Ensuring Inclusive Learning Environments for Each Student Matt Utterback S 1
Bringing equity into the classroom requires each of us to look at our own racial identity S 2
“We want to hear and learn about the Black experience from Black writers, not from a white person writing about the Black experience.” S
“It’s hard going to a school where people don’t look like you. It’s uncomfortable for everyone.”
“I just keep my head down so I can graduate.” S
A student’s gender, skin color, home language, and their family’s income level cannot continue to be the predictor of who does and does not graduate from our schools. S
It is not a political act to support the safety and wellbeing of students, families, and educational professionals who are vulnerable. It is a human act. S
Unlike tolerance, which would have us acknowledge our differences, love knows that each of us has worth and value. Love has us defend each other from hurt and harm. S
Development of the Human Being For each student - S Ensuring the opportunity for social uplift S Giving them a voice in this world S Being empowered to claim their humanity 11
Our Commitment to Protecting Each Other S We must commit to interrupting when we hear or see offensive words and acts. S We must commit to creating schools that are protected from discrimination. S We must commit to communicate to each student, daily, that we will protect, advocate for, and value them equally.
Civil Discourse When we allow our students to listen to one another and when we create space for multiple and diverse perspectives on various issues, we develop competent and critical thinkers.
Our schools must be places where the unique interests, talents, and gifts of each student are cultivated and affirmed.
We must learn who our students are and focus on where they want to go.
We must all recognize that our students cannot and will not rise if our expectations are low.
Strategies S Pronounce every student’s and staff member’s full name correctly. S Engage in a self-reflection process. S Grow, learn, and change at the same rate the world around us is changing. S Invite critique from students and fellow staff members.
Equity Lens S Does this decision align with the our mission/vision? S Whom does this decision affect both positively and negatively? S Does the decision being made ignore or worsen existing disparities or produce other unintended consequences? S Are those being affected by the decision included in the process? S What other possibilities were explored? S Is the decision/outcome sustainable?
A student’s gender, skin color, home language, and family’s income level are no longer predictors of who does and does not graduate from our schools. S
Thank You. Matt Utterback Superintendent North Clackamas Schools utterback@nclack.k12.or.us S
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