East Bay BTSA Induction Standard 17

1. East Bay BTSA InductionStandard 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. • Equity is the approach • Equality is the goal. Enid Lee

3. Situational and Systematic Inequities • Situational: 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.)

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.

5. Increasing InfluenceChange 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 equity issues within your school and community?

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

8. Norms for Collaborative Work • Equity of Voice • Active Listening • Respect for all Perspectives • Safety and Confidentiality

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

10. Equity in Education • Evidence of Practice • 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 an equitable and safe learning community? (17f)

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

12. Jigsaw Directions • Form groups of six and number off 1-6 • Everyone reads the introduction • 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 home • Name racism and connect it with other forms of oppression • Highlight the historical perspective • Uncover the cultural bias • Acknowledge the significance of our social group membership • Hold the tension between hope and urgency • Build 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 Awareness Attitude Change Action Analysis

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 AnalysisPartner A • Making racial inequality tangible and close to home • Put patterns of race or class on the table • Highlight the historical perspective • Uncover the cultural bias • Acknowledge the significance of our social group membership • Hold the tension between hope and urgency • Build on strengths, use positive language

18. Conversation AnalysisPartner B • Raising awareness • Suggesting or facilitating a new course of action • Analyzing and reflecting • Changing 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 you encounter most often, or is most intriguing to you.

20. Coaching Practice, Cont. • Trade packets. • 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. • 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 Participation • Teacher Attention • Teacher Tone and Expectations • Directions

23. Video Observation • Quartets discuss: • What did you notice? • 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 uphold rigorous academic standards and ensure equitable participation?

24. Case of PracticeReflections • 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? • 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?

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.