Guiding Principles for Equity in Education

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Guiding Principles for Equity in Education,By Bill de la Cruz. E quity work is designed to meet the diverse needs of students that the current structure. of the K 12 system was not created to address The public educational system was. created in the 1800 s to educate a mostly white population of men taught by men a system. designed to be equal and meet the needs of a homogenous group of students Today we are. attempting to create a system based on equity rather than equality. Equity is designed to differentiate for the diverse needs of student learning and create more. inclusive environments for the diverse adults who teach in our schools today There is a lot of. research on equity and there is no one size that fits all schools There are no exact strategies. for operationalizing equity in schools and many districts are experimenting with finding the. formula that works best to infuse and operationalize equity into their schools. I have had the pleasure of working with the McGraw Hill research and education teams and. have found them to be dedicated in the effort to find ways to effectively infuse equity into. schools What we are finding is that the issues impacting the ability to operationalize equity. work into current district practices and protocols are similar across the country. The principles shared in this research work start with the premise that the adults in the building. are responsible for student learning for creating equitable systems in schools and for using an. inquisitive approach to designing school systems that are equitable The approach starts with. acquiring an equity mindset driving your equity plan and expanding your equity vision The. research from this document is designed to give equity practitioners a road map for creating. systems of equity I encourage you to use this as a tool to drive deep honest discussions. about your own systems and the willingness of everyone involved to create a more equitable. educational system, Bill de la Cruz is known as a national expert on building systems of equity in schools and. school districts He has been facilitating with schools and districts across the country who are. attempting to operationalize equity work for over twenty years. Learn more Visit mheonline com equity 2,Guiding Principles for Equity in Education. Introduction, W hether you are just starting to think about educational equity or you are well on. your way in this journey we are so pleased that you are engaged in this noble and. important endeavor, We have designed this resource which builds upon existing equity research and established.
best practices to support your efforts It is our hope that these principles can serve as a set of. guideposts for you for wherever you are on your equity path. We recognize that this is a complex path Even defining what equity itself means exactly. can be a challenge Indeed definitions of equity can vary depending on context For the. purposes of this resource we can draw upon definitions that frame educational equity as the. driving force behind ensuring that all students everywhere receive rigorous rich educational. experiences that are designed to meet their specific learning needs At its heart equity means. turning the tables on who is responsible for student learning If a student does not make. sufficient progress in school it is on us the adult stakeholders to figure out what s going on. and how to fix it, Here at McGraw Hill our job as learning scientists and specialists is to deeply and broadly. survey research and then find ways to apply what we learn toward improving student and. teacher outcomes As we continue to engage in this work as it relates to educational equity it. has become increasingly clear that not only is this a critical topic for our students but for the. future of our nation, In addition it is also clear that ensuring equity means avoiding a one size fits all approach. Thus even as you read this we invite you to consider how these principles may best apply to. your own educational settings because no two schools classrooms or students are alike. Before you explore these principles we would like to leave you with an invitation We. encourage you to ask yourself as we did the following questions Who is framing the problem. Who is creating the solution What factors should we take into account as we think about. teaching and learning How can we adapt our existing practices and hierarchies to better. serve our world s future citizens, When we collectively keep asking these questions and seek to find the best possible answers. for all our learners we can be sure that we are staying on the path to equity and indeed to the. brightest of futures for our nation,Learn more Visit mheonline com equity 3. Guiding Principles for Equity in Education,Ten Guiding Principles for Equity in Education.
Part One Adopt an Equity Mindset, Commit Understand that equity is a journey that requires collaborative commitments. Collaborate Value and prioritize inclusive communication. Frame Foster a culture that encourages self reflection and new perspectives. Part Two Drive Your Equity Plan, Nurture Provide social and emotional supports to all students and staff. Empathize Implement culturally responsive teaching practices. Build Replace institutional inequities with innovative supports. Challenge Ensure that all students are held to high expectations. Part Three Expand Your Equity Vision, Support Deliver ongoing professional learning opportunities. Listen Continually solicit feedback, Persist Drive positive change through perseverance. Learn more Visit mheonline com equity 4,Guiding Principles for Equity in Education.
PART ONE Adopt an Equity Mindset, The first three principles focus on how school and district leaders can set a foundation. for a commitment to equity align stakeholders on a shared vision for equity in a specific. community and level set expectations for equity work. Guiding Principle 1 COMMIT, Recognize that equity is a journey that requires collaborative commitments. O ne of the first steps toward achieving educational equity is to recognize that equity is an. ongoing collaborative journey rather than simply a box to be checked The leaders of an. equity initiative which may include district administrators faculty and staff families students. community members and policy makers should all fully commit to the efforts changes and. complexities that accompany the creation of an equitable system. Before planning can begin however it is fundamental that every stakeholder first understands. the depth and breadth of their unique educational equity journey Striving for equity often. requires fundamental structural changes that go beyond temporary initiatives or surface level. COMMIT Strategies, Discuss clear definitions of the terms you will be using in your equity journey i e what do. we mean by equity expectations and rationale with all stakeholders Consider drafting. and distributing a written version of your equity vision including a glossary and visuals to. all stakeholders including community members and solicit feedback so you can make any. necessary revisions, Set explicit measurable and time bound goals for the purpose of clear communication. and tracking while making clear that these goals are iterative and do not isolate the equity. initiative to a box checking exercise Rose 2015, Communicate early and often with all parents staff and students and be transparent about.
the scope of an equity mission when applicable make clear that leadership understands. that this will be a fundamental shift Convey that equity can only be achieved through. systematic and ongoing adaptations of the educational landscape to best support the. needs of all students and that it is not simply a temporary initiative. Identify the student populations who are least adequately served by your system as it. functions now using a variety of observation and measurement tools Commit to addressing. the most pressing needs of those students under a universal equity goal of improving your. educational systems for every learner Chatmon Watson 2018. Continually work to identify the skills and competencies that students will need to succeed. in the global economy awaiting them upon graduation Due to the rapidly changing. Learn more Visit mheonline com equity 5,Guiding Principles for Equity in Education. workforce landscape this research will need to be done on an ongoing basis Darling. Hammond 2015, Commit to a research backed approach for learning that aligns to both the needs of your. most underserved students and to the skills all students will need in their future careers. Use this as an anchoring point for pedagogy across systems when it becomes difficult to. pinpoint the path to equity See NCTAF 2016 for examples of such an approach. Guiding Principle 2 COLLABORATE,Value and prioritize inclusive communication. T he creation of any type of equitable system especially a system that involves teaching. and learning requires the consistent prioritization of inclusive communication The. needs and concerns of all stakeholders including parents students district staff and. community members should be factored into every step of developing a plan for equity. implementing and iterating that plan and monitoring progress. Equity initiative leaders can actively work to include individuals whose perspectives have not. traditionally been heard in education decision making or in the construction of education. institutions over time even if this practice leads to some discomfort Recognize that at. times this may push leaders out of their social or cultural spheres of familiarity to make these. connections and while this can be uncomfortable it is a critical part of the process. COLLABORATE Strategies, Examine the communication practices that are already in place Do leaders consistently. communicate with all stakeholders including families community members and. students themselves Are these communications representative of and respectful to the. cultural norms and needs of the students and families in the district Have appropriate. accommodations been made for populations that may have previously been overlooked. and multiple methods of communication put in place e g sending paper notices home to. families who may not have regular access to an online school portal. Review the existing activities programs and supports currently in place to engage families. and the community i e open house nights Rather than increasing the frequency or scale. of existing programs identify which parent and community populations are not attending. these events or programs and redesign them to address the needs of those groups. Ishimaru 2016, Consider any existing community perceptions of equity outside of school and how.
community values may interact with support or sit at odds with the school s established. understanding of equity How can district leaders collaborate with other community leaders. to contribute to a collective community story and set of values that prioritizes equity in and. out of school, Disrupt patterns of alienation or disempowerment among the families of underserved and. Learn more Visit mheonline com equity 6,Guiding Principles for Equity in Education. or marginalized student populations within the school by empowering them to become change. agents community district partnership leaders and valued advocates Ishimaru 2016. Identify and engage with community and family groups representative of student. populations including, Equity coalitions advocacy groups cultural centers. Nonprofits hospitals and businesses,After school summer school centers shelters. Individual parents and family members who may not currently engage with the school. that is do not limit outreach to already organized groups. Guiding Principle 3 FRAME, Foster a culture that encourages self reflection and new perspectives.
F raming a collective understanding of what educational equity is and what it takes to. reach it can ensure that each stakeholder can benefit from targeted self reflection while. maintaining an optimistic open mind To help foster an equitable culture district leaders. may consider continually providing all stakeholders including students themselves with the. opportunity to engage in self reflection and sharing. District and school leaders are often in an excellent position to foster an environment. within which staff students and parents can engage in open ongoing conversations about. any persistent and pervasive inequities that may be present in the school and community. These conversations should be held after setting clear expectations regarding flexibility. reflectiveness adaptivity and the need to acknowledge and address the personal implicit. biases that all people hold Framing the educational culture around the shared goal of equity. will have powerful positive impacts on the teaching and learning experience. FRAME Strategies, To assist in framing an equity mindset it can be helpful for leaders and equity trainers. to explain that biases are simply assumptions rather than beliefs From the onset of the. planning stages strive to create an affirming positive environment for these conversations. that both acknowledges all stakeholders good intentions and addresses any implicit biases. that may be affecting students Warikoo Sinclair Fei Jacoby Senghor 2016. Educational equity work cannot happen in isolation encourage stakeholders to regularly. The principles shared in this research work start with the premise that the adults in the building are responsible for student learning for creating equitable systems in schools and for using an inquisitive approach to designing school systems that are equitable The approach starts with acquiring an equity mindset driving your equity plan and expanding your equity vision The research

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