How can Social Emotional Learning Cultivate A More Equitable - - PDF document

How can Social Emotional Learning Cultivate A More Equitable Learning Environment? Shaping My Sense of Self If you would have put down that you were Hispanic, you would have gotten money for college.

My mom and I lived in a tent in the middle

• f the woods while I was in 7th grade.

I was pulled

• ver at the border, told to get out of the car, and

searched because they didn’t believe I was a citizen… even seeing my MD license.

Don’t you remember me doing my schoolwork at the kitchen table with you? I graduated with my bachelor’s in nursing when you graduated from high school.

I didn’t know that was a hurtful word. WE use it all the time at home. I’m sorry. Identity

• 41
• White
• CIS-gender
• Heterosexual
• Woman
• Germany, Mexico,

Czech Republic

• Wears glasses
• Used to be able to run

several miles at a time

Identity

• Christian
• Divorced
• Brunette
• Brown Eyed
• Former HS teacher
• Southeastern PA
• Mother of 3 teen boys
• Doctoral Candidate
• “Introverted

Workaholic”

Who’s in the room?

Personality Tree

• Roots = life influences and beliefs
• Trunk = life structure and aspects that

are firm and fixed

• Branches = relationships and

connections, directions, interests, how you spend your time

• Leaves = information and knowledge;

sources of both

• Buds = ideas and hopes for your future
• Fruit = achievements
• Flowers = what makes you special; your

strengths

• Thorns = challenges, threats, and

difficulties

I AM FROM…

Southern Ways Music Soul Food People of All Shades Slaves Bright Colors Loud Voice Concerts “Go On GIrl” Sweet Potato Pie and Turkey in the Oven Chitterlings on the Stove Stinking up the House Dancing All Night Racism and Small Slights

• W. Gary, October 2001

Products Ouches People Food Phrases Pictures Events Sights Sounds Smells Common Things Places

I’m from Pennsylvania Dutch and Mexico and the Czech Republic (and maybe Italy), meat and potatoes, homemade enchiladas and tacos, and kielbasa and pierogies From a grandfather who helped create The Hill School while married to a singer who sent him a Dear John letter during WWII (which, Thank Goodness, because then he met my grandmother) The Spanish-speaking great-grandparents who were convinced to leave Mexico City for a job at Bethlehem Steel From the books created by my dad which tell the story of my German ancestry for the past 300 years To the family albums tucked in the living room shelf - only pulled out during holidays But to be re-lived consistently over the dinner table, and during game nights at the shore house, and in the family group texts.

• Where I’m From

By Krista Elise Leh I am from a station wagon with “way back” seats From Mr. Clean and NEVER Chlorox wipes I am from wood-burning fireplaces (Warm, glowing, While we watched TV and drank hot cocoa.) I am from the purple flowers under the kitchen window that I fed to my three younger siblings for lunch one warm summer day I’m from Sunday dinners and playing board games From Kenny & Susie Leh and Paul & Aurora Kundrik I’m from feeding the ducks and long walks on the beach From “What will everyone think?” and “Why didn’t you do better?” I’m from a holiday-practicing Catholic (re: atheist) and a secretly-practicing Protestant

Pennsylvania Department of Education, 2018

Balance individual and collective identities

To promote a school climate of equity,

it is a school leader’s duty to promote (1) Appropriately supported, high expectations for learning and achievement; (2) Emotionally and physically safe, healthy learning environments; (3) Caring relationships with peers and adults; (4) Participation that meaningfully enhances academic, social-emotional, civic, and moral development. An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community. (Ross, 2013, p. 1)

• National School Climate Center

Agenda

• Identity
• The System
• Defining the Achievement Gap
• Factors that Contribute to the Gap(s)
• Identifying the Gap
• Creating a Culture of Social Emotional Equity
• Creating a Culture of Academic Equity
• What Is Your Role?
• What Are Your Next Steps?

Essential Questions For This Session

• What is the Achievement Gap?
• What factors contribute to the achievement gap? How are these

gaps perpetuated, or exacerbated, in U.S. school systems?

• How does culture serve as a predominant force in teaching,

learning, achievement, and opportunity?

• Where do you/your building/district fall along the Cultural

Proficiency Continuum? How is this manifested in your practice?

• How can educators break down barriers (cultural mismatches,

home/school connection, privilege, educational disconnect) that exist for historically underserved students?

Full Value Contract

• Physical Safety
• Emotional Safety
• Stay Engaged
• Experience Discomfort
• Give & Receive Honest Feedback
• Speak Your Truth
• Honor Other’s Truths
• Let it Go
• Expect & Accept Non-closure
• Embrace the Journey

with Courageous Conversations integrated

is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to (1) understand emotions, (2) manage emotions, (3) feel and show empathy for others, (4) establish and maintain positive relationships, and (5) make responsible decisions.

Social Emotional Learning

The System

What is a system?

“a perceived whole whose

elements hang together

because they continually

affect each other over time

and operate toward a common purpose” (Senge et. al 1994, p. 90)

Social Oppression Matrix

Change Raise consciousness Interrupt Educate Take a stand Question Reframe

Cycle of Socialization Cycle of Liberation

WAKING UP: Critical incident that creates cognitive dissonance Empowerment of Self: Introspection, Education, & Consciousness Raising Gaining Inspiration & Authenticity Dismantling Collusion, Privilege, Internalized Oppression

The Matrix

Intercultural Communication Institute

Diversity asks: Who’s in the room? Inclusion asks: Has everyone’s ideas been heard? Equity responds: Who’s trying to get in the room, but can’t? And whose presence in the room is under constant threat of erasure? Justice responds: Whose ideas won’t be taken seriously because they aren’t in the majority?

Defining The Achievement Gap

The “achievement gap” refers to the

disparity in academic performance

between groups of students.

• Susan Ansell, Ed Week
• Economic Gap
• Opportunity Gap
• Participation Gap
• Expectations Gap
• Relationships Gap

280 characters

https://padlet.com/KLeh/CAG

Identifying the Gap

Graduation Rate Discipline Data Course Enrollment Special Ed Enrollment Drop-out Rates Activities & Club Participation ELL / Bilingual Students Alternative School Enrollment Free & Reduced Lunch Gifted Enrollment Students Receiving Interventions Attendance & Truancy ACT/SAT Participation Standardized Test Scores Teacher Race/Ethnicity

Gaps are perpetuated,

• r exacerbated,

in U.S. schools.

Factors that Contribute to the Gap

Out of School’s Control

Local Community

• Economic opportunity for students’ family
• Access to health and social services
• Community safety
• Access to libraries, museums, and other

institutions that support students’ development

• Access to child care and after-school

programs and facilities

Families’ Support of Student Learning

• Time family members are able to devote to

support and reinforce learning

• Societal bias (racial, ethnic, and class)

Students’ Background

• Families’ income level
• Students’ birth weight
• Students’ diet and nutrition
• Students’ mobility
• Students’ primary language

Educational Funding Shortfalls

• State budget deficits
• Unfunded federal mandates
• Inequities in funding among school

districts

• NEA

Race & ethnicity distributes resources inequitably affecting education, housing, job

• pportunities, and SES.

https://www.youtube.com/watch?v=vX_Vzl-r8NY

2 Adults & 1 Child $26.00 / hr.

• MIT.edu

Children in Poverty by Race and Ethnicity

National Kids Count

N a t i

• n

a l K i d s C

• u

n t

Within School’s Control

School-Wide Factors

• Low expectations
• Lack of rigor in the curriculum
• Large class size
• Tracking groups of students
• Unsafe schools
• Culturally unfriendly environment
• Poor, or no, instructional leadership

Student-Related Factors

• Students’ interest in school
• Students’ level of efforts
• Students’ feeling that they are, in

part, responsible for their learning

Teacher- & Teaching-Related Factors

• Uncertified and inexperienced teachers
• Insensitivity to different cultures
• Poor teacher preparation
• Low expectations of students
• Inadequate materials, equipment, and

resources (including technology)

Families’ Support of Students’ Learning

• Families’ participation in school activities
• Families’ skills to support and reinforce learning
• Students’ TV watching, technology-use, and

at-home reading

• NEA

Questions To Consider

• How can we focus more on factors within the system, rather

than within children, that create barriers to effective schools for/or culturally and linguistically diverse students?

• What aspects of the schooling system can teachers

influence? In what ways can educators redefine outcomes and results to enable all students to contribute productively to society?

• What changes can you influence in your classroom, school,

district, or community to promote equity?

• NEA

Creating a Culture of Social Emotional Equity

• Culture is a predominant force in teaching & learning.

We acknowledge:

What is Culture?

• The beliefs, values, customs, and social

behaviors of a group that are reflected in their everyday life.

• Norms are learned as they are passed down

from one generation to the next.

Culture influences the way we view & process the world.

Welcome Back! THERE ARE FOUR BIRDS ON AN ELECTRICAL WIRE. IF JOHNNY SHOOTS DOWN ONE OF THE BIRDS, HOW MANY BIRDS ARE LEFT ON THE WIRE?

TYPES OF CULTURE

Gender Race/ Ethnicity Social Organizational Occupational Nationality SES District Schools Class Education Health Care Electrician

Intersectionality

the interconnected nature

• f social categorizations

such as race, class, and gender as they apply to a given individual or group, regarded as creating

• verlapping and

interdependent systems of discrimination or disadvantage.

• Oxford Dictionary

Intragroup differences exist.

Food Music Festivals Fashion Holidays Music Flags Dancing Dress Literature Games Language

Communication Styles

• Facial expressions
• Gestures
• Eye contact
• Personal space
• Body language
• Tone of voice
• Handling & displaying
• f emotions
• Conversational

patterns in different social situations Notions of:

• Courtesy
• Manners
• Friendship
• Leadership
• Cleanliness
• Modesty
• Beauty

Concepts of:

• Self
• Time
• Past and future
• Fairness and justice
• Roles related to age, sex,

class, family, etc. Approaches to:

• Religion
• Courtship
• Marriage
• Raising children
• Decision-making
• Problem-solving

Attitudes toward:

• Elders
• Adolescents
• Dependents
• Rule, Authority
• Work
• Expectations
• Age
• Death
• Sin
• Cooperation vs

competition American Bar Association Task Force on Reversing the School-to-Prison Pipeline. January 2018.

What do you notice about the data?

What are the educational implications of this data in your school?

What are the guiding beliefs and values that define the culture of your district?

• f each building?

Who are your students?

What does it mean to be ______________________ in your school?

• AIAN. Asian. Black. Latinx. NHPI. White.
• Cis. Gay. Lesbian. Transgender. Non-binary.

Living in Poverty. Middle Class. Wealthy. Bi- or Multi-lingual. To what extent do your students and their families feel included in the school culture? To what extent do they have access to

• pportunities within

the school culture?

1. Greet each student sincerely. 2. Learn your students’ names. Use your students’ names. 3. Connect with your students. Get to know them beyond school. 4. Work to understand their culture, values, and intentions. 5. Listen attentively with your full body. 6. Paraphrase to ensure you understand. Ask for clarification. 7. Identify and appreciate strengths. 8. Honor languages and dialects.

What Can We Do?

We acknowledge:

• Implicit bias leads to discrimination, restricted access,

and exclusion.

1. Take the IAT - Implicit Association Bias Test. 2. … And let the results “soak” in. 3. Realize that specific associations that arise are dependent upon a person’s context and state of mind. 4. Recognize that bias is normal, but it is not acceptable. ○ Recognize that bias is a habit AND habits can change.

• 5. Avoid blame.

○ One must change, but that doesn’t make them/us a bad person.

Implicit Bias

• Claudia Morrell,

NAPE

MicroMessages

MicroAggressions

• Dr. Derald

Wing Sue

https://www.youtube.com/watch?v=mgvjnxr6OCE

Cultural Competence

• ability to successfully teach students from a different culture
• entails developing certain personal and interpersonal

awareness and sensitivities, understanding certain bodies of cultural knowledge, and mastering a set of skills leading to effective cross-cultural teaching & culturally responsive teaching

• can be learned, practiced, and institutionalized to better

serve diverse students, their families, and their communities

Cultural Proficiency Continuum

CULTURAL DESTRUCTIVENESS CULTURAL INCAPACITY CULTURAL BLINDNESS CULTURAL PRE-COMPETENCE CULTURAL COMPETENCE CULTURAL PROFICIENCY Eliminating the cultures

• f others

Trivializing or stereotyping other cultures Universally accepting the dominant culture Desiring to help and instituting policy and practices but lacking the knowledge Accepting, respecting, and including different views so that healthy and positive interactions take place Conducting research to inform policy and practice “THEY don’t value education.” “If ____ was important, I would have learned about them in school.” “I don’t see color. I treat all my students equally.” “I am not racist; I have friends who are XYZ.” Co-teaching & Push-in programs Developing a GSA or non-discrimination policy “I don’t need to learn how to effectively teach ____ learners.” “I am successful working with normal kids.” Viewing cultural differences as disobedience, noncompliance, or disrespect “Where are you from?” Parents become “guest teaching partners” Detracking Physical abuse or bullying Questioning the qualifications of a person Teaching that Cinco de Mayo is celebrated by all Spanish-speaking countries

• r believing Hanukkah is a

high holy holiday Multiculturalism is embedded in the professional learning and student calendar Students see themselves and people from different cultures in the formal and non-formal curricula Redistricting to balance diversity All- encompassing rules such as no head-coverings Dismissing someone who complains about culturally inappropriate comments as overly sensitive Locating resources to enhance an inclusive curriculum

Hindering Behaviors Helpful Behaviors

Actively join behavior No response Educate

• neself

Interrupt the behavior Interrupt and educate Support

• thers’

proactive response Initiate proactive response

A Continuum of Action Ally Accomplice

• 9. Don’t ignore difference - it makes bias worse.

○ “Humans see skin color, and gender, and age. That’s vision. Our associations with these are culture.” - ITHDE

• 10. Be aware of your biases. (DETECT) Observe your own stereotypes and

your own thoughts, words, phrases.

• 11. Be motivated to change them - start with your beliefs about bias.(REJECT)

○ It’s harder to shift values. Look for situational reasons for behavior.

• 12. Have a strategy for replacing them. (DEFLECT)

○ Seek out people who belong to groups unlike your own. ○ Aim to make unconscious patterns conscious and intentional.

What Can We Do?

NPR Podcast Invisibilia: The Culture Inside

• Cultural mismatches lead to conflict.

We acknowledge:

Food Music Festivals Fashion Holidays Music Flags Dancing Dress Literature Games Language

Communication Styles

• Facial expressions
• Gestures
• Eye contact
• Personal space
• Body language
• Tone of voice
• Handling & displaying
• f emotions
• Conversational

patterns in different social situations Notions of:

• Courtesy
• Manners
• Friendship
• Leadership
• Cleanliness
• Modesty
• Beauty

Concepts of:

• Self
• Time
• Past and future
• Fairness and justice
• Roles related to age, sex,

class, family, etc. Approaches to:

• Religion
• Courtship
• Marriage
• Raising children
• Decision-making
• Problem-solving

Attitudes toward:

• Elders
• Adolescents
• Dependents
• Rule, Authority
• Work
• Expectations
• Age
• Death
• Sin
• Cooperation vs

competition

The Cyclical Relationship of Poverty and the School-to-Prison Pipeline

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

ACEs Adverse Childhood Experience

• Center for

Disease Control

What is defined as misbehavior? How is it handled in the school setting?

Trauma-Informed Practice

• 13. Remove zero-tolerance policies from schools. Educate others on the

long-lasting negative impacts of the policy.

• 14. Support legislation eliminating criminalizing student misbehavior

that does not endanger others.

• 15. Support demonstrated alternative strategies to address student

misbehavior, including Restorative Justice.

Identify funding and provide safe harbor for participants in evaluative research on implicit bias and de-biasing training.

• 16. Demonstrate empathy. Encourage students to practice empathy.
• 17. Explicitly teach students HOW to manage their thoughts and

emotions as well as the decision-making process.

What Can We Do?

American Bar Association Task Force on Reversing the School-to-Prison Pipeline. 2018.

The Handcuff Challenge

The Handcuff Challenge

https://www.youtube.com/watch?v=TZ-V_n8SOJk

Creating a Culture of Academic Equity

We acknowledge:

• Conversations around privilege are difficult but allow

us to practice empathy without defensiveness.

Matrix of Oppression

Social Identity Privileged Groups Border Groups Oppressed Groups Race

• White
• White-passing
• People of Color

Sex

• Man
• Woman
• Non-binary

Gender

• Gender-conforming cis

men and women

• Gender-ambiguous cis
• Transgender passing
• Transgender
• Gender on-conforming

Sexual Orientation

• Heterosexual
• Pansexual
• Gay
• Lesbian

Class

• Wealthy
• Middle Class
• Working Class
• Poverty-stricken

Religion

• Protestant
• Roman Catholic
• Non-Christian

Ability/ Disability

• Able-bodied
• Temporarily disabled
• Disabled

CULTURE

Your American Dream Score https://movingup usa.com/calc/

equality

feels like

• ppression.”

“When you’re accustomed to privilege,

My interests: I WIN. Your interests: YOU WIN.

WIN. WIN. It’s not a Zero Sum Game. Holding Space

• Dr. Robin DiAngelo

“White Fragility”

We acknowledge:

• Bias and privilege lead to academic discrimination.
• “Much of human progress depends on
• innovation. It depends on people coming up

with a breakthrough idea to improve life. Children who excelled in math were far more likely to become inventors. But being a math standout wasn’t enough. Only the top students who also came from high-income families had a decent chance to become an inventor. Low-income students who are among the very best math students — those who score in the top 5 percent of all third graders — are no more likely to become inventors than below-average math students from affluent families…”

Leonhardt, D. (17 Dec 2017) Lost Einsteins. New York Times. Retrieved from: https://www.nytimes.com/2017/12/03/opinion/l

• st-einsteins-innovation-inequality.html

Lost Einsteins

What’s Happening? Who’s got the keys? Who’s knows there is a door? Who knows where to find it?

Who’s in the room? Who’s not in the room? Making Space

Discretion and Disproportionality: Explaining the Underrepresentation

• f High-Achieving Students of Color in Gifted Programs
• Grissom & Redding (2016)

In US DOE longitudinal study of 10,000 elementary school students, Black students are 66 percent less likely and Hispanic students are 47 percent less likely than White students to be assigned to gifted programs. When controlling for math and reading assessments, the gap between White and Hispanic students was statistically indistinguishable from zero (suggesting difference in scores can explain the entire White-Hispanic gifted gap). Controls did not have same effect for black students. Black students continued to be assigned to gifted programs half as often as white peers with identical math & reading achievement.

Discretion and Disproportionality: Explaining the Underrepresentation

• f High-Achieving Students of Color in Gifted Programs
• Grissom & Redding (2016)

All else being equal, black students are three times more likely to be assigned to gifted programs when taught by a black teacher than a nonblack teacher (similar to those of white students with similar characteristics). Teacher racial or ethnic congruence did not have an impact on the rate of gifted assignment for white, Hispanic, or Asian students. Nationally, white students in elementary school experience teacher congruence at a rate of 95 percent while, by contrast, teacher congruence

• ccurs for black students only 22 percent of the time.

Who’s knows there is a door? Who knows where to find it? It works the

• ther way too...

“28% of students classified as intellectually disabled areBlack, while Black students are 15% of the juvenile population as a whole.”

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

American Bar Association Task Force on Reversing the School-to-Prison

• Pipeline. 2018.

Funds of Knowledge

• Dr. Luis Moll

https://www.youtube.com/watch?v=aWS0YBpGkkE&feature=youtu.be

• 18. Analyze your data for disproportionality - discipline, gifted, special

education, honors/AP classes, extra-curricular activities, clubs, etc.

• 19. Identify barriers to opportunity for your students: Who are the

“gatekeepers?” Do they believe in a student’s “right to fail” or a student’s “right to succeed?”

• 20. Visit the families in the community. Build authentic, respectful relationships

that honors the Funds of Knowledge within the families.

• 21. Examine if, and how, families are receiving knowledge and support so that

their children have increased access and opportunity.

• 22. Consider how your staff demographics can better match your student

demographics.

What Can We Do?

We acknowledge:

• Every student deserves to have caring educators who

believe in their ability to be successful.

John Hattie’s Influences on Learning Effect Size % Gain Peer Tutoring 0.55 21 Service Learning 0.58 22 Classroom Behavior 0.63 23.5 Problem-solving Teaching Feedback 0.73 26.5 Class Discussions 0.82 29.5 Student Expectations 1.44 1.00 = 34 >1 larger than 1 standard deviation Self-reported Grades 1.57 Teacher Estimates of Students (how well a teacher knows students, not expectations) 1.62 John Hattie’s Influences on Learning Effect Size % Gain Values/Morals Programs 0.24 9.5 Social Skills Programs 0.40 15.5 Communication Strategies 0.43 16.5 Small Group Learning 0.47 18 Relationships 0.52 20 Teacher-student Relationships Peer Influences 0.53 20.5 Cooperative vs Competitive Classroom Cohesion

Growth Mindset

I know what I’m doing. We’ve done this before. Will I ever be able to do this? I’m finding this difficult. I feel stuck. I get it. What’s next? I am practicing, and it’s starting to make sense.

MY LEARNING LINE FOLD AND CUT YOUR PAPER SO IT LOOKS LIKE THIS

We acknowledge:

• Culturally responsive teaching values diversity and

maintains high standards for learning.

Four Conditions Necessary for CRT

Establish Inclusion - Emphasize the human purpose of what is being learned and its relationship to the students' experience. Make Learning Relevant - Relate teaching and learning activities to students' experience or previous knowledge. Maintain High Standards - Provide challenging learning experiences involving higher

• rder thinking and critical inquiry. Address relevant, real-world issues in an

action-oriented manner. Engender Competence - Connect the feedback and assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time.

• Wlodkowski and Ginsberg

Who or what is missing or misrepresented in the curriculum?

• 23. Hold high expectations for students. When they achieve, increase the levels
• f challenge.
• 24. Provide appropriate level of care when challenging students. Balance

enabling and empowering.

• 25. Promote a Growth Mindset. Explain to students how the become “smarter.”
• 26. Identify and rectify gaps and misrepresentation in curriculum.
• 27. Understand the purpose, the value, and the practice of culturally responsive

teaching.

What Can We Do?

• 28. Practice cultural proficiency. (Be a continual learner.)
• When you know better, do better. - Maya Angelou
• 29. Promote a culture of sharing among your students.
• 31. Integrate Funds of Knowledge into content.
• 31. Storify your content.
• 32. Encourage metaphors and similes.
• 33. Incorporate music and technology.

What Can We Do?

Social Emotional Learning & Equity

Self-Awareness

• www.CASEL.org

CASEL Equity Elaborations

Label one’s feelings Examining the importance of various social identities Relating feeling & thoughts to behavior Deriving constructive meaning of social identities Accurate self-assessment of strengths and challenges Grounding in and affirming cultural heritage(s) Self-efficacy Optimism

Self-Management

• www.CASEL.org

CASEL Equity Elaborations

Regulating one’s emotions Coping with acculturative stress Managing stress Coping with discrimination and prejudice Self-control Self-motivation Setting and achieving goals

Social Awareness

• www.CASEL.org

CASEL Equity Elaborations

Perspective-taking Discerning the importance of diversity(situational) Empathy Understanding the meaning of diversity in contexts Respect for diversity Understanding social & ethical norms Recognizing cultural demands and

• pportunities

Recognizing family, school, and community supports Collective efficacy

Relationship Skills

• www.CASEL.org

CASEL Equity Elaborations

Building relationships with diverse individuals and groups Demonstrate cultural competence Communicating clearly Leveraging cultural fluency Working cooperatively Resolving conflicts Seeking help

Responsible Decision-Making

• www.CASEL.org

CASEL Equity Elaborations

Identifying problems Considering diversity salience Analyzing situations Assessing the impact of one’s beliefs and biases Solving problems Pursuing inclusive, mutually beneficial solutions Evaluating Reflecting on the broader ethical consequences of one’s decisions for intragroup, intergroup, and institutional relations Reflecting Ethical Responsibliity

Next Steps?

What concerns do you have moving forward?

GOAL:

• Examine cultural mismatches and ways to realign student-teacher expectations. Is

there disproportionality within discipline data?

• Explore implicit bias and expectations of achievement. Who has access to higher

level courses in your district?

• Learn more about micromessages/microaggressions within your school. What

group(s) are targets?

• Determine ways to leverage funds of knowledge and build bridges to families.
• How is privilege manifested in the school? What groups need support and knowledge

to increase access?

• What academic professional development do teachers need to best support

students? - Growth Mindset? - Culturally Relevant Teaching? - Curriculum Assessment?

Closing Something I learned today was… Something that surprised me today was… I still wonder about...

Closing Whip