Dr. Daman Harris is an award-winning education leader committed to equity, instructional leadership, and educator development. He co-founded and co-directs the BOND Project, a nonprofit supporting the recruitment and retention of male educators of color. His book, The Antiracist School Leader: What to Know, Say, and Do, is currently available. . During his 29 years as an educator, Dr. Harris has had a wide range of experiences as a teacher, coach, principal, district administrator, adjunct professor, speaker, writer, and consultant. He has received numerous honors, including a 2017 Distinguished Service to Public Education Award from Montgomery County Public Schools and a 2025 Exemplary PK20 Boundary Spanner Award from the National Association for School-University Partnerships. His work continues to foster inclusive learning environments, strengthen school-university partnerships, and empower educators to drive meaningful change in schools and communities.
Antiracist education isn’t a one-time workshop or a trendy initiative. It’s a commitment to embedding equity into every layer of school culture, from classroom practices and curriculum to policies and professional learning. If we want students to thrive in inclusive environments, educators must be equipped to recognize and address inequities head-on.
As a former school leader and consultant in equity-centered leadership, I’ve seen firsthand how transformative professional learning can be when it goes beyond compliance and becomes part of a school’s identity. Through intentional design, school leaders can move their respective staffs from awareness to action, cultivating the critical consciousness needed to support all students. Here are five research-informed strategies school leaders can use to develop antiracist, inclusive cultures through professional learning.
Build Safe Spaces for Dialogue
Before educators can engage in meaningful conversations about race, identity, and power, they must trust the environment and each other. Psychological safety is foundational for equity work, especially when topics are personal and potentially uncomfortable. School leaders can support this safety by co-creating group agreements that promote active listening, confidentiality, and respectful participation. These agreements serve as shared norms that allow educators to lean into vulnerability without fear of judgment.
When staff feel secure in their learning community, they are more likely to reflect honestly on their beliefs and biases. These moments of reflection—especially when they challenge long-held assumptions—often serve as turning points in an educator’s equity journey. But without a culture of trust, those same conversations can lead to defensiveness or disengagement.
For example, one school I worked with implemented “courageous conversation protocols” during faculty equity meetings. These structured norms—such as pausing before responding, assuming positive intent, and staying engaged—helped establish a shared rhythm for dialogue. Over time, the consistency of these practices built a schoolwide culture where difficult conversations were welcomed. Safe spaces don’t just happen; they are intentionally cultivated over time.
Connect Professional Learning to Sociopolitical Context
Education does not operate in isolation from the world around it. Historical injustices, local policies, and national events all shape the lived experiences of students and their families. When educators understand these forces, they are better equipped to respond to the needs of their communities.
Incorporating sociopolitical context into professional learning can be transformative. Leaders might introduce redlining maps to examine how housing segregation still impacts school demographics today. Others may lead discussions on how disciplinary disparities mirror broader issues in the justice system. When educators connect these societal patterns to classroom dynamics, they begin to view equity not as a trend, but as a necessary lens for teaching and leadership.
Cultivate Critical Consciousness in Educators and Students
Critical consciousness involves the ability to recognize and challenge social injustices, both in the classroom and in society. For educators, this means consistently examining how their language, curriculum, and interactions support or hinder equity. It’s not about perfection; it’s about developing awareness and a willingness to grow.
School leaders can support this development by offering strategies like lesson plan audits, classroom material reviews, and student voice opportunities. These tools encourage educators to evaluate representation, inclusion, and bias in their practices. When teachers model critical thinking about justice, students are empowered to do the same in their own lives.
To deepen this work, schools can integrate social justice themes across subject areas, not just during heritage months or isolated lessons. Reading texts from underrepresented voices or analyzing real-world issues through a critical lens helps normalize equity conversations. These efforts move students beyond surface-level awareness and toward informed advocacy. Eventually, critical consciousness becomes part of how both educators and students engage with the world around them.
Make Reflection and Dialogue Ongoing Practices
Equity work cannot be reduced to a single training or one-time conversation; it must be an ongoing process. Regular reflection and discussion allow educators to process experiences, ask tough questions, and track their personal growth. These habits create space for vulnerability, learning, and accountability. When integrated into the school routine, reflection becomes a powerful driver of lasting change.
School leaders can build these opportunities into faculty meetings, professional learning communities, or designated equity sessions. Practices such as journaling, peer discussions, or structured debriefs promote consistent engagement with equity-related topics. These conversations help educators connect abstract concepts to real classroom experiences. Over time, reflection becomes a tool for transformation rather than a reactive activity.
In one school I supported, teachers were paired in “equity partnerships” to meet monthly and share successes, challenges, and growth areas. These relationships fostered trust and encouraged staff to challenge and support one another. As these partnerships deepened, the school saw a noticeable shift in culture and collaboration. When reflection is prioritized, educators become more willing to take risks and stay committed to the work.
Integrate Equity into Everyday School Operations
For equity to take root, it must be part of the school’s daily operations, not just a theme during professional development days. This means reviewing how decisions are made and ensuring that policies reflect inclusive values. Equity should be embedded into hiring, discipline, curriculum, and communication practices.
School leaders can begin by asking equity-focused questions during decision-making: “Who benefits?” “Who is left out?” “Are we reinforcing or disrupting inequity?” I supported one school leader that required equity impact statements for all staff proposals, encouraging teams to consider how their ideas aligned with the school’s antiracist goals. Others conducted equity audits of discipline data to identify patterns and reform policies. By consistently applying an equity lens, schools can shift from intention to transformation.
Framing the Big Picture
As you consider strategies for your professional learning plans, consider the following actions:
- Establish group agreements for all equity discussions to promote respectful dialogue.
- Include local and national context in PD sessions to ground educators in real-world equity challenges.
- Conduct equity audits of lesson plans and classroom practices to identify and address bias.
- Build in time for reflection and discussion as part of regular faculty meetings or PLCs.
- Apply an equity lens to hiring, curriculum selection, and discipline practices.
A Culture Worth Building
Creating a school culture rooted in equity takes time, consistency, and courage. It means asking challenging questions, listening with empathy, and embracing discomfort as part of growth. But the outcome—a more just, supportive, and inclusive learning environment—is worth the effort.
When professional learning is designed to build critical consciousness, support identity development, and align with the realities of our students’ lives, educators become empowered agents of change. And in turn, our schools become places where every student feels seen, valued, and safe to thrive.