlines a change implementation plan that looks at key structures, learning approaches, and accountability measures that center the voices and perspectives of Black students and their families in order to break down and dismantle systemic barriers and address interpersonal racism and discrimination in schools. Social justice, culturally responsive, and distributive leadership are key leadership approaches to disrupt the status quo and create inclusive spaces. A hybrid version of Lopez’s NOFS, Kotter’s XLR8, and Deming’s PDSA models are used to stop and name anti-Black racism, and structure the necessary learning and supports for school leaders to authentically engage with the Black community and co-create intentional actions that transcend into tangibly different experiences and outcomes, within a culturally responsive school environment.