August 2014 Norms of collaborative work Equity of Voice Active Listening Respect for all Perspectives Safety and Confidentiality Some of Our Starting Points and Bottom Lines The purpose ID: 719480
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Fayette County Schools
Equity TrainingAugust 2014Slide2
Norms of collaborative workEquity of VoiceActive ListeningRespect for all PerspectivesSafety and ConfidentialitySlide3
Some of Our Starting Points andBottom Lines…
The
purpose
of this is to
support teachers
and to
develop teacher leadership
in doing
inquiry
with
equity at the center.Slide4
Some of Our Starting Points andBottom Lines…There are some basic assumptions with which we approach this work:
One: There are inequities in our schools that we, as teachers and educational leaders, are well situated to investigate and address.Two: All students can learn, are capable of learning and achieving to high standards of excellence.
Three: As teachers and educators, we have the right and a responsibility to pursue this social project of fighting for equity.
Four: As teachers and educational leaders, we can learn how to do this and so can other teachers.Slide5
Some of Our Starting Points andBottom Lines…Sooo what do we do TODAY?
We want to debate strategy, theories, and the best ways to approach this work, but not whether or not it is possible.
We will continue to talk about the “whys” and “
hows
” and in what ways we might work.
Excerpted and adapted from T. Malarkey and M. Williams.
Teacher Research Collaborative, Notes on Leadership, Day
3,
August 16, 2002.Slide6
We are Diverse!Slide7
Stats
Students
3,812
ELL
2.0%
Economically Disadvantaged
76.6%
Students with
Disabilities
13.3%Slide8Slide9
What is Equity?For instance, some see equity as being about equal access or opportunities, while others focus on equity of outcomes. These differences often do not surface directly; hence the importance of being explicit about what we mean by equity.Slide10
Either write a metaphor/simile or draw a picture representing “education equity”“In educational terms, ‘equity” is the principle of altering current practices and perspectives to teach for social transformation and to promote equitable learning outcomes for students of all social groups.”“Equity is the approach”“Equality is the goal.”
Lee, E. (2002). Coaching for Equity. Reflections, 5(1). Santa Cruz, CA: New Teacher Center
A
simile
uses like/as to compare two things
A
metaphor
compares two things by saying it is the same as another otherwise unrelated objectSlide11
includes the following significant characteristics:Equity, according to ourdefinition,Slide12
4 Characteristics• Equitable outcomes for all students in our classrooms, our schools, and the system as a whole, as measured by multiple forms of assessment. This means that student learning and achievement (and success or failure) are not predictable by race
, class, language, gender, or other relevant social factors.School and classroom environments where students’ differences and backgrounds are celebrated and respected and their unique gifts are cultivated.
Teaching
practices and organizational policies that promote these results; that create
inclusive, multicultural classrooms and school environments for children and adults; and that interrupt inequitable patterns.
Individual
awareness and responsibility; educators who acknowledge the realities of
oppression and how it has affected their own and others’ lives;Slide13
Somerville
ElementarySlide14
Domains for Equity ConsiderationContent- What is taughtClimate- classroom and school environmentPedagogy- How we teach/strategies we useSlide15
Self-Assessment
+
-
N/A
Teach the history and traditions of major cultural and ethnic groups
in
Tennessee
Provide classroom activities that foster understanding and appreciation of all ethnicities and abilities
Provide opportunities for students of different racial, ethnic, language, gender or sexual orientation groups to interact and work together.
Identify and discuss with students contemporary or school examples of overt racism and discrimination
Recognize and point out to students values that strengthen equity bonds
Construct and use heterogeneous groups; regroup as needed
Distinguish between equality and equity and appropriately treat students the same or differently based on their race, ethnicity, disability, culture, gender or level of academic achievement
Identify and use students’ strengths and weaknesses in designing learning activities
Use eye contact in a supportive way
Use alternative instructional strategies, e.g., cooperative groups, buddies
Convey confidence that each student can meet well-defined standards and demands for competence
Provide a classroom climate that is physically and emotionally inviting
Display enthusiasm for learning tasks with all students
Praise equitably
Call on students equitably
Use (teacher) physical proximity equitably
Check for understanding on directions equitably
Use positive and negative disciplinary measures equitably
Display student work equitably
Monitor student progress equitably
Show equitable interest in students
Communicate with parents equitably
Identify and bring to the attention of school officials any policies or procedures that inadvertently penalize certain races, cultures, sexes or abilities.Slide16Slide17
Northwest ElementarySlide18
Self-Assessment
+
-
N/A
Teach the history and traditions of major cultural and ethnic groups
in
Tennessee
Provide classroom activities that foster understanding and appreciation of all ethnicities and abilities
Provide opportunities for students of different racial, ethnic, language, gender or sexual orientation groups to interact and work together.
Identify and discuss with students contemporary or school examples of overt racism and discrimination
Recognize and point out to students values that strengthen equity bonds
Construct and use heterogeneous groups; regroup as needed
Distinguish between equality and equity and appropriately treat students the same or differently based on their race, ethnicity, disability, culture, gender or level of academic achievement
Identify and use students’ strengths and weaknesses in designing learning activities
Use eye contact in a supportive way
Use alternative instructional strategies, e.g., cooperative groups, buddies
Convey confidence that each student can meet well-defined standards and demands for competence
Provide a classroom climate that is physically and emotionally inviting
Display enthusiasm for learning tasks with all students
Praise equitably
Call on students equitably
Use (teacher) physical proximity equitably
Check for understanding on directions equitably
Use positive and negative disciplinary measures equitably
Display student work equitably
Monitor student progress equitably
Show equitable interest in students
Communicate with parents equitably
Identify and bring to the attention of school officials any policies or procedures that inadvertently penalize certain races, cultures, sexes or abilities.Slide19
Research shows that…New teachers do not typically come from the ethnic, linguistic, cultural, or economic backgrounds of the students they teachNew teachers self-report that they feel ill equipped to work with students of diverse back groundsThe curriculum, pedagogy and power dynamic of schools perpetuate inequitiesMany of us feel undereducated about issues of equity regarding race, culture and language; therefore, we are tentative about addressing them in conversations.Adapted from New Teacher, Mentoring for Equity Day 1Slide20
Oakland
ElementarySlide21
ChangeAs James Baldwin wrote, “Not everything that is faced can be changed, but nothing can be changed until it is faced.”Slide22
Evidence of PracticeHow would you know if a teacher is providing equitable access to the core curriculum? What might be evidence of a teacher’s personal beliefs, attitudes and expectations of diverse cultures? What might be evidence of an equitable and safe learning community?Slide23
Central ElementarySlide24
ScenariosPick a scenario and work through with your partnerUse the characteristics and keeping the domains in mindBriefly analyze the case (language, culture, race)Consider: What challenge is the teacher facing?Within the Four A’s cycle, where will you enter?Slide25
Southwest ElementarySlide26
LaGrange Moscow ElementarySlide27
We are Diverse!Slide28
[…]it is our duty to our students to provide a frame which at least affirms their worth, supports their community identity, challenges them to full growth and protects their human dignity.Marshall, C. (2006). When the frame becomes the picture. In E. Lee et al. (Eds). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development.
(2nd ed. Rev.) (pp. 109-113). Washington, DC: Teaching for Change.