Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

3-14-2026

Graduate Advisor

Dr. Melinda Bier

Committee

Dr. Thomas R. Hoerr

Dr. Kacy Shahid

Abstract

My leadership journey as an urban educator has evolved through multiple roles—beginning as a classroom teacher, growing into an academic instructional coach, and now serving as an assistant principal. Across these roles, three values have consistently guided how I lead: literacy, character education, and equity. These are not separate initiatives—they are the foundation of my decisions, relationships, and instructional leadership.

Over time, I have come to understand that effective literacy leadership must be grounded in both character education and equity. Yet in practice, these values are often treated as disconnected: literacy becomes test prep, character becomes behavior compliance, and equity becomes isolated professional development. This study reflects on how I’ve tried to lead differently.

This autoethnographic study uses my personal experiences to examine leadership within real educational contexts. Grounded in social constructivism, transformational leadership, and culturally relevant pedagogy, the study explores how literacy leadership—when informed by character and equity—can empower students, shape school culture, and move schools toward more humanizing, justice-centered practice.

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