Abstract
ABSTRACT The COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. In this conceptual paper, we argue that school leadership during the ongoing COVID-19 pandemic should incorporate equity-oriented practices and policies at the district level, through collaborative opportunities, and specific equity leadership logics to support students, and advance educational outcomes within this new period of democratic education.
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