School district superintendents often face resistance, and at times criticism, from school board members when raising concerns about student inequities within their districts. Those challenges can make it difficult to address longstanding systemic disparities and create more equitable learning environments.

Dr. Rachel Roegman discussed this reality during a May 7 presentation at the University of Illinois College of Education, highlighting findings from a decade-long longitudinal study conducted with the New Jersey Network of Superintendents, a professional learning community she has been involved with since 2008. Roegman is an assistant professor in the Department of Education Policy, Organization & Leadership (EPOL) and a 2018-19 Hardie Faculty Fellow.

Roegman's research examines the growing expectations placed on superintendents to serve simultaneously as instructional leaders and equity-focused change agents. Today's school leaders are increasingly responsible for guiding curriculum, supporting teacher evaluation, and improving student outcomes while also addressing issues related to social justice, equity, and culturally responsive educational practices.

According to Roegman, these responsibilities are often approached separately, creating challenges for superintendents who operate in relatively isolated positions with limited opportunities for professional development and peer collaboration.

"One of the things we see in the literature is these two activities are really separate," Roegman said. "The work in instruction is happening in one area, and the work on thinking about equity, looking at data, are separate."

To bridge that divide, Roegman and fellow facilitators in the New Jersey network have focused on developing school leaders who prioritize equity and are equipped to engage in difficult conversations around the topic. Central to that effort is a practice known as "equity visits."

During an equity visit, a host school identifies a specific equity-related concern and invites internal or external colleagues to help examine the issue. Participants observe instructional practices, interview stakeholders, and analyze school conditions before providing school leaders with constructive feedback and challenging questions designed to spark reflection and improvement.

Roegman said the process encourages administrators to examine their own practices and consider how lessons learned can be applied within their schools and districts.

"The goal of equity visits is for administrators to take their work on equity and their work on instruction and bring them together," she said.

The network's work has culminated in the book Equity Visits: A New Approach to Supporting Equity-Focused School Leadership, co-authored by Roegman and several colleagues. Published by Corwin Press, the book provides detailed examples of equity visits and outlines strategies for integrating equity-centered leadership into school improvement efforts.

Roegman noted that equity visits are most effective when both school leaders and the broader learning community share a genuine commitment to equity. She identified several common barriers to productive conversations about race and inequity, including minimizing racial issues, reluctance among white participants to engage in discussions about race, and a "culture of nice" that discourages honest feedback and critical reflection.

Overcoming those barriers, she said, requires strong relational trust, professional accountability, and a commitment to reflective practice.

Roegman concluded her presentation with a question-and-answer session that explored topics including definitions of equity, the inequities school leaders are most comfortable addressing, and challenges related to racial disparities in special education referrals. She also discussed the complexities of organizing equity visits using disaggregated racial data and addressing issues that are often difficult to confront directly.