Fayette County Schools Equity Training 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 of this is to support teachers and to develop teacher leadership in doing inquiry with equity at the center.

Some of Our Starting Points and Bottom 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.

Some of Our Starting Points and Bottom 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.

We are Diverse!

Stats Students 3,812 ELL 2.0% Economically Disadvantaged 76.6% Students with Disabilities 13.3%

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.

A simile uses like/as to compare two things 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 object

includes the following significant characteristics: Equity, according to our definition, includes the following significant characteristics:

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;

Somerville Elementary

Domains for Equity Consideration Content Pedagogy Climate Content- What is taught Climate- classroom and school environment Pedagogy- How we teach/strategies we use

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.

Awareness Action Analysis Attitude Change

Northwest Elementary

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.

Research shows that… New teachers do not typically come from the ethnic, linguistic, cultural, or economic backgrounds of the students they teach New teachers self-report that they feel ill equipped to work with students of diverse back grounds The curriculum, pedagogy and power dynamic of schools perpetuate inequities Many 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 1

Oakland Elementary

Change As James Baldwin wrote, “Not everything that is faced can be changed, but nothing can be changed until it is faced.”

Evidence of Practice How 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?

Central Elementary

Scenarios Pick a scenario and work through with your partner Use the characteristics and keeping the domains in mind Briefly analyze the case (language, culture, race) Consider: What challenge is the teacher facing? Within the Four A’s cycle, where will you enter?

Southwest Elementary

LaGrange Moscow Elementary

We are Diverse!

[…]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.