transcript: https://tinyurl.com/3h7hkwd4

In this special episode of Equity Leadership Now!, we are pleased to share Professor Robert B. Reich’s keynote address from the 2025 UC Berkeley School of Education graduation ceremony. Professor Reich is currently the Carmel P. Friesen Professor of Public Policy at the Goldman School of Public Policy at UC Berkeley and a senior fellow at the Blum Center for Developing Economies. He has served in three US administrations, including as Secretary of Labor under President Bill Clinton, a role for which "Time" magazine named him one of the 10 most effective cabinet secretaries of the 20th century.

Professor Reich delivered a powerful speech to future educational leaders, teachers, and changemakers on the need for a universal, free public education system that promotes civic education, critical thinking, and social justice.

He discussed the critical role of education in sustaining democracy and addressing societal inequalities in these uncertain times. Reich also emphasized the importance of teaching students about the U.S. political system, the rule of law, and the principles of equality, both politically and economically.

Reich noted that education should not be viewed solely as a private investment leading to personal economic gain but as a public good essential for the functioning of democracy. He asserted that, “civic education should instill in young people a passion for truth, enabling them to think critically, be skeptical, but not cynical about what they hear and read, find reliable sources of information, apply basic logic and analysis, and know enough history and the physical world to differentiate between fact and fiction” and while education is often framed as an individual pathway to success, its broader societal value cannot be ignored.

The address concludes with a call for graduates to embrace the challenges of their time with passion and purpose, framing the current moment as an opportunity for defending democracy and ensuring that education remains a pillar of American society.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/4z5d77bu

In this episode of Equity Leadership Now!, host Dr. Jabari Mahiri speaks with Dr. Lora Bartlett, Associate Professor of Education at UC Santa Cruz, about the new book Going the Distance: The Teaching Profession in a Post-COVID World, co-authored with Allison Thompson, Judith Warren-Little, and Riley Collins. Dr. Bartlett highlights that the teaching profession was already in crisis before the pandemic and the arrival of COVID-19 acted as a form of "thermal shock," exposing the structural flaws already embedded in the educational system—similar to a cracked teapot shattered by hot water. She reframes the pandemic not as the crisis itself but as an event that revealed existing systemic vulnerabilities.

Dr. Bartlett shares more about the findings she and her colleagues present in the book from a longitudinal study of 75 teachers across nine U.S. states, tracked from Spring 2020 through late 2022, examining their professional experiences during and after the COVID-19 pandemic. Their research revealed two dominant policy orientations among states: ‘Speed-and-Control States’ like Florida, Texas, and Iowa that sought centralized control over both pandemic responses and curricular content. On the other hand, the ‘Caution-and-Guidance States’ such as California, Oregon, New York, and Arizona, provided guidance rather than mandates, and many promoted equity-centered curriculum development rather than restricting content.

Bartlett shared that teacher satisfaction was less correlated with state policy and more with local working conditions. Teachers in all states reported positive experiences when supported by inclusive leadership, collaborative school cultures, and respect for teacher voice. Bartlett affirms the power of the local—asserting that even amidst national political instability or federal withdrawal of support, local leadership can shape teacher retention and satisfaction. In Florida, Texas, and Iowa, states characterized by high control and curriculum restrictions, 32% of sampled teachers left the profession. In California, Oregon, New York, Massachusetts, and Arizona—which emphasized caution and curricular autonomy, only 7% left.

A key theme throughout the conversation is “adaptive capacity,” which Bartlett defines as the ability of schools and educators to respond to unforeseen challenges in real-time. Drawing on examples from crisis theory and jazz improvisation, Dr. Bartlett explains that effective improvisation is essential in moments of uncertainty and it requires deep preparation, skill, and collaborative engagement. Adaptive capacity is not reactive passivity; rather, it is an empowered, informed responsiveness enabled by organizational structures that value professional autonomy and trust.

Ultimately, Bartlett argues for a paradigm shift that recognizes teachers as knowledgeable professionals capable of innovation and problem-solving. Creating conditions that support teacher improvisation, collaboration, and autonomy is not only necessary for navigating crises but also essential for sustaining the profession in a post-pandemic world.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/44v8sa76

In this special episode of Equity Leadership Now!, Dr. Jabari Mahiri and members of the 21CSLA professional learning group discuss the core concepts from Dr. George Theoharis's influential work, “The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice and School Reform”. Each guest from the 21CSLA professional learning group explores one of Theoharis's seven attributes of successful social justice leaders, relating these principles to Equity Leadership Now! episode 10, Leading with Compassion in Polarizing Times with Dr. Pedro Noguera. “Compassion is that move toward action, and so that's where I believe the power lies in reconceptualizing our consciousness,” said 21CSLA team member, Stefanie Baker. “Lots of us feel things, and we can relate to things, but it's that movement to action that pushes us toward supporting leaders to become the leaders children deserve.”

Overall, the discussion emphasizes the importance of compassionate, sustained leadership in education, a deep commitment to equity, and a clear focus on improving learning outcomes for all students.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/nbr8x6r4

​​In this episode of Equity Leadership Now! Podcast, host Dr. Jabari Mahiri speaks with Dr. Jose Eos Trinidad, Assistant Professor of Education Policy at UC Berkeley, about his scholarship on educational policy, civil society, and institutional change. Trinidad shares more about his background, research, and his new book, Subtle Webs: How Local Organizations Shape US Education.

His research focuses on the roles that organizations, both within and outside schools, play in shaping educational systems, particularly in decentralized contexts like the United States. Trinidad’s research is shaped by his upbringing in the centralized school system of the Philippines, his experience in education nonprofits, and his interdisciplinary PhD in Sociology and Human Development.

In Subtle Webs Trinidad draws from two decades of data from his research in school systems in Chicago, Philadelphia, and New York. Trinidad focuses on organizational theory to highlight how the structure of partnerships matters: cities like Chicago feature informal, organic collaborations, whereas Philadelphia’s approach is more formalized and systematic. Both have achieved improvements in graduation rates.

Subtle Webs explores how cross-sector partnerships can help school leaders navigate complex educational ecosystems. Trinidad emphasizes a shift from deficit-based narratives to strengths-based, anti-racist approaches that recognize the assets in marginalized communities. He explains that while these systems often rely on simple indicators like course failures and credit accumulation, their real power lies in how educators and external organizations collaborate to support students identified as at-risk.

Despite current political and ideological threats to education, Trinidad remains hopeful. He argues that local organizations, when interconnected and mutually supportive, can produce national impact, fostering systemic change through distributed, grassroots leadership.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/3n8aubm2

In this discussion, host Dr. Jabari Mahiri and special co-host Becca Minkoff converse with Assistant Professor of Health and Social Behavior and Community Health Sciences, Dr. Sean Darling-Hammond on his recent study titled, "No Matter How You Slice It, Black Students Are Punished More: The Persistence and Pervasiveness of Discipline Disparities." Darling-Hammond reveals that through analyzing data representing students across the country from varied socioeconomic groups, he found that Black students face disproportionately high rates of punishment across various forms, including suspensions, school-based arrests, and corporal punishment. These disparities persist despite recent policy changes aimed at addressing them.

“I think there are a lot of things that allow us to humanize data, to think about what it would take to design, and two, use data in a way that allows us to identify and combat racism strategically. And that is what anti-racism is.

“It's about being focused on realizing that, we live in a structurally racist world in many ways, that there are vestiges of slavery, Jim Crow and racism that persist, and then thinking about how we can take that on intentionally, instead of just saying, well, if we see it, we see it. Well, if we always go through life that way, we'll miss a lot,” Darling-Hammond said.

Dr. Sean Darling-Hammond highlights the importance of data-driven arguments against punitive practices, noting that studies show that such environments worsen student behavior, increase bullying, and harm the school climate. He explains that punitive measures undermine students' sense of connection to teachers and schools, while equity-focused approaches foster inclusion and positive relationships.

Darling-Hammond also offers a response to concerns from parents who may view relationship-oriented approaches as "soft." He suggests that parents generally want schools that treat all children with dignity, where students feel respected and connected to their teachers. He emphasizes that “the purpose of the empathic discipline, the empathic mindset intervention, is to completely change that mindset framework and help teachers remember they got into this because they believe in every kid, every kid's ability to grow, and they are responsible for having a relationship with every kid.”

Read more on: https://bse.berkeley.edu/eln

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/kv7n2cvp

In episode 12 of the Equity Leadership Now! podcast, Dr. Raffaele Pozzi, a professor of musicology and pedagogy at Roma Tre University, discusses the role of music education in shaping democratic and multicultural societies with host Dr. Jabari Mahiri. Dr. Pozzi emphasizes the need for a broader, more inclusive approach to music, where the focus is not only on the theoretical or technical aspects of music but also on listening, understanding, and appreciating diverse musical traditions. He stresses that music education should involve both academic learning and practical experience, highlighting the significance of becoming “a good listener” to different musical genres, which can foster greater empathy and cultural awareness.

Dr. Pozzi believes that music education can contribute to a more democratic society by encouraging students to engage with music from various cultures and backgrounds, thus promoting an understanding of difference and diversity. In his view, music is not just a technical skill but a means of connecting with different human experiences and expanding worldviews.

A key point of the discussion is the concept of becoming “a good listener." Pozzi argues, that to become “a good listener means also to be more communicative,” and that good listening is essential for both music education and interpersonal communication. He contrasts this with a traditional, "grammatical" approach to music that prioritizes technical knowledge over experiential engagement with music. He critiques the social barriers that often associate classical music with social class and suggests that music education should encourage young people to explore various genres, including rock and hip-hop, with an open mind.

Dr. Mahiri and Dr. Pozzi also explore the pedagogical implications of incorporating diverse musical genres into curriculum. Pozzi stresses that the value of music lies in its artistic and aesthetic richness, not in genre distinctions. He advocates for a curriculum that fosters curiosity and invites students to experience music outside of their immediate preferences. Mahiri raises thought-provoking questions, such as what happens when youth are more expert in a particular genre than the teacher? And how might educators navigate topics like drug-use, that are thematized in hip-hop music? Mahiri also asks, “How do we deal with these controversial issues that may actually represent the authentic interests and in some cases, values of youth?”

In addressing the challenge of reconciling controversial content, such as the drug-related themes in hip-hop songs, Pozzi suggests that educators should engage students' values critically, using such moments as opportunities to expand their understanding of the broader cultural context.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/5bwsezne

In this discussion, Dr. Jabari Mahiri and Professor Anthony Bryk explore the complexities of educational reform, particularly in relation to high school graduation rates and the dynamics of trust within school systems.

Professor Anthony Bryk, former president of the Carnegie Foundation, shares insights from his book, How a City Learned to Improve Its Schools. The book focuses on the case of Chicago Public Schools, where research revealed that students transitioning to high school faced substantial challenges, leading to increased dropout rates. Bryk discusses his long-term engagement with the school system, focusing on leveraging research to foster partnerships between academia and schools, which played a crucial role in this improvement.

Mahiri and Bryk also focus on the principles of continuous improvement and improvement science, highlighting the importance of problem-centered approaches that empower educators at all levels. Bryk distinguishes between continuous improvement as a methodology focused on rapid cycles of inquiry and improvement science as a broader framework encompassing these efforts. He expressed that focusing on high-leverage problems, such as gatekeeper courses in community colleges, can catalyze systemic change, ultimately advancing equity in education.

Lastly, Bryk highlights the importance of relational trust among educators, students, and community stakeholders, arguing that trust is essential for effective collaboration. He describes how low trust can create a competitive atmosphere among teachers, ultimately hindering collective growth and school improvement efforts. Conversely, fostering a trusting environment can facilitate better communication, engagement, and a shared commitment to student success. Bryk emphasizes the importance of democratic localism in creating environments where educators can innovate and respond to local needs, thereby diffusing contentious debates that often arise at higher administrative levels.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.

Transcript: https://tinyurl.com/yc8fdd9a

In episode 10 of Equity Leadership Now!, Dr. Pedro Noguera explored the interconnectedness of race, class, and socio-economic factors in educational outcomes with host Jabari Mahiri. Dr. Noguera is a prominent educational leader and Dean of the USC Rossier School of Education. He reflected on his journey into educational leadership, beginning as an assistant professor at UC Berkeley, where he was encouraged to run for a position on the Berkeley school board. This experience exposed him to the realities of urban education and the challenges of policy-making, informing his later work.

Dr. Noguera's extensive career in education spans over 30 years through which his commitment has been to addressing educational inequities shaped by social and economic factors. Noguera emphasized the importance of empathy in leadership, differentiating it from sympathy and compassion, which he argued is essential for understanding and addressing social issues, such as gun violence and homelessness.

Dr. Noguera also discussed his 2020 book, City Schools and the American Dream 2: The Enduring Promise of Public Education, in which he deals with the resilience of teachers and students amid systemic challenges. He underscored that school leaders must focus on substance over symbolism in their efforts to promote equity and ensure all students receive quality education, particularly in the face of political pressures and public scrutiny. Dr. Noguera also addressed the current political climate and the vital role of PK-12 education in fostering democracy and equality. He noted the increasing challenges posed by conservative policies targeting educational equity and emphasized the need for school leaders to navigate these issues skillfully. His insights from co-authoring The Search for Common Ground highlight the importance of civil discourse and collaboration across ideological divides to address complex educational challenges.

In discussing another one of his books, Excellence through Equity, Dr. Noguera outlined five principles of courageous leadership necessary for achieving equity in education. He argues that confronting inequity often requires courage and accountability, advocating for equitable treatment and access to opportunities for all students. His experiences illustrate the need for systemic change in how talent is recognized and nurtured within schools, stressing that educational outcomes should not be predetermined by demographic factors.

Finally, the discussion touched on the role of technology, particularly artificial intelligence (AI), in education. Noguera posited that AI is a tool that can be used positively or negatively, depending on intentions and design. He criticized educational technology companies for prioritizing profit over genuine educational advancement. Noguera concluded by encouraging aspiring educational leaders to persevere despite challenges.

Equity Leadership Now! hosts conversations with equity-conscious leaders from Pre-K through university settings on educational research, policy, and practice. We complement the mission and goals of the 21st Century California School Leadership Academy, 21CSLA.