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Equity
Phase 1 

Picture
"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  
Beginning/ Developing
  • Teacher mispronounces names of students
  • Students are singled out in class because of their backgrounds
  • Lines of difference (cultural, racial, social class, sexual orientation, and gender identities) are not represented or discussed and/or are used as a way to label or divide students
  • Teacher assumes students who behave or are categorized in a certain way do so because of their character rather than in response to environmental circumstances 
Practicing/ Achieving
  • ​Teacher insists on classroom language and behaviors that value differences
  • Age appropriate evidence that students see their lines of difference (cultural, racial, social class, sexual orientation, and gender identities) acknowledged, affirmed, and reflected in the learning space
Questions to Guide Observation 
  • How does the teacher track and understand their interactions with students in order to help them increase the quality of those interactions?
  • How do teachers calibrate proficiency levels for student work in order to identify patterns of bias?
  • How do students learn appropriate language for asking questions about others’ cultures and sharing details of their own?
  • What artifacts or evidence do you see of lines of difference being acknowledged, affirmed, and reflected in the learning environment?
  • What do you hear in the language used in the classroom that reflects valuing differences or using differences to label or divide?
Resources
  • Using Board Games to Help Fight and Understand Bias: from KQED’s MindShift, by Maanvi Singh, explores how gaming can be used to push people to think beyond bias and prejudice.  
  • I Don’t Think I’m Biased: from Learning For Justice, by Pat Clark, is a case study on how educators confronted their attitudes on race and privilege. 
  • Four Ways Teachers Can Reduce Implicit Bias from Greater Good Magazine, by Jill Suttie, includes tips to help teachers treat all their students with dignity and care.
  • How do I know if my biases affect my teaching? from The National Association for Multicultural Education helps reframe thoughts around students.
  • Equity Perspectives: Creating Space for Making Meaning on Equity Issues is a protocol from the School Reform Initiative to build dialogue around thoughts and assumptions not usually discussed.
Self-Awareness, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse