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This study sought to explore the impact of a distributed leadership approach on schools’ and districts’ ability to maintain a focus on the foundational work of creating and sustaining culturally responsive schools in a public PK–12 setting. A qualitative phenomenological method was used to understand how leaders in one mid-sized urban school district perceived the use of distributed leadership in their own and others’ practices within their school and district, and how using this leadership model they were able to advance culturally responsive efforts even during times of crisis. The study was guided by three overarching questions: (1) As districts work to create and sustain culturally responsive school communities that connect students’ diverse cultures, life experiences, and languages to what they are learning in school, what is the role of distributed leadership in supporting culturally responsive practices? (2) How do schools and districts build the capacity of their teams to create and sustain culturally responsive school communities? (3) What personal attributes do leaders who ascribe to a distributed leadership approach exhibit that relate to the building of culturally responsive school communities? By examining the district’s approach to a particular effort specifically designed around a distributed leadership model, gathering perception data from formal and informal leaders in the district through an online survey, and conducting in-depth semi-structured one-on-one interviews with a subset of survey respondents, the study provided an opportunity to learn from the lived experiences and approaches of a variety of school and district leaders’ efforts to build sustainable culturally responsive practices. It also provided a deeper understanding of leadership characteristics they saw or demonstrated themselves as they worked to build culturally responsive schools. The results showed a clear overlap in the shared leadership approach that the study participants identified as important to the advancement and sustainability of culturally responsive work in which they have been involved, and the leadership characteristics that they identified as critical and present in someone they would define as a strong leader. There was also a discernible difference in how study participants perceived the use of distributed leadership as a model in advancing culturally responsive work within their own practice, and its use on a broader scale within their school, department, or district. This study contributes to the leadership field by providing an understanding of how school and district leaders in a public PK–12 urban educational setting perceive distributed leadership within and outside of their own spheres of influence and its impact on advancing culturally responsive work. The study also contributes to the field by providing an understanding of how a shared leadership approach in an organizational setting that is often structurally designed to operate under a more traditional top-down approach, can lead to more sustainable practices. Furthermore, the study contributes to the leadership field by highlighting the complexity and importance of leadership in advancing complex foundational work in a way that will result in cultural and systemic shifts that make the advancements sustainable.

School-based meetings are, at times, not seen as helpful, especially when these meetings do not require interaction or opportunities for staff to learn from either one another or a professional in a particular field (Hoerr, 2005, p. 89). Events like reading to the staff are viewed as insulting and “holding a meeting for the sake of holding a meeting not only wastes everyone's time but also reinforces the notion that meetings aren't worthwhile” (p. 89). While educators are required to attend meetings which are often viewed as a one-way dissemination of information, school leaders could stand to do a better job with planning and facilitating meetings to engage their staff and garner collaborative results for the betterment of the students. This study involved two key components: The first was planning school-based meetings to develop a peer-to-peer mentoring program to address the social and academic needs of suburban Black middle school students. The second component of this study focused on analyzing these meetings. The qualitative data gathered in this study showed that: (1) meeting facilitators must understand the purpose of their meetings; (2) providing options and opportunities for participants to choose a time and location impacts engagement; (3) when meeting facilitators develop meetings with a measurable outcome, the staff will create a product. In addition, I highlight the key features of the mentoring program that was developed. / Educational Leadership