Brockton High School
After reading the introduction and chapter 1 of the text (Blankstein, Noguera, & Kelly, 2016), write 2-3
reflective paragraphs that address the following:
How did the culture created through the initiatives at Brockton High School reflect the intentions of the
principles of courageous leadership described in the introduction of the text?
Which leadership principle do you believe took the lead in defining the success of their work as a school?
Why?
What is one insight you gleaned from the experiences of the faculty, staff, and students at Brockton High
School to inform your professional practice?
The only reference should be:
Blankstein, A. M., Noguera, P., & Kelly, L. (2016). Excellence through equity: Five principles of
BROCKTON HIGH SCHOOL 2
courageous leadership to guide achievement for every student. Alexandria, VA: Association for
Supervision & Curriculum Development. ISBN: 978-1-4166-2250-5
Brockton High School
The culture created through the initiatives at Brockton High School perfectly reflects the
intensions of the courageous leadership described in the introduction section of the text. In the
introduction section of the text, Blankstein, Noguera, and Kelly (2016) state that effective
educational leaders must demonstrate courage by facing fears and making sacrifices that are
aimed at transforming educational systems and enhancing learners’ success. Brockton High
School has a culture that is defined by the courage to act. Whenever there is any problem in the
school, the faculty, administration, and students first recognize that a problem exists. They then
courageously engage in actions that bring about positive change. At Brockton High School, the
leadership works in collaboration with staff and students to face fears before meaningful change
can be implemented (Blankstein, Noguera, and Kelly, 2016).
The main leadership principle that I believe took the lead in defining the success of
Brockton as a school is a democracy. Democratic leadership principle is evidenced by
inclusiveness and equal participation that the school’s administration, faculty, and students are
BROCKTON HIGH SCHOOL 3
allowed to enjoy. The democratic approach to leadership has resulted into significant
transformations at Brockton including turning around a failing academic institution to an
excelling school. The insight that I have gleaned from the experiences of the faculty, staff, and
students at Brockton High School that inform my professional practice is equity. Specifically, I
have learned that it is possible to bring about meaningful changes in an underperforming
academic institution without firing teachers and hiring new ones, as well as without offering high
pay incentives. Rather, it is possible to bring reasonable reforms by working in collaboration
with faculty, staff, and students, while at the same time allowing everyone equal chances to take
part in decision making (Blankstein, Noguera, and Kelly, 2016).
Reference
Blankstein, A. M., Noguera, P., & Kelly, L. (2016). Excellence through Equity: Five principles
of courageous leadership to guide achievement for every student. Alexandria, VA:
Association for Supervision & Curriculum Development. ISBN: 978-1-4166-2250-5
