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    Equity Diversity Inclusion and Our Biases

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    This document summarizes the key takeaways from a conference on equity, diversity, and inclusion. The conference focused on examining personal biases, defining equity principles, making classrooms culturally responsive, and moving beyond superficial discussions to meaningful equitable action. Participants engaged in belief surveys, building shared definitions of equity, and analyzing classroom resources and identity. The major takeaways were the need to establish shared understandings of equity, reflect on unconscious biases, go beyond superficial gestures, and address equity as a school-wide issue requiring collective work.

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    Equity Diversity Inclusion and Our Biases

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    This document summarizes the key takeaways from a conference on equity, diversity, and inclusion. The conference focused on examining personal biases, defining equity principles, making classrooms culturally responsive, and moving beyond superficial discussions to meaningful equitable action. Participants engaged in belief surveys, building shared definitions of equity, and analyzing classroom resources and identity. The major takeaways were the need to establish shared understandings of equity, reflect on unconscious biases, go beyond superficial gestures, and address equity as a school-wide issue requiring collective work.

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    This document summarizes the key takeaways from a conference on equity, diversity, and inclusion. The conference focused on examining personal biases, defining equity principles, making classrooms culturally responsive, and moving beyond superficial discussions to meaningful equitable action. Participants engaged in belief surveys, building shared definitions of equity, and analyzing classroom resources and identity. The major takeaways were the need to establish shared understandings of equity, reflect on unconscious biases, go beyond superficial gestures, and address equity as a school-wide issue requiring collective work.

    Copyright:

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    61 views15 pages

    Equity Diversity Inclusion and Our Biases

    Uploaded by

    api-417564374
    This document summarizes the key takeaways from a conference on equity, diversity, and inclusion. The conference focused on examining personal biases, defining equity principles, making classrooms culturally responsive, and moving beyond superficial discussions to meaningful equitable action. Participants engaged in belief surveys, building shared definitions of equity, and analyzing classroom resources and identity. The major takeaways were the need to establish shared understandings of equity, reflect on unconscious biases, go beyond superficial gestures, and address equity as a school-wide issue requiring collective work.

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    of 15

    Equity, Diversity, Inclusion

    and our Biases


    My Takeaways from Attending ASCD Empower19 March 15-18
    Sharing with the IDT April, 2019
    Christina Rothenberg
    Objectives and Standards
    NBPTS
    ● Proposition 1: Teachers are committed to students and their learning.
    ● Proposition 4: Teachers think systematically about their practices and learn from experience.
    ● Proposition 5: Teachers are Members of Professional Communities.

    Teacher Leader Model Standards


    ● Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student
    Learning.
    ● Domain 2: Accesses and Uses Research to Improve Practice and Student Learning.
    ● Domain 3: Promotes Professional Learning for Continuous Improvement.
    ● Domain 4: Facilitates Improvements in Instruction and Student Learning.
    ● Domain 6: Improves Outreach and Collaboration with Families and Community.
    Take a minute and think about...
    ● What is the difference between equality and equity?
    ● What does equity mean to you?
    ● Have you ever thought about your own biases?
    Belief Work: Creating Classroom Communities Built on Equity
    and Access for all Learners
    ● Belief Survey Worksheet:
    ○ Really interesting to see
    where everyone’s beliefs
    were.
    ○ Made us realize that we
    cannot make assumptions
    about other people and their
    beliefs.
    Belief Work: Creating Classroom Communities Built on Equity
    and Access for all Learners

    ● Building our Universal Equity


    Principles: Individual, Pair,
    Quad, Octet to identify the five
    ideas/concepts that define
    educational equity for you.
    ● We have to address the
    implicit bias: Equity is not just
    about equity of access, but
    equity of outcomes for all.
    Now You Try It!
    ● Building Our Universal Equity Principles
    ○ Individual: Write down three things in the “Individual” square about equity (What does it look
    like to you? What are your non-negotiables?)
    ○ Pair: Share your thoughts with a partner, write down the things you agree on.
    ○ Quad: Partner up with another partner pair and share your thoughts. Write down your newly
    shared definitions.
    ○ Octet: Group of 8, write down your newly shared definitions.
    ● Share out: what did you notice? Common themes?
    ● What is one way you can use this graphic organizer in your classroom?
    ○ Setting class rules/expectations
    ● What other words do you think we need to have a universal definition for at
    our school?
    Equity Principles: Sharing
    Group 1

    Group 2

    Group 3

    Group 4

    Group 5

    Group 6

    Group 7

    Group 8
    Responsive Renovation: Building a Culturally Responsive
    Classroom That Grows Diverse Voices
    ● Handout
    ● Scavenger Hunt:
    Interesting to identify
    and share about our
    beliefs and
    experiences with
    culture.
    Responsive Renovation: Building a Culturally Responsive
    Classroom That Grows Diverse Voices

    ● Handout
    ● Tree: What in this graphic
    challenges or affirms your
    thoughts about culture? What
    does this imply about how our
    classroom practices need to
    shift?
    Responsive Renovation: Building a Culturally Responsive
    Classroom That Grows Diverse Voices
    ● Classroom Identity Wheel
    ● Books in our classroom
    should be windows and
    mirrors
    ○ Mirrors allow all students to see
    themselves represented
    ■ Books predominantly
    written by white authors,
    not an authentic
    representation
    ○ Windows: give a glimpse into a
    different culture
    ○ Sources:
    WeNeedDiverseBooks,
    DisruptTexts, ProjectLit
    Now You Try It!

    ● T-P-S how could you use the Classroom Identity Wheel to update the books
    in your classroom?
    Is it Equity, or Just Coconut Water? Getting
    Beyond the Mantra and Toward Equitable
    Action
    ● Talking about equity is one thing, but we need to take action to create systems that are
    disruptive to systemic barriers that have blocked out marginalized students
    ● We must focus on students of color first, and the barriers to student success
    ● We all need to be on the same page and have the same definitions of equity, access,
    etc.
    ● Equitable access: not just providing financial aid, but now how are we continuing to
    support them? Not just providing a laptop for all, but what about internet at home?
    ● Unconscious biases: we have layers and lenses that cause our unconscious biases -
    race, education, marital status, socio-economic status, age, religion, etc.
    ● Lenses create: belief gap ->achievement gap->discipline gap ->opportunity gap -
    >access gap -> aspiration gap
    My Major Takeaways
    ● We need shared definitions at our school
    ● We need to face our own unconscious biases - personal reflection
    ● Not just food, flags, fun
    ● It is an issue, we all need to work together
    ● It’s not a quick fix
    ● Every session I went to referenced an IDT specialist
    Names and Resources that came up a lot…

    ● Dr. Eddie Fergus


    ● Cornelius Minor
    ● Instagram
    ○ DisruptTexts
    ○ WeNeedDiverseBooks
    ○ ProjectLit
    ○ TheConsciousKid
    Your Takeaways?

    ● Did you learn anything new today?


    ● Are you starting to think about your own biases and practices?
    ● What, if anything, do you think would be beneficial for us to do as a full
    faculty?
    ● Any other thoughts?

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