Equity Office Memo: Vol. 3
Last week we had our first ever Equity Task Force meeting. I could not be more grateful for the teaching members, the district administrative members, the school leaders, the community members, and our students who bring a perspective that is incredibly valuable to this work. Secondly, I want to acknowledge that “fall fatigue” is here and everything continues to feel uphill and in very oversized shoes but to bring added perspective to the conversation, I want to encourage you to fight even more for our children by engaging with them on reflective practices as your own navigation of your world is equally as important to the learning journey as theirs. Finally, Make the extra call, use notes that offer encouragement and show students that you value them as thinkers by asking for their feedback. This has become rocket science level work for us but we are built for this. I would like you to consider the use of the “Habits of Mind” when exploring helping students unpack their learning. and say after two weeks, “If anything, do I at least know for certain that I am building strong relationships with my students?”
THE HABITS OF MIND
Habits of mind are a set of thinking dispositions that help students develop their critical and creative thinking skills. They are the characteristics of what intelligent people do about problems whose resolution is not immediately apparent. These are the active learning habits individuals can develop to render their thinking and learning more self-regulated. The habits of mind are not designed to be thinking tools, rather they are designed to be dispositions adopted when using a thinking tool.
Perspective: Considering multiple perspectives/viewpoints
- What viewpoint are we hearing, reading, or communicating?
- Can identify the intention of the author?
- Can I look at this in other ways?
- Do l have an informed viewpoint?
- Evidence - Weighing evidence
- How do I know what I know?
- What's the evidence, and is it credible?
- Are there additional ways I could provide evidence?
- Do I fully support my points and perspective?
- Relevance - Finding value both personally and socially
- Why is this important? Can l identify any personal and/or social importance?
- What difference does it make?
- Do I know the implications of my position?
Reflection: Rethinking, self-assessing, and self-adjusting for improvement
- Do I think about how I am doing?
- How do I know what I'm doing?
- In what specific ways can I improve?
- Do I reflect on my goals, and adjust as necessary?
Connections: Seeing and making connections and relationships
- Where have I seen something similar?
- Do I know how something connects to something else?
- What might account for any changes?
- Do I look for relationships and explore reasons for similarities and dissimilarities?
HISPANIC HERITAGE MONTH ACTIVITIES AND RESOURCES
Lesson Plans • Activities • Reflections • Art, Culture, & Sports
What the Indian Caste System Taught Me About Racism in American Schools
Even as districts try to sustain their anti-racism initiatives ...
they face a new nationwide, legislative threat aiming to erase that work.
'Know from whence you came. If you know whence you came,
there are absolutely no limitations to where you can go.'
- American novelist, essayist, playwright, and activist James Baldwin
From the Leading With Love Podcast
The Foundation of Change: Ways to Better Know Yourself and Others
In Case You Missed It ...
Action is Power: A Special YouTube Live Presentation on Voting
REMINDER: Equity in Education Virtual Workshops
Relationship Building as a Tool to Improve
Culturally Responsive Teaching and Learning
Relationship building is a critical component to student success. The use of relationship building as a skill is the ability to build positive relationships, especially with diverse students, individuals and groups using numerous strategies such as communication, conflict resolution, active listening, motivation and teaching pedagogy. This 2 hour session lead by Cory McCarthy explores:
- The qualities of a Culturally Responsive educator
- Recognizing Equity Detours
- Safe Spaces
- Self Assessment & Core Values
- How to measure and assess growth as an Culturally Responsive educator
- Improving Cultural Competence with Intentionality
- Developing Essential Questions in the Classroom that uses relationships and relevance to improve outcomes
Culturally Responsive Teaching recognizes inequitable distributions of power and resources in our society. It challenges Eurocentric values and prevailing systems of oppression that are often invisible but entrenched in our history (Solorzano & Yosso, 2002; 2000; McCoy & Rodricks, 2015).
Culturally Responsive Teaching & Learning: aware of the historic marginalization, employ a wide repertoire of Culturally Responsive Teaching strategies to honor, validate, support, and create a safe place for diverse students (Kozleski, 2000).
Date: Tuesday, October 12th from 4 to 6 p.m.
The EPS Office of English Learners would like to invite you to our annual English Learner Family Night on Tuesday, October 12th from 5:00-7:00 at the Parlin School. We have two food trucks lined up, raffle prizes, and sign-ups for parent ESL classes. Please remind parents and families about this important event.
Principals, hard copies of these fliers will be arriving at your schools any day now. Please distribute them to your ESL teachers who will send them home in kid's backpacks.
Please contact me know if you have any questions. We are looking forward to a great evening