This year I had the opportunity to be apart of my school’s equity team and lead with some equity strategies. We were starting from scratch. Building something that we were compassionate about and wanted our colleagues to realize the importance of.

To begin with, it was slow going. Start the year full only and the transitioning to hybrid. We only met once a month and for the first 6 months. We knew whatever impact we wanted to make was going to be ongoing and lead us into the following school year.

Awareness, Reflection, Training Equity in Education

Our equity team followed in outline of awareness, reflection, and training as an outline. Here is what we did:

Awareness

The first thing we brought to our colleagues is the Harvard implicit bias survey and An Inventory for Educational Justice in Public Schools – we wanted teachers to gather their own data internally for reflection. This takes time to fill out and everyone’s personal results are their own.

We already had data from our state public instruction office that showed data in a negative trend. It showed students of color repeatedly being disciplined at a higher rate than their white counterparts. It’s not diagnostic but a starting point for reflection and discussion.

Reflection

Next, we had teachers read through an Unconscious Bias When Intentions Aren’t Enough, it outlined strategies that are actionable for teachers as well as gives firsthand accounts of biases that teachers noticed about themselves. We also paired an awesome Tedx video clip from Dushaw Hockett that helps create discussion and talking points.

Training

Finally, we created a list of actionable (entry level) equity strategies. We made the list into small cards, printable and digital and gave to teachers. We then broke the teachers in small groups and discussed how you can use each strategy in class.

Below are some of the strategies that were discussed:

8 Equity Strategies for Teachers

• Increase Awareness 

Eliminate stigma around talking about bias, direct teaching, modeling and naming it, creating norms

• Reflect on your own teaching style

-What makes you think that? –What leads you to that conclusion? –Would this decision be different if the family/child were of a different race or background? –How would you make this decision if this were your own child?

• Anticipate Bias & Create Systems

Using popsicle sticks to call on students, pause and monitor before redirecting

• Build Empathy 

Build relationships, replace negative associations with positives ones, use “Get to know you” surveys for connections, relate/consider perspectives of students

• Check your curriculum

Displays and uses materials (supplemental books) that reflect all students’ racial, ethnic, and cultural backgrounds year round; Displays products and props from students’ home and community background

Differentiate for varied learning styles and disabilities, have accommodations & modifications prepared

• Avoid Assumptions                                                                                                                                

Racial and economic backgrounds, as well as students with undefined gender identities, share different backgrounds, everyone’s circumstances are different

• Hold ourselves accountable                                                                        

Informal/formal observations, call others out (respectfully – follow norms) put time and work toward figuring out how to have tough conversations with each other as well

• Continued Learning

Making a commitment to continue learning about our own biases, continuing our own personal education and exploration of our privileges as well as systemic racism in general

Final Thoughts

If you are thinking about leading a conversation of equity in your building as a team or single individual, know that it will bring uncomfortable conversations, however that is the point. Opening up your colleagues to unknown perspectives is important. Also, the reflection process of revealing unknown bias can be uneasy. You, your team, and school building have to prepare.

As one of my colleagues pointed out, it’s important to lead the conversation with creating norms because the intent and the impact can create blurred lines. To continue to the work, the plan is to bring in community and district level speakers that will help bridge actionable strategies to the classroom.

It’s not going to be easy, and you will get push-back on everything from the data to actionable strategies, but the overall benefits will outweigh the reward.

Please comment below with comment and feedback. Let me know how things are going with your building’s equity team!