Kim Hartung, Hamline University

1. Kim Hartung, EdD
Associate Professor and
Director of Administrative
Licensure
Hamline University
St. Paul, MN

2. LEADERS OF COLOR NETWORK
Kim Hartung, EdD
Hamline University
St. Paul, MN

3. HOW DOES YOUR
EDUCATIONAL ADMINISTRATION
PROGRAM
DIFFERENTIATE INSTRUCTION?

4. REFLECTIONS ON HAMLINE’S PROGRAM
• ADMIN LICENSURE PROGRAM GOAL:
• Prepare school/district P-12 educators for intentional and effective
“Culturally Relevant Instructional Leadership”
• HAMLINE REALITY:
• We differentiate for Admin Licensure areas (K-12 Principals,
Directors of Special Education, and District Superintendents)
• We differentiate for school types and locations (Traditional Public,
Public Charters, Privates, Urban, Rural, Online, etc.)
• We differentiate for learning styles
• But we did not purposefully differentiate for race or ethnicity

5. REFLECTIONS ON HAMLINE’S PROGRAM
• CURRENT MN REALITY:
• While People of Color make up 20% of the MN population. Students of
Color in P12 settings made up 24% of enrollments in 2015, and that
percentage has been increasing.
https://mn.gov/admin/assets/young-adults-in-mn-profile-popnotes-june2015_tcm36-
219658.pdf
• A 2019 study recorded that MN K12 Teachers of Color was only 4.3%.
https://mn.gov/pelsb/assets/2019%20Supply%20and%20Demand%20Report_tcm1113-
370206.pdf
• CURRENT HAMLINE REALITY:
• Students of Color make up approximately 17% of our program numbers.

6. HOW DO WE DIFFERENTIATE AND
SUPPORT OUR LEADERS OF COLOR?
• OPPORTUNITIES for SUPPORT of MN NOVICE ADMINISTRATORS
oProfessional Associations and Unions (MASA/NASA, MASSP/NASSP,
MESPA/NAESP)
oState and Regional Organizations (MN Principal’s Academy,
Metropolitan Principals’ Academy)
oState Departments of Education
oDistrict Mentoring
oAffinity Groups (i.e Black Women in MN K12/University Leadership)
• Few of these focus on needs of aspiring or novice Leaders of Color
• Research is emerging YET new research is needed

7. EMERGING RECENT RESEARCH -
SCARCE AND INCOMPLETE
• Few scholarly sources focused on Leaders of Color in our nations schools:
o National Assoc. of Independent Schools 2008 study of Learning from the experiences of
Administrators of Color https://www.nais.org/magazine/independent-school/fall-2008/learning-
from-the-experience-of-administrators-of/
o The Atlantic did an Education piece in June 2016, Where are all the Principals of Color?
https://www.theatlantic.com/education/archive/2016/06/principals-of-color/488006/
o News Website ThinkProgress published the article Leaders of color working in
predominately White schools https://thinkprogress.org/what-its-like-to-be-a-principal-of-color-
dealing-with-white-parents-3beb13ae7353/
o The Journal of Blacks in Higher Education published School Leaders of color and
retention of teachers of color https://www.jbhe.com/2019/06/study-finds-black-principals-
increase-the-hiring-and-retention-rates-of-black-teachers/
• Although it is possible to find several scholarly articles on new and aspriring Leaders of
Color in post-secondary institutions, there is a significant lack of scholarly research on
Educators of Color serving in roles, or seeking roles, as K-12 administrators.

8. EMERGING RESEARCH/DISCUSSIONS-
SCARCE AND INCOMPLETE
• Blogs are taking up the discussion of our current reality:
• Brooking Institute and Brown Center Nov 2018 Blog on School leadership titled An untapped
opportunity to draw young people of color into teaching
https://www.brookings.edu/blog/brown-center-chalkboard/2018/11/26/school-leadership-
an-untapped-opportunity-to-draw-young-people-of-color-into-teaching/
• Education Leaders of Color Feb 2018 Blog, Betting on the future of Black and Latino Leaders:
A Q&A with Jim Shelton
https://edloc.org/blog-Jim_Shelton-Chan-Zuckerberg-Initiative.html
• Here again, there is a lack of focus on Educators of Color in K-12 Principal Preparation
programs; specifically lacking are ideas for effective and successful practices used to
prepare, support, and encourage them for the work that lies ahead. Absent also was
any reference effective means to support novice and aspiring Administrators of Color.
• However, the frequency of references to Women of Color Affinity groups inspired me.

9. HOW CAN OUR
EDUCATIONAL ADMINISTRATION
PROGRAM
DIFFERENTIATE INSTRUCTION
BEYOND THE CLASSROOM?

10. MY FORMER RESEARCH
1. Coaching- #1 support for educators and leaders when provided by a
trustworthy, experienced teacher/leader who listens and coaches but does
not evaluate
Bloom, et al, 2005; Bloom, Castagna, Moir, & Warren, 2005; James-Ward, 2013, Villani, 2006
2. Mentoring-insight, advice, and guidance from experienced colleagues
who may be assigned to mentor; they may or may not evaluate the
mentee. Mentors may also be identified by the mentee and serve as an
informal mentor.
Augustine-Shaw, Winter 2015; Hall, Feb 2008; Weingartner, 2009; Weingartner, 2009
3. Networking-important for sharing insights, concerns, and suggestions by
people who share the same experiences and serve in the same capacity;
network members may have experience or may be new to shared roles or
experiences
Hartung, Fall 2017; Drego-Severson & Aravena, April 2011; Hansen & Matthews, Oct 2002; Thomas, et al, Sept-Oct 2003

11. THRT GRANT
• Truth, Racial Healing, & Transformation (TRHT)
• Hamline is one of 23 universities, selected through a competitive
process by the Kellogg foundation, to host TRHT Campus Centers
• The TRHT Campus Centers have a visionary action plans and
transformative goals for
• Erasing structural barriers
• Fostering equal treatment and opportunity
• Providing narrative change, racial healing and relationship building
• Changing current realities of separation, law, and economy
• TRHR Grants
• First offered for AY 2018-19
• Successful proposals had funding continued for AY 2019-20

12. GRANT PROPOSAL
GOALS:
1. Form of a “Leaders of Color Network” to provide an opportunity for
members to specifically disclose and address inequities and lived
experiences that they and other people of color face in our school systems.
2. With understanding of collective truths, these emerging leaders can work
collaboratively to identify ideas and behaviors that foster equitable and
inclusive practices and policies needed in learning environments.
3. With the support of the network, network members will be empowered and
encouraged to question the dominant narrative or influence change that
can lead to more responsive, equitable, and effective educational
systems.

13. LEADERS OF COLOR NETWORK
INVITATIONS
• Multiple e-mail invitations were sent to currently enrolled Hamline
Administrative Licensure students via their university email accounts; this was
to assure that any student who identifies as a Leader of Color was invited.
• Network membership was limited to only those students who did identify
themselves with this descriptor.
• Strong inquiries came from individuals whose family members or partners/
spouses were people of color. However, the goal of the network was to
support persons of color serving in positional leadership roles or aspiring to
serve in K12 positional leadership roles.
• Invitations also went out to practicing Leaders of Color to serve as co-
facilitator with me for the network meetings.
• Interested Leaders were then asked to complete a survey to assess their
interest and extent of commitment and participation.

14. PRE-SURVEY (YEAR 1)
Eight members participated in Year 1. Seven members responded to the pre-survey.
Responses are listed in order of frequency with the first response being most common.
• Who do you seek out as a mentor in your current leadership work in schools/districts?
o Current and retired administrators (3)
o “I don’t really have much mentorship right now” was a typical response (2)
o My supervisor in Teaching and Learning (1)
o Millennials in higher positions (1)
• What groups do you have as a network for your leadership work in schools/districts?
o None (4)
o Other Instructional Leaders (2)
o Friends (1)
• How might being in a network be valuable to your work as a school/district leader?
o Valuable to connect with other professionals (4) [“Extremely” valuable… (1)]
o Opportunity to learn from others and to problem solve around common issues (2)
o Find out about different opportunities (1)

15. PLANNING
The first meeting was a Hangout to introduce ourselves to one another, share the purpose
and goals of the network, and make plans for the following. One participant who
attended the Hangout decided not to remain in the network. One interested participant
never attended any meetings.
• Meeting format and frequency: Meet once monthly on campus for 2 ½ hr. dinner sessions
• Meeting process: Facilitated by a District Equity Coordinator of Color; I coordinated
• Topics/Themes: Facilitators provided prompts and resources to begin or foster themes to
move discussions, idea development, information, and motivation toward the grant goals
and equity work. These were provided to also support interests and topics that emerged
during a network session to address in a following one.
• Sharing: Members identified a desire to share experiences and learn from each other’s
experiences and looked forward to sharing their realities of inequity.
• Resources: Wanted resources in the form of books, videos, mantras, and mentors, for
insight, information, suggestions, and encouragement.

16. PROCESS
What happened/transpired in relation to the
Grant Goals?
1. Disclosed and addressed inequities and lived
experiences to identify collective truths that
they and other people of color face in our
school systems
• Hangout Session: “What are your burning
reservations about being school/district
leader of color in our political climate ?”
• Provided prompts to reflect on and share
lived history, such as the Wellstone Quote:
“We all do better when we all do better.”
• Focus on collective truths using articles,
music, visuals, or videos as a theme to
address lived inequities and those still
present in today’s schools/communities.

17. PROCESS
What happened/transpired in relation to the
Grant Goals?
2. Collaboratively identified ideas and behaviors that
foster equitable and inclusive practices and the
policies needed in learning environments
• Discussions and Examples of Effective Interrupting
and questioning of systems
• Intentionality and strategic planning for equity
initiatives
• “Green Book” practices in Schools and Districts
3. Empowered and encouraged network members
to identify and question the dominant narrative or
influence change.
• Individuals identified and “named” these in their
educational settings
• Members were able to pose ideas and action to
these “Problems of Practice”

18. OUTCOMES YEAR 1
Of the eight members who participated in Year 1, seven members responded to the
follow-up survey. A Likert Scale was used to quantify responses.
1=“Not at all” to 5=“Extremely”
• To what degree have you been supported in your leadership work by being involved
with this network? 4=14% and 5=86%
• To what degree do you feel the Network shared collective truths about being a Leader
of Color? 5=100%
• To what degree did the network discussions motivate you to consider more responsive
and equitable practices for your educational system? 4=14% and 5=86%
• To what degree has your involvement in this Network influenced your desire to continue
to network with other leaders in similar situations? 4=14% and 5=86%
• Biggest take-away: I was concerned of my legitimacy to others. After
participating with this very diverse group of leaders, I feel more confident.

19. OUTCOMES YEAR 1
Of the eight members who participated in Year 1, seven members responded to
the follow-up survey. Two Short-Answer questions collected qualitative data.
• What is your biggest take-away from this Network?
o “Getting to meet other leaders.” or “I enjoyed connecting with others.” (4)
o “I was hesitant to take on this type of leadership as I was concerned of my
legitimacy to others.”
o “After participating with this very diverse group of leaders, I feel more confident.”
o “I am purposed to do this work.”
o “The concept Leader of Color is not a monolith and mindful networking is a MUST.”
o “This work is hard and can feel impossible, but it is helpful to have allies.”
o “Prior to joining this network, I did not consider my childhood and family experiences
as important factors for leadership…. This group opened my eyes to the fact that
sharing my story could impact others and provide an avenue for difficult
conversations and equity work.”

20. OUTCOMES YEAR 1
Short-Answer Question #2:
• What did you come to value from this Network?
• “The specific empowerment I received from this group has inspired me to try to
bring something like it to my own district.”
• “We can survive on our own, but it will take a collective to make meaningful
change.”
• “Shared understanding and being able to speak our truths.”
• “The space was very welcoming.”
• “The power of relationship and having the confidence to lead with excellence.”
• “Having conversations with people experiencing similar situations.”
• “The opportunity to learn from [our facilitiator] and the other members of this
network. Their stories are powerful and the work happening in each school is
inspiring.”

21. PLANS FOR YEAR 2
• With the insights provided by the Year 1 Pre- and Follow-up surveys, Year 2 plans
included many aspects implemented in Year 1 including:
• Monthly 2 ½ hour dinner sessions began without an Introductory Hangout session
• Facilitated by a school/district Leader of Color and Coordinated by me
• Utilized prompts or articles, music, visuals, or videos to reflect on and share lived
histories. (Related these to personal passions and personal leadership goals)
• Discussed and shared resources to address and foster Network Goals
• Maintained and refocused Network Goals for new and veteran members
• Disclosed and addressed inequities and lived experiences to identify collective truths
• Greater Focus on current inequitable realities of schools
• Collaboratively identified ideas and behaviors that foster equitable and inclusive
practices and the policies needed in learning environments
• Encouraged network members to identify and question the dominant narrative or
influence change with thoughtfully planned action in their learning environments

22. MID-POINT SURVEY
This survey was conducted at the switch of facilitators. It collected qualitative
data from 11 Network members during Year 2. Those members. included: 7
new student members, 3 returning Year 1 members, and 1 novice admin who
did not attend sessions during Year 1. Responses are listed in order of
frequency from most to least.
1. What is/are the reason(s) you wanted/want to be involved in the Network?
• Network for professional reasons/advantages (3)
• Make connections (3)
• Share experiences (2)
• Connect with like-minded people/create an affinity group (2)
• “Don’t know any other School Leaders of Color”

23. MID-POINT SURVEY, CONT.
2. What do you believe is the value in having a Leaders of Color Network
associated with an Administrative Licensure program?
• Meet more leaders of color/people I can trust
• Share experiences that can help us navigate the system
• Build community with people who understand where you’re coming from
• Hear stories and experiences to help me to be a strong leader of color
• Network with other school admins who may have similar struggles and understand
how they overcome these issues
• Provide support because schools need more leaders of color
• “Learn how to stand strong as a fierce advocate for racial equity in a district that is
predominantly white.”

24. MID-POINT SURVEY, CONT.
3. What has/have been the most valued experience(s) about the Network
to date?
• Networking and connecting (4)
• Sharing personal stories and “not have it be critiqued” (3)
• Attending the Lucy Laney event- Love them first video (2)
• Meeting leaders who have been in education for many years
• Having our facilitator was of great benefit-speaking about real life experiences.
• Gaining resources and all of the deep conversations-”Every meeting has been
a learning experience.”
• “Coming together so far to learn about the passions that people bring to the
profession.”
• “Learning together about our professional experiences and how different, yet
how similar, we are from one another.”

25. NEW TERRITORY
• Planning included conscientious preparation to allow Year 1 members to
remain involved (even as new administrators) and include new members
• Greater Focus on current inequitable realities of schools for Goal #1
o Personal Experiences from members’ learning environments
 New members were able to provide additional examples and insights
 New admins provided new perspectives
o Video Love them first and panel of leaders from the school featured in the video
• Communication and resources were provided online between sessions.
• Facilitator Change:
o The Year 1 Facilitator remained with the group for first half of the academic year
 Focus was on Goal #1
o The second half of Year 2 was facilitated by two Principals of Color
 Focus was on Goals #2 and #3

26. CONTINUING ONLINE
• 1 ½ hr. online sessions will occur twice monthly as schools are closed due to
COVID-19 (Sessions to continue through early-May, or 2-3 more sessions. for
Year 1 administrator to share stories and make plans for Next Steps.)
o Shorter session and online format was more productive
• New Facilitators shared their lived histories and what drove their passion to
lead
o Opportunities for Q&A helped Network members to see the relationship
between their own lived histories and personal leadership goals
• CONTINUE: Stories and experiences of Year 1 members serving as
administrators
o They are sharing realities of greater voice, influencing the culture outside the
classroom, and taking opportunities to impact decision-making.
o Q&As helping Network members identify areas to question and actions to take
• NEXT STEPS: Members need to feel empowered to question and take action

27. LESSONS LEARNED &
FUTURE NETWORKING
The Network was much more valuable than anticipated…
• There is a lot of preparation, but it is so very appreciated.
• It was easy to find facilitators, and aspiring principals want to gain insight
from experienced and novice school leaders
• People want to share their stories and learn from others’ stories (face-to-face
or online)
• They made clear connections between lived experiences and their personal
goals for leadership and/or their drive to be a leader.
• They need each other!
• They support each other!
• They value each other!
• The Leaders of Color Network needs to continue-with or without grant funds.