1. East Bay BTSA Induction Standard 17 Supporting Equity, Diversity and Access to the Core Curriculum

2. What is Equity? In educational terms, equity is the principal of altering current practices and perspectives to teach for social transformation and to promote equitable learning outcomes for students of all social groups.In educational terms, equity is the principal 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 approachEquity is the approach Equality is the goal.Equality is the goal. Enid Lee

3. Situational and Systematic Inequities Situational: An inequity we focus on in a particular contextSituational: An inequity we focus on in a particular context Systematic: An inequity that is rooted in and perpetuated by a system (school, political, economic, etc.)Systematic: An inequity that is rooted in and perpetuated by a system (school, political, economic, etc.)

4. Situational and Systematic Inequities To be most effective in mentoring for equity, it is important we understand and address the systematic inequities that most often are the basis of situational inequities we may notice.To be most effective in mentoring for equity, it is important we understand and address the systematic inequities that most often are the basis of situational inequities we may notice.

5. Increasing Influence Change Agentry Area of Concern Systematic Sphere Of Influence Situational

6. Equity in Education What are examples of equity issues in your teaching practice?What are examples of equity issues in your teaching practice? What are equity issues within your school and community?What are equity issues within your school and community?

7. Outcomes Examine how to promote equitable learning outcomes for all studentsExamine how to promote equitable learning outcomes for all students Identify equity based factors that close the achievement gap.Identify equity based factors that close the achievement gap. Practice mentoring language, protocols and observation skills to address inequities and move teaching practice forwardPractice mentoring language, protocols and observation skills to address inequities and move teaching practice forward See the relationship between systematic and situational inequitiesSee the relationship between systematic and situational inequities Integrate CSTP, Induction Program and student content standards in mentoringIntegrate CSTP, Induction Program and student content standards in mentoring

8. Norms for Collaborative Work Equity of VoiceEquity of Voice Active ListeningActive Listening Respect for all PerspectivesRespect for all Perspectives Safety and ConfidentialitySafety and Confidentiality

9. Synthesizing the Elements and Intent of Standard 17 How do I create and maintain an equitable learning community in my classroom?How do I create and maintain an equitable learning community in my classroom? Kendyll Stansbury, Stanford University

10. Equity in Education Evidence of PracticeEvidence of Practice How would you know if a teacher is providing equitable access to the core curriculum? (17a)How would you know if a teacher is providing equitable access to the core curriculum? (17a) What might be evidence of a PTs personal beliefs, attitudes and expectations of diverse cultures? (17b)What might be evidence of a PTs personal beliefs, attitudes and expectations of diverse cultures? (17b) What might be evidence of an equitable and safe learning community? (17f)What might be evidence of an equitable and safe learning community? (17f)

11. Standard 17 Self-Assessment Identify your “comfort” areasIdentify your “comfort” areas Indicate your “stretch” areasIndicate your “stretch” areas Note any comments that come to mindNote any comments that come to mind

12. Jigsaw Directions Form groups of six and number off 1-6Form groups of six and number off 1-6 Everyone reads the introductionEveryone reads the introduction Each member reads one section and highlights key points on the note-taking guide.Each member reads one section and highlights key points on the note-taking guide.

13. Note-taking Guide Making racial inequality tangible and close to homeMaking racial inequality tangible and close to home Name racism and connect it with other forms of oppressionName racism and connect it with other forms of oppression Highlight the historical perspectiveHighlight the historical perspective Uncover the cultural biasUncover the cultural bias Acknowledge the significance of our social group membershipAcknowledge the significance of our social group membership Hold the tension between hope and urgencyHold the tension between hope and urgency Build on strengths, use positive languageBuild on strengths, use positive language

14. Attitude Change Describe a personal experience in education or otherwise where you changed an attitude, expectation or belief. What factors influenced that change?

15. Change Process

16. Partner Discussion Have you ever been in a mentoring situation where issues of attitude may have influenced the PTs ability to be effective as a teacher? Please describe.

17. Conversation Analysis Partner A Making racial inequality tangible and close to homeMaking racial inequality tangible and close to home Put patterns of race or class on the tablePut patterns of race or class on the table Highlight the historical perspectiveHighlight the historical perspective Uncover the cultural biasUncover the cultural bias Acknowledge the significance of our social group membershipAcknowledge the significance of our social group membership Hold the tension between hope and urgencyHold the tension between hope and urgency Build on strengths, use positive languageBuild on strengths, use positive language

18. Conversation Analysis Partner B Raising awarenessRaising awareness Suggesting or facilitating a new course of actionSuggesting or facilitating a new course of action Analyzing and reflectingAnalyzing and reflecting Changing attitude, evidence of new thinkingChanging attitude, evidence of new thinking

19. Coaching Practice Individually read over the list, star: The statement that would be most confusing or uncomfortable to address.The statement that would be most confusing or uncomfortable to address. The statement that you encounter most often, or is most intriguing to you.The statement that you encounter most often, or is most intriguing to you.

20. Coaching Practice, Cont. Trade packets.Trade packets. Partner “A” will read to Partner “B” one of the statements they have starred.Partner “A” will read to Partner “B” one of the statements they have starred. Partner “B” response drawing from the four A’s and Enid’s Six Approaches for Equity.Partner “B” response drawing from the four A’s and Enid’s Six Approaches for Equity. Switch roles, Partner “B” reading to Partner “A” one of the statements they have starred.Switch roles, Partner “B” reading to Partner “A” one of the statements they have starred.

21. Formative Assessment How might we use formative assessment processes to specifically focus Participating Teachers on “supporting equity, diversity and access to the core curriculum?”

22. Conditions for Equity Student ParticipationStudent Participation Teacher AttentionTeacher Attention Teacher Tone and ExpectationsTeacher Tone and Expectations DirectionsDirections

23. Video Observation Quartets discuss:Quartets discuss: What did you notice?What did you notice? What evidence of practice did you collect?What evidence of practice did you collect? What does the teacher do to “create and maintain an equitable in the classroom?”What does the teacher do to “create and maintain an equitable in the classroom?” What does the teacher do to uphold rigorous academic standards and ensure equitable participation?What does the teacher do to uphold rigorous academic standards and ensure equitable participation?

24. Case of Practice Reflections What is something you value and appreciate about this teacher?What is something you value and appreciate about this teacher? In what ways is the teacher already supporting equity, diversity and access to the core curriculum?In what ways is the teacher already supporting equity, diversity and access to the core curriculum? What element(s) in Induction 17 might be areas of growth?What element(s) in Induction 17 might be areas of growth?

25. Using Resources How will you use the tools and resources form this session to support your PT in providing evidence of demonstration of Induction Standard 17?How will you use the tools and resources form this session to support your PT in providing evidence of demonstration of Induction Standard 17?

26. At the heart of coaching for equity is the ability to raise issues with teachers to guide them to sources of knowledge which help them challenge ideas they or their students might hold: ideas such as people are superior or inferior, more or less deserving of good schools, or have the right to positive school experiences based on the color of their skin. To omit these discussions in coaching is to coach for the status quo, which is inequity. Enid Lee

27. Session Reflection Please complete the session evaluation document and leave it on your table as you leave.Please complete the session evaluation document and leave it on your table as you leave.