We share school leaders’ perspectives on Zoom videos concerning the needs of immigrant and refugee families in Title I schools. In these videos, participants crafted and shared personal narratives about their leadership experiences during the COVID-19 era of education. Rooted in participatory design research methods, the process of designing these videos were both a research project and an intervention to assist families and school leaders to better understand each other. We present a close analysis of administrators’ perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework. We conceptualize these reimaginings as aperturas—cracks in the dominant family engagement paradigm that allow us to collectively work towards transformative ends which we term community-centered school leadership. We conclude the article with recommendations for how both school leadership and research can approach and reimagine family engagement postpandemic.

我们分享学校领导对 Zoom 视频的看法，这些视频涉及 Title I 学校中移民和难民家庭的需求。在这些视频中，参与者精心制作并分享了关于他们在 COVID-19 教育时代的领导经历的个人叙述。根植于参与式设计研究方法，设计这些视频的过程既是一个研究项目，也是一种干预，以帮助家庭和学校领导更好地相互了解。我们对管理员的观点进行了仔细分析，并描述了我们的代码设计视频方法如何使参与者能够通过激进的护理框架在大流行期间共同构建学校-社区关系的新含义。我们将这些重新想象概念化为光圈——占主导地位的家庭参与范式的裂缝，使我们能够集体朝着变革的目标努力，我们称之为以社区为中心的学校领导。我们在文章的结尾就学校领导和研究如何处理和重新构想大流行后的家庭参与提出了建议。