ABSTRACT
Chapter 7 concludes and ties together this work by focusing on the transformation in policies we believe are needed. As schools and educational leaders adopt a stance of responsiveness, systemic changes need to happen. Educational leaders for responsive schools are developed by focusing on taking-action; centering on learning; building a participatory governance structure; respecting diversity; and accepting the systemic stewardship of the school. Because it is clear that schools can influence reality and the future of human beings, we believe these responsive leaders will impact the challenges we face. We need to think and act on the policy level and include all social domains in the reform process. When we fear the consequences of the appearance of a new virus and the realities of systemic racism, we cannot narrow our thinking to only one part of the society, economy, and policy. When we struggle with the negative consequences of the long presence of neglect for the education we need, we will not succeed by focusing only on the work of teachers. As in the case of the world after the degradation of the environment, or after dealing with the impacts of a virus, we need to see an interconnected and complex system. We need to protect the weakest and demand sacrifice from the strongest and the richest. To improve education, we need effort from everyone who is involved and who benefits from the educational system.
