March 13, Coaching & Leading for Racial Equity Spring Institute-Session 1 9:00-4:00pm

Transcription

1 March 13, 2016 Coaching & Leading for Racial Equity Spring Institute-Session 1 9:00-4:00pm NikumPon, PhD Equity in Education Marion Smith, Jr., EdD K-12 Learning, Leadership & Student Success

2 Setting the Stage Imagine that upon your arrival at an airline ticket counter, you are told that only 65 percent of the flights to your intended destination actually even arrive. The remainder crash en route. And, if you are a child of color, or poor, you are required to fly on special, poorly Maintained planes of which only 35 percent make it. Sounds crazy, right? But this is exactly the deal that, as a nation, we are serving up daily to millions of children in thousands of our public schools. from Crash Courseby Chris Whittle

3 BE FLEXIBLE

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5 Session 1 Success Criteria I can Calibrate a collective working definition and understanding of equity and racial equity Name and identify cultural filters, stereotypes, biases and judgements Engage in experiential learning that may be replicated to engage in the work of racial equity Examine potential inconsistencies between and among beliefs, language, and actions regarding racial equity in student learning

6 Who s in the Room

7 Initial Thoughts 1 phrase about why you are here 1 word that comes to mind when you think of Race or Racism

8 Facilitator Context NikumPon, PhD Marion Smith Jr., EdD

9 PSESD Context Success for each child Eliminate the Opportunity Gap by Leading with Racial Equity To become an Anti-Racist Multicultural Organization

10 Becoming an Antiracist Multicultural Organization MONOCULTURAL MULTICULTURAL ANTIRACIST ANTIRACIST MULTICULTURAL Racial & Cultural Differences Seen as Deficits Tolerant of Racial and Cultural Differences Racial and Cultural Differences Seen as Assets 1 EXCLUSIVE A Segregated Institution 2 PASSIVE A Club Institution 3 SYMBOLIC CHANGE A Multicultural Institution 4 IDENTITY CHANGE An Antiracist Institution 5 STRUCTURAL CHANGE A Transforming Institution 6 FULLY INCLUSIVE A Transformed Institution in a Transformed Society

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12 Learning Norms Stay Engaged Experience Discomfort Speak your truth Expect and accept non-closure Refrain from pivoting to other isms Maintain a learners stance Value of Voice Singleton, G. Courageous Conversations about Race (adapted and modified)

13 Vs

14 Making It Personal Video: Reframing & Regrounding Our WHY

15 Silent Journal What is my initial reaction to the video? As an educator, how would I respond to this reality for students? Have I witnessed this kind of situation at school? Classroom? District? If not, how might I find out?

16 When did I first notice that my race matters?

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18 Leadership in the Extended Community WHAT? Leadership of Others HOW? Advocate and Systematize Collaborate and Implement Leadership of Self WHY?

19 learner teacher teacher leader What did I gain as a learner? How could this process be used with students? Learn Unlearn Relearn How could this activity be valuable when working with colleagues?

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21 Guiding Question What habits of mind, leadership moves and resources do I implement to disrupt and dismantle inequitablepolicies, procedures and practices so all students achieve at high levels?

22 Success Criteria Today will be a success for me when I

23 Who Do We Serve?

24 Racially Cognizant & Literate þuniversal Identity We are all human. þindividual Identity I don t notice skin color. þgroup Identity Those people.

25 Exploring Our Identities

26 Your identity map = Visible = Invisible

27 Nikum sidentity map Visible indicators Male Asian- American Able bodied

28 Nikum sidentity map invisible indicators Husband Christian Youngest of seven siblings Father Cambodian refugee

29 Your identity map Identity consists of, but not limited to: Who you are What you are Where you are from Your life experiences Race/Ethnicity Ablenes/Differently Able Religion/Spirituality Sexual Orientation Gender Identity Culture/Customs Socio-economic Status Community Language Learning Style

30 Identity Map One-to-One Sharing Share your map with 1 other person who you believe is most differentthan you, discussing the following: 1. What are the significant elements that you chose to place on your Map? 2. What about these elements makes them significant to you? 3. What elements most drive your values & interactions with others?

31 Diversity Toss Activity

32 Think-Pair-Share What did you learn about myself? How might this activity relate to the real-life experience(s) of students in my district? What do some students have to give up in order to fit in to our educational systems?

33 Wonderings I wonder... I wonder...

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36 Bias: Implicit Unconscious The attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual s awareness or intentional control. KirwanInstitute for the Study of Race and Ethnicity, State of the Science: Implicit Bias Review 2014, p.16,

37 Color Names in Greek κόκκινο μπλε πράσιο μέλας μπλε κόκκινο μέλας πράσινο

38 Implicit Association Red Blue Green Black Black Blue Green Black Red Blue

39 Vision Test by Wes Kim

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41 Blind Spot: Hidden Biases of Good People A quarter century ago, most psychologists believed that human behavior was primarily guided by conscious thoughts and feelings. Nowadays the majority will readily agree that much of human judgment and behavior is produced with little conscious thought. MahzarinR. Banaji& Anthony G. Greenwald

42 Asian Family African American Family Grandparents

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45 Interrogate the Norm maybe the problem is not those who are different than the norm, maybe the problem is the norm itself.

46 What does this have to do with our work? 1. It s easy to miss something you re not looking for 2. We focus on (and make-meaning) based on what has or has not been called-out 3. Our implicit and explicit ways of thinking shape our practices and views about students 4. Leading with racial equity and engaging in critical conversations to impact practice is THE WORK

47 What we do depends on what we see. What we do depends on what we choose to see.

48 Holding Space

49 What still feels meaningful to me? What new thoughts and feelings have emerged? What patterns do I notice in the issues that are surfacing for me?

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51 Actions & Behaviors Appearance Visible Language Beliefs History Values Culture Motivations Invisible

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53 Equity in Education Definition Raising the achievement of all students while narrowing the gap between the highest and lowest performing students and eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.

54 Why lead with equity? Three quarters of state prison in-mates are drop outs. In addition, 90% of 11,000 youth in adult detention facilities have no more than a 9 th grade education. Third grade reading score is used as a predictor to determine the number jail cells to build since 75% of students who do not pass will end up there. Source: American Youth Policy Forum

55 PSESD Region K-12: Students Proficient In 3rd Grade Reading SBAC 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 52% 54% 58% 61% 46% 52% Washington State PSESD Road Map Region

56 Why lead with racial equity? The most troublesome achievement gap is the racial gap the difference in student achievement between White and Asian students and their Black, Latino, Native American, Southeast Asian, and Pacific Islander counterparts. Without question, poverty and wealth impactstudent achievementas well. Statistically, however, even within the same economic strata, there is an achievement gapbasedonrace. GlennSingleton

57 What do you see? Achievement Gaps in Reading Proficiency Grades 3-8: A Closer Look Intersecting Race and ELL Achievement Gaps in Math Proficiency Grades 3-8: A Closer Look Intersecting Race and ELL 94% 88% 93% 82% 67% 72% 54% 58% 51% 56% 69% 61% 37% 32% 42% 20% BLACK N=221 HISPANIC N=892 ASIAN N=2567 WHITE N=3769 BLACK N=221 HISPANIC N=892 ASIAN N=2567 WHITE N=3769 ELL READING % PASSED NON-ELL READING % PASSED ELL MATH % PASSED NON-ELL MATH % PASSED

58 A Closer Look Achievement Gap Reading Proficiency Grades 3-8: A Much Closer Look Achievement Gap Math Proficiency Grades 3-8: A Much Closer Look 93% 94% 32% 20% HISPANIC N=242 ASIAN N=2309 HISPANIC N=242 ASIAN N=2309 ELL READING % PASSED NON-ELL READING % PASSED ELL MATH % PASSED NON-ELL MATH % PASSED

59 Moises Story

60 What is my WHY in this work?

61 LUNCH

62 Know Your Why

63 Why is undoing racism important to you as K- 12 professional?

64 Why is undoing racism important to you personally?

65 Epistemology: Ways of Knowing Ontology: Ways of Being

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67 Change: Leading from the Inside Out Perspective #1 Perspective #2

68 Adult Behavior Change WILL SKILL CAPACITY Evidence of Adult Behavior Change & Student Impact

69 This is Professional Development

70 This is Adult Behavior Change

71 Our role is to interrupt the pattern

72 We must interrupt patterns

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74 Ten Things Everyone Should Know About Race Review handout and share one new learning at your tables

75 Levels of Racism Individual Level: Pre-judgment, bias, or discrimination by an individual based on race. Institutional Level: Policies, practices and procedures that work to the benefit of white people and to the detriment of people of color, often unintentionally or inadvertently. Structural Level: A history and current reality of institutional racism across all institutions. This combines to create a system that negatively impacts communities of color.

76 Color Line Exercise

77 Choose and place your dot on the line: REDDot if you Identify as a Person of Color YELLOWDot if you identify as White

78 Pause Reflect Share What do you notice? What do you wonder? How does this play out in our education system?

79 Mindful Minute

80 Levels of Racism Individual Level: Pre-judgment, bias, or discrimination by an individual based on race. Institutional Level: Policies, practices and procedures that work to the benefit of white people and to the detriment of people of color, often unintentionally or inadvertently. Structural Level: A history and current reality of institutional racism across all institutions. This combines to create a system that negatively impacts communities of color.

81 Race: The House We Live In

82 Partner Talk How does this connect to me in my work? Implications on my work?

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84 Personal Investment Engaging in racial equity leadership is a difficult practice personally because it almost always requires you to make a challenging adaption yourself.

85 Through line to Student Learning Me Evidence of Impact on Student Learning

86 Opportunity is defined as a fair chance to achieve one s full potential.

87 Access To Opportunity In Seattle

88 Opportunity Gap Access gaps that arise from the inequities in the education system that pose as barriers to student academic success. All students can succeed, but they need highly effective teachers, exemplary curriculum and materials, and appropriate academic and social supportresources that are often missing today for students of color.

89 Eliminating the GAP To achieve educational racial equity, there is a need to address the VALUE GAP not just close its manifestations, the Opportunity and Achievement Gaps

90 Final Equity Message Systems are made up of people. If we address and hold accountable adult behavior change, then we change systems. Value GapàOpportunity Gap àachievement Gap

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92 Reflect & Declare squared with my thinking rolling around in my mind u going to change

93 Next Session March 20, :00-4:00 Pre-reading: Why Start Racial Equity Work