Overview:

This learning module is designed for educators in any stage of their career who wish to deepen their equity practices. As the facilitator of this learning module, you will guide participants to define educational equity, self-reflect on their educational practices and consider important steps to deepen their commitment to educational equity.

Essential Questions & Learning Goals:

Refer to the learner’s information

Time Commitment:

This 5-week learning module is designed for participants to complete it in a professional learning community (PLC) with other educators. You will need to organize a group of interested educators and determine a weekly meeting location that can be reserved for this purpose. Suggested reservation time is 1.5 hours to allow for room preparation ahead of and clean up following the 1-hour group session.

Weekly time commitment for participants is approximately 1 hour and 15 minutes, broken into two stages of engagement:

• 15 minutes for pre-discussion learning (completed on own prior to group session)
• 1 hour for group learning, discussion and reflection

Preparation & Materials:

Establish a routine for each week so that participants have consistent work completion time.

Build a culture of documentation through journaling which will encourage continuous self-reflection, a demonstration of growth over time, and a record of actionable goals for deepening an equity-minded commitment.

Share the pre-discussion learning materials with participants at least 3-4 days in advance of the in-person group session.

For the in-person group session, plan ahead to provide all materials necessary. Materials include:

• Pens, pencils, markers
• Large chart paper
• Post it notes
• AV equipment for sharing videos, slides, etc.
• learner journals (1 per participant), ideally to be distributed before the first pre-discussion assignment

Lesson 1 Pre-Discussion Work (15 min)

1. Send PLC participants the pre-discussion work to be completed before the in-person group discussion.

2. Prepare materials for lesson 1:

- video/AV equipment to view Equity In Education: Teachers Have to Believe by educator Ken Patterson

- copies of Educational Equity: A Definition (National Equity Project) for each participant

- highlighters

- blank journal for each participant

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Lesson 1 Group Discussion (1 hour total)

(5 min) Welcome and Video: After everyone has a chance to settle in, welcome everyone and set the tone by (re)playing the Patterson video for participants.

(5-10 min) Introductions & Opening Activity: Have participants introduce themselves to the group using the following structure:

1. favorite greeting

2. introduction (name, pronouns, current position)

3. I believe in educational equity because... (1-2 sentences to finish the statement).

(10 min) Share context for today's discussion.

In the video, Equity In Education: Teachers Have to Believe, educator Ken Patterson candidly states that if you don’t actually believe that all children can succeed, then we are not really in a position to discuss equity yet (2017). Therefore, our learning journey as a PLC begins with establishing as a baseline that we believe and know that educational equity is a non-negotiable aspect of providing our students a just and equitable future. 

Today, participants will continue to level set by discussing the definition of equity so that everyone has a common language and understanding of what an equity mindset entails. This one-page resource, Educational Equity: A Definition (National Equity Project), offers a definition of educational equity that will guide the group work in this PLC. 

Participants will have about 5-7 minutes for this silent activity: read over the definition; after reading the resource, reflect on the content by using the following Project Zero thinking routine called Word - Phrase - Sentence; use a highlighter to indicate responses to the following prompts:

Please choose...

>>> A word that captured your attention or struck you as powerful.
>>> A phrase that moved, engaged, or provoked you.
>>> A sentence that was meaningful to you, that you felt captures the core idea of the text.

(25 min) Group discussion of the definition of equity.

Use the instructions from the Project Zero resource for Word-Phrase-Sentence for facilitation tips.

(10 min) Lesson 1 Journal Reflections

“We do not learn from experience... we learn from reflecting on experience.”

~ John Dewey

Close each PLC discussion with time for quiet reflection. Participants are encouraged to be creative in how they would like to capture some salient points of learning, thinking, and questioning. Participants are invited to express their thoughts in ways that feel meaningful and personal (essay, drawings, lists, poems, etc).  If participants would like inspiration for their reflection time, please use the following prompts:

 - How did your pre-discussion word-phrase-sentence compare (similarities or differences) to your equity definition word-phrase-sentence?

 - How might you revise your pre-discussion word-phrase-sentence after our group discussion today?

Lesson 2 Pre-Discussion Work (15 min)

1. Send PLC participants the pre-discussion work to be completed before the in-person group discussion.

2. Prepare materials for lesson 2:

- video/AV equipment to view opening video

- visual of "equity mindset" graphic to project for viewing

- copies of  for each participant

Colleges need a language shift, but not the one you think (essay). Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/views/2017/03/30/colleges-need-language-shift-not-one-you-think-essay

- large chart paper and markers

- Project Zero Thinking Routine, Connect-Extend-Challenge 

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Lesson 2 Group Discussion (1 hour total)

(15 min) Welcome, Video, Opening Activity:

After everyone has a chance to settle in, welcome everyone and set the tone by (re)playing the Kafele video for participants.

Have participants partner up (2) to share their pre-discussion reflections. For equity in the conversation, use a timer to so that each partner gets 2 minutes. Then give 2-3 minutes of open dialogue for partners to extend with additional thoughts and/or questions. Facilitation Note: after each turn give a 30 second silent pause so that partners can process what they've said or heard.

Before transitioning, ask if there are a couple of volunteers that would like to briefly share a salient point from their partner exchange. 

Facilitation Tip: remind participants that they should share from the "I" perspective or ask for their partner's permission before sharing their reflections.

(5 min) Share context for today's discussion.

At the heart of cultivating an equity mindset is a critical consciousness of the historical and socio-political context of our world. Absent of this awareness leads to even well-intentioned supporters of diversity, equity and inclusion efforts to unknowingly uphold and reinforce patterns of hierarchy and inequality. Ladson-Billings (2006) posits that through an equity lens educators are better equipped to reframe educational disparities as “education debts” (results from a system of inequality) rather than “education gaps” (outcomes based on a deficit ideology).

Developing this criticality can be achieved by improving the questions we ask to uncover and allow for the root causes of disparities to be addressed. Our questions must go beyond answering "what" and move us towards answering "why" and "how" in order to critically examine outcomes and disrupt any patterns of inequality (Stewart, 2017). Asking questions that are focused on equity and justice can be uncomfortable. However, we will see with our practice today that we can learn to lean into this required aspect of cultivating equity through the framing of questions that aim to interrupt the status quo. 

(30 Min) Lesson 2 Discussion

Part 1, Brainstorm: In small groups, participants will build knowledge together by co-creating a list of questions that we believe are valuable to implementing an equity-centered practice. Each group will choose a volunteer to be a note taker using one of the large chart papers. The goal is to list as many questions as possible. Share the "equity mindset" image that has been adapted from USC Center for Urban Education, which should assist deeper thinking about possible questions. The image illustrates five characteristics of an equity-minded practitioner: 

1. evidence-based
2. identity conscious (age, ability, gender, race, ethnicity, religion, socio-economic status, sexual orientation, and more)
3. institutionally focused
4. systemically aware
5. equity advancing

Part 2, Read and Refine: Pause the groups to share copies of the short essay written by Stewart called "Colleges Need a Language Shift, But Not the One You Think" (2017). Allow participants to read the essay and use it as guidance to continue creating and refining their list of equity questions.

Part 3, Group Share: Have the groups do a modified gallery walk to silently view and read the collection of questions for each group. Participants are encouraged to jot down notes based on what they read and would like to capture for their own learning.

Part 4, Group Reflections: Use the thinking routine, Connect-Extend-Challenge to process the information and activity experience. (Resource provided above in preparation list).

(10 min) Lesson 2 Journal Reflections 

Close with time for quiet reflection. Participants are encouraged to be creative in how they would like to capture some salient points of learning, thinking, and questioning. Participants are invited to express their thoughts in ways that feel meaningful and personal (essay, drawings, lists, poems, etc). If participants would like inspiration for their reflection time, please use the following prompts:

 - What shifts have you made so far in your thinking and understanding of equity?

 - What new learning are you most proud of from today?

Lesson 3 Pre-Discussion Work (15 min)

1. Send PLC participants the pre-discussion work to be completed before the in-person group discussion.

2. Prepare materials for lesson 3:

- video/AV equipment to view the discussion video

- upbeat music for opening activity

- image of Gorski's Basic Principles for Equity Literacy to project during opening activity

- copies of handout, "6 Goals of Equity Education" (available in Spanish and English)

- familiarize yourself with the Project Zero Thinking Routine, "I used to think... now I think"

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Lesson 3 Group Discussion (1 hour total)

(12 min) Welcome & Opening Activity:

*Facilitator Tip: Ensure that all participants are capable/comfortable with a movement activity. Provide alternative choices for participation if needed.

Participants will use their reflections to participate in an activity called "Give One, Get One." Participants are invited to stand up with their reflections in hand, and when the music starts, circulate the room, enjoying the opportunity to move freely as it suits them. When the music stops, participants will find a partner to share ("give one") and receive ("get one") a learning related to the pre-discussion resources. Do this for 3 rounds to cover the following prompts:

- Round One: share one salient point about equity from the pre-discussion resources

- Round Twe: share one connection you made between the pre-discussion resources

- Round Three: share one question you have about equity at this point

(8 min) Share context for today's discussion.

An equity-centered practice is an important aspect of transformative learning, beginning with knowing the unique individuals that we serve. In Chapter 2 of “New Learning”, Kalantzis and Cope (2012b) write, “effective learning will not occur unless the professional educator finds a way” to get to know and respect the identities of their learners. The authors further define these socio-cultural categories to include “material (class, local and family), corporeal (age, race, sex and sexuality, and physical and mental characteristics) and symbolic (culture, language, gender, family, affinity and persona).”

All of these attributes play a role in shaping the different funds of knowledge that learners bring to their learning communities as well as the ways in which learners engage in meaning making and meaning giving. Understanding these learner differences is how we honor the complexities of humanity and commit to learner-centered, asset-based practices (Moll et al., p. 134). Furthermore, these commitments prioritize building relationships of trust, respect and collaboration as foundational for creating the conditions for learners to thrive.

As referred to in lesson two, equity in education requires a paradigm shift in the framing of educational disparities. We unlock the true potential of an equity mindset when we move from an education gap to an education debt, and redesigning opportunities for all students to achieve successful outcomes (Ladson-Billings, 2006). Sealey-Ruiz writes, “This shift can revolutionize the way educators and administrators interpret student learning and achievement data” and puts the onus on the adults to “beliefs, policies, and practices that have maintained a system of inequity” (2022, pp. 22-23). When educators and administrators work towards developing and applying this type of critical consciousness, the results are transformative both on an individual and institutional level.

Often educators are asked to dive into analyzing their understandings through a problem of practice using the "case method." While case studies provide the opportunity to "practice applying theoretical ideas (like educational equity) to on-the-ground professional practice" (Gorski, 2018, p. 5), it is important to dedicate adequate time to building one's knowledge and understanding of the subject matter first as supported by Bloom's Taxonomy (1956). Diving into taking action without the appropriate knowledge and skills can unintentionally lead to harmful outcomes for students. In this lesson, we will take a modified approach to engage participants in the type of observation and application of knowledge that are foundational skills needed in exploring case studies. Participants will watch a video of exemplar educators discussing their equity practices and scenes from classroom scenarios. This is help participants make connections to the content we have covered so far in the module and support their move from theoretical understandings to practical applications.

(30 Min) Lesson 3 Discussion

Facilitator TIp: Suggestions for organizing participants are offered, but depending on the number of participants, think ahead to how the activities can be best achieved and modify accordingly.

Part 1, Review Equity Resource: Share a copy of the "6 Goals of Educational Equity" handout by Intercultural Development Research Association with each participant. State that having explicit goals such as these ensures accountability and ways to measure progress. Ask for volunteer readers - one for each of the six goals.

Part 2, Video - Observe and Note: Participants will watch the video, Voices from the Field: Equity Mindsets in the Classroom, and make connections to the 6 Goals of Educational Equity. In order to create a shared environment of learning, have participants be responsible for only one (or two) goals to take notes on. (Ideally, participants can count off 1-6 to allow for a balanced distribution of the goals). While watching the video, the goal is to capture examples of equity in practice that are observed in the video. 

Part 3, Whole Group Share & Reflection: Starting with goal #1, ask for 1-2 examples from participants. Do the same for all six goals. There is no need to have every participant to share out all listed observations. For personal reflection and application of learning, give participants the following thinking routine to share one actionable goal for themselves. Remind them that accountability is #6 and each day is an opportunity to close our "knowing-doing gap."

(10 min) Lesson 3 Journal Reflections

Close with time for quiet reflection. Participants are encouraged to be creative in how they would like to capture some salient points of learning, thinking, and questioning. Participants are invited to express their thoughts in ways that feel meaningful and personal (essay, drawings, lists, poems, etc). If participants would like inspiration for their reflection time, please use the following prompts:

- What is one equity goal you would like to focus on developing?

- What new learning would you like to share with your team/department?

Lesson 4 Pre-Discussion Work (15 min)

1. Send PLC participants the pre-discussion work to be completed before the in-person group discussion.

2. Prepare materials for lesson 4:

- art project supplies: sheets of tin foil & pipe cleaners

- Stop-Start-Continue reflection 

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Lesson 4 Group Discussion (1 hour total)

(15 min) Welcome & Opening Activity:

Art-Making Activity: What's on your equity mind?

Tables should be prepped with art materials as participants enter the room. Explain that this is a rapid art making activity - don't overthink it and have fun with it! Participants will have a short time to make a creative representation of how they are feeling about their equity journey at this point. Set a timer for 5 minutes (offering a 1-minute warning before the end of their art time).

Gather everyone (ideally in a circle) to present and share their thinking. The prompt for sharing is "give a short description of what you created and in 3-5 sentences share how it illustrates where you are on your equity journey."

(5 min) Share context for today's discussion

Hopefully, at this point in the PLC experience, participants feel better informed and have developed key mindsets, skillsets and toolsets to support their continued journey of educational equity. While participants should celebrate these successes, they must also prepare for the challenges ahead for there are many barriers that create resistance to implementing an equity-centered practice.

A common barrier today is that many educators have not had adequate training and education to properly understand the what and how of educational equity. Participants must be realistic in their assessment of their equity competency and avoid diving in to early to practices that are still unfamiliar. Lack of adequate teacher preparation is exacerbated by implicit biases that require committed self-analysis and self-improvement (Derman-Sparks et al., 2015). 

Additionally, there continues to be a lack of “racial mirroring” across K-12 public schools. The majority of the U.S. teaching force, approximately 80%, consists of White educators even though only 46% of K-12 students are White (National Center for Education Statistics, n.d.). This lack of racial mirroring further exacerbates the problem of limited teacher preparation, leading to school climates of unchecked microaggressions, biased curriculum, and unfair policies (Sleeter, 2017).

As the colloquial saying goes, we don't know what we don't know. Educators must maintain a sense of humility throughout their journey towards becoming an equity practitioner, which is an ever-evolving process. A commitment to personal identity exploration is a critical component to developing the critical consciousness needed as a skilled equity practictioner.

(30 Min) Lesson 4 Discussion & Reflection

Part 1, Reflection Time: Today's reflection time has been incorporated as a tool for preparing for the group discussion. Participants will have 10 minutes to review their notes from this week's pre-discussion activity and create a list of action-oriented next steps. Share the Start - Stop - Continue framework for organizing their commitments toward advancing equity.

Part 2, Group Share: Repeat the "give one, get one" activity in lesson 3, participants will have three rounds of sharing with a partner. Incorporate music in between for keeping the energy level up. Facilitate each round to ensure that participants share all three categories:

• Round 1 - Start
• Round 2 - Stop
• Round 3 - Continue

(10 min) Group Photo & Farewell

Take a group photo of participants holding their art projects. Invite participants to share a round of quick appreciations before final farewells (examples: "one thing I'm grateful for..." or "one thing I appreciate(d) about this experience...").

Don't forget to remind participants of their Week 5 tasks and the end-of-course assessment and survey to complete the course! 

For the final week, instructors will need to complete the following tasks BEFORE releasing this final module announcement to participants:

1. Determine an appropriate deadline date for participants to share their final reflections and post their artifact of learning. Include this deadline date in the module announcement as well as the date for the Showcase Day. (Suggestion: make the submission deadline for projects at least one day before the showcase day.)

2. Use a collaborative tool such as Canva, Miro, Padlet or Google Slides to set up a sharing format for the virtual showcase day, and include the link to the sharing site in the module announcement.

3. Remind participants that Week 5 tasks are required final steps to complete the learning module, as well as the assessment and feedback form that will be sent after the final week.

For this final task, instructors will need to determine the due date before sending this final module announcement to participants:

Provide the Equity in Education Course Assessment & Survey link: https://forms.gle/BXdiqvabcewXdyCs9.

If needed, a printable version of the survey can be provided by email (pdf below).

Equity_20In_20Education_20Assessment_Survey_20-_20Google_20Forms.pdf