East Bay BTSA InductionEast Bay BTSA InductionStandard 17Standard 17

Supporting Equity, Diversity Supporting Equity, Diversity and Access to the Core and Access to the Core

CurriculumCurriculum

What is Equity?What is Equity?

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

Enid LeeEnid Lee

Situational and Systematic Situational and Systematic InequitiesInequities

• Situational: An inequity we focus Situational: An inequity we focus on in a particular contexton in a particular context

• Systematic: An inequity that is Systematic: An inequity that is rooted in and perpetuated by a rooted in and perpetuated by a system (school, political, system (school, political, economic, etc.)economic, etc.)

Situational and Systematic Situational and Systematic InequitiesInequities

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

Increasing InfluenceIncreasing InfluenceChange AgentryChange Agentry

Area of Concern

Systematic

Sphere

Of

Influence

Situational

Equity in EducationEquity in Education

• What are examples of equity What are examples of equity issues in your teaching practice?issues in your teaching practice?

• What are equity issues within your What are equity issues within your school and community?school and community?

OutcomesOutcomes• Examine how to promote equitable Examine how to promote equitable

learning outcomes for all studentslearning outcomes for all students• Identify equity based factors that close Identify equity based factors that close

the achievement gap.the achievement gap.• Practice mentoring language, protocols Practice mentoring language, protocols

and observation skills to address and observation skills to address inequities and move teaching practice inequities and move teaching practice forwardforward

• See the relationship between See the relationship between systematic and situational inequitiessystematic and situational inequities

• Integrate CSTP, Induction Program and Integrate CSTP, Induction Program and student content standards in mentoringstudent content standards in mentoring

Norms for Collaborative Norms for Collaborative WorkWork

• Equity of VoiceEquity of Voice

• Active ListeningActive Listening

• Respect for all PerspectivesRespect for all Perspectives

• Safety and ConfidentialitySafety and Confidentiality

Synthesizing the Elements Synthesizing the Elements and Intent of Standard 17and Intent of Standard 17

• How do I create and maintain an How do I create and maintain an equitable learning community in equitable learning community in my classroom?my classroom?

Kendyll Stansbury, Stanford Kendyll Stansbury, Stanford UniversityUniversity

Equity in EducationEquity in Education

• Evidence of PracticeEvidence of Practice• How would you know if a teacher is How would you know if a teacher is

providing equitable access to the core providing equitable access to the core curriculum? (17a)curriculum? (17a)

• What might be evidence of a PTs What might be evidence of a PTs personal beliefs, attitudes and personal beliefs, attitudes and expectations of diverse cultures? (17b)expectations of diverse cultures? (17b)

• What might be evidence of an equitable What might be evidence of an equitable and safe learning community? (17f)and safe learning community? (17f)

Standard 17 Self-Standard 17 Self-AssessmentAssessment

• Identify your “comfort” areasIdentify your “comfort” areas• Indicate your “stretch” areasIndicate your “stretch” areas• Note any comments that come to Note any comments that come to

mindmind

Jigsaw DirectionsJigsaw Directions

• Form groups of six and number off Form groups of six and number off 1-61-6

• Everyone reads the introductionEveryone reads the introduction

• Each member reads one section and Each member reads one section and highlights key points on the note-highlights key points on the note-taking guide.taking guide.

Note-taking GuideNote-taking Guide

• Making racial inequality tangible and close Making racial inequality tangible and close to hometo home

• Name racism and connect it with other Name racism and connect it with other forms of oppressionforms of oppression

• Highlight the historical perspectiveHighlight the historical perspective• Uncover the cultural biasUncover the cultural bias• Acknowledge the significance of our social Acknowledge the significance of our social

group membershipgroup membership• Hold the tension between hope and Hold the tension between hope and

urgencyurgency• Build on strengths, use positive languageBuild on strengths, use positive language

Attitude ChangeAttitude Change

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

Change ProcessChange Process

Partner DiscussionPartner Discussion

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

Please describe.Please describe.

Conversation AnalysisConversation AnalysisPartner APartner A

• Making racial inequality tangible and close Making racial inequality tangible and close to hometo 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 Acknowledge the significance of our social

group membershipgroup membership• Hold the tension between hope and Hold the tension between hope and

urgencyurgency• Build on strengths, use positive languageBuild on strengths, use positive language

Conversation AnalysisConversation AnalysisPartner BPartner B

• Raising Raising awarenessawareness• Suggesting or facilitating a new Suggesting or facilitating a new

course of course of actionaction• AnalyzingAnalyzing and reflecting and reflecting• Changing Changing attitudeattitude, evidence of , evidence of

new thinkingnew thinking

Coaching PracticeCoaching Practice

Individually read over the list, star:Individually read over the list, star:• The statement that would be most The statement that would be most

confusing or uncomfortable to confusing or uncomfortable to address.address.

• The statement that you encounter The statement that you encounter most often, or is most intriguing to most often, or is most intriguing to you.you.

Coaching Practice, Cont.Coaching Practice, Cont.

• Trade packets. Trade packets. • Partner “A” will read to Partner “B” one Partner “A” will read to Partner “B” one

of the statements they have starred. of the statements they have starred. • Partner “B” response drawing from the Partner “B” response drawing from the

four A’s and Enid’s Six Approaches for four A’s and Enid’s Six Approaches for Equity.Equity.

• Switch roles, Partner “B” reading to Switch roles, Partner “B” reading to Partner “A” one of the statements they Partner “A” one of the statements they have starred.have starred.

Formative AssessmentFormative Assessment

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

Conditions for EquityConditions for Equity

• Student ParticipationStudent Participation

• Teacher AttentionTeacher Attention

• Teacher Tone and ExpectationsTeacher Tone and Expectations

• DirectionsDirections

Video ObservationVideo Observation

• Quartets discuss:Quartets discuss:• What did you notice?What did you notice?• What evidence of practice did you What evidence of practice did you

collect?collect?

• What does the teacher do to “create and What does the teacher do to “create and maintain an equitable in the classroom?”maintain an equitable in the classroom?”

• What does the teacher do to uphold What does the teacher do to uphold rigorous academic standards and ensure rigorous academic standards and ensure equitable participation? equitable participation?

Case of PracticeCase of PracticeReflectionsReflections

• What is something you value and What is something you value and appreciate about this teacher?appreciate about this teacher?

• In what ways is the teacher already In what ways is the teacher already supporting equity, diversity and access supporting equity, diversity and access to the core curriculum?to the core curriculum?

• What element(s) in Induction 17 might What element(s) in Induction 17 might be areas of growth?be areas of growth?

Using ResourcesUsing Resources

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

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

Enid LeeEnid Lee

Session ReflectionSession Reflection

• Please complete the session Please complete the session evaluation document and leave it evaluation document and leave it on your table as you leave.on your table as you leave.