1. Racial Equity: Beyond Courage August 28, 2014

2. Learner Voices through Poetry

3. More Learner Voices Focus Groups and Consortium-wide Efforts (Tesa)

4. Objective and Agenda Objective: To start to equip Hubbs Center teachers and staff to use a racial equity lens in their work. Agenda – 4 R’s – Reading – Teacher Panel – Unintentional Racism Framework

5. Compass Check-in

6. 4 R’s of Racial Equity Relationships Realness Rigor Relevance

7. Relationships Think-Pair-Share Questions (choose one or all) – How do you develop relationships with new people? – Describe what a reciprocal relationship looks like to you. – Think about the first week of school. How can you build a relationship with a student? What actions will you take?

8. Realness Think-Pair-Share (choose one or all) – Define your personality. How do you “show up” to others when your first meet them? – To those that you are very or extremely close, how do you “show up” to them? – Are you comfortable with having your perspective and/or reasoning challenged by a student?

9. Rigor Think-Pair-Share (choose one or all) – Do you believe that all students can perform at high academic levels? – How will you communicate to students that they can be successful?

10. Relevance Think-Pair-Share (choose one or all) – How will you learn what issues are of concern to your students? – Why is it important for you to know what concerns your students? – What strategies can you use to make sure the curriculum relates to the experiences, interests, and backgrounds of your students?

11. Reading and Break Time Please take the next 20 minutes to read the article. As needed, please also use this time as a break.

12. Reading: Teaching and Transcending Basic Skills In Serial Testimony, “participants speak in turn around a circle or around a classroom for a limited time without referring to what others have said. They speak from experience—not from opinion—and hearing each other, they also learn more about themselves.” Peggy McIntosh Serial testimony privileges the living knowledge of every person in the room

13. Guiding Question 1 The reading says that holding high expectations is the key to ensuring the success of students of color. – Do you agree or disagree with this statement? – Can you think of a time when someone’s expectations of you impacted your performance?

14. Guiding Question 2 Think about your interactions with Hubbs students (at intake, during testing, in the classroom, etc.). How do you communicate your high expectations with Hubbs students?

15. Teacher Panel

16. Carole

17. Vocabulary (Ann Marie)

19. Read and Analyze to Explore the Meaning of “Post-Racial”

20. Ann Marie "Using Editorial Cartoons to Teach Social Justice" "Using Editorial Cartoons to Teach Social Justice" "What Does Post-Racial Mean Anyway" Comparing and Contrasting News Articles 1 and 2 12 Tying in Current Events: Is Obama's Reaction to Ferguson Post-Racial Rhetoric? Tying in Current Events: Is Obama's Reaction to Ferguson Post-Racial Rhetoric?

21. Tammy Link to AFT Website Lesson Plan

22. Liz and Pajzao White TalkColor Commentary VerbalNonverbal ImpersonalPersonal IntellectualEmotional Task orientedProcess oriented

23. Reflections and Cautions Wanda Others?

24. Reflection At your table, please choose one of the 4 Rs and identify where you found it in action in the panel presentations Where did you see the combination of basic skill instruction with high expectations?

25. Understanding Racism - Framework AttitudinalBehavioral Unconscious Racism Conscious Racism Overt Covert I can’t see it. I can see it. Unintentional Intentional I meant to do it. I didn’t mean to do it. Individual Cultural Institutional

26. Segregated Entrances/Bus Loop (then) AttitudinalBehavioral Overt Covert I can’t see it. I can see it. Unintentional Intentional I meant to do it. I didn’t mean to do it. Individual Cultural Institutional

27. Segregated Entrances/Bus Loop (now) AttitudinalBehavioral Overt Covert I can’t see it. I can see it. Unintentional Intentional I meant to do it. I didn’t mean to do it. Individual Cultural Institutional

28. Segregated Entrances/Bus Loop (possible future) AttitudinalBehavioral Overt Covert I can’t see it. I can see it. Unintentional Intentional I meant to do it. I didn’t mean to do it. Individual Cultural Institutional