First , I would like to provide some essential reflective questions to audit your equity journey . Following are five questions . A more complete list can be accessed at https :// goo . gl / iu5QZk .
• What is our organization ’ s working definition of equity ? The definition should be operationalized at three levels of the organization : district , school and classroom . The EDEquity definition is : Equity is providing additional and different resources ( intellectual , human and fiscal ) to ensure all students and teachers receive what is needed to exceed performance targets .
• Have we designed an Equity Theory of Action ? “ If this is to happen , then this must be in place …”
• Is our site leadership training driven by our Equity Theory of Action ?
• How are we building site leadership capacity with our teachers for equity ?
The need to be clear and have a simple but operational definition has proven to be the foundation to implementing equity .
Communicating your ‘ why ’ for equity
Why ? The reason for equity in schools is more than the need to close the student achievement gap . Your leadership “ why ” for equity , must be more than compliance actions because the Office of Civil Rights has visited your district . Your “ why ” must be compelling enough that your colleagues deeply understand the moral imperative and the internal fire that drives your passion .
Part of the equity journey is to push yourself to understand the root causes to why our system of schooling needs to engage equitable practices . If we seek equity , then inequities exist . As we venture into the good , bad and ugly of K-12 schooling , we cannot divorce ourselves from the cultural and racial leadership journey that is inevitable .
We , as leaders of all racial , ethnic and cultural backgrounds , have to come to grips with the historical issues of power , privilege and placation that serve as the hidden backdrop to education . We have to realize the structure of American schools was designed to accelerate those students and families who are able to confirm and validate a middleclass and euro‐centric construct .
The ‘ why ’ for equity must have all leaders look internally to examine how we perpetuate the status quo . That internal reflection and possible discomfort will fuel your compelling ‘ why .’
The “ why ” for equity must have all leaders look internally to examine how we perpetuate the status quo . That internal reflection and possible discomfort will fuel your compelling “ why .”
Again , the moral imperative of grasping the “ why ” is the most important piece of the puzzle to implementing equity . The compelling “ why ” should include the first steps in implementing equity , and the “ why ” becomes the internal push when the work gets hard .
Believe me , educating students with holes in their learning is very difficult . I recognize that many teachers are given “ gifts ” from parents in the form of children who love learning , but may not yet have skills to demonstrate that love . School is not about blaming , it is about teaching those who don ’ t know yet .
The ‘ how ’ needs to be different
Simon Sinek also indicates the way great leaders communicate is from inside to out . The circles of communication place the “ why ” in the center ring , and the “ how ” is the next outer ring , with the “ what ” as the last ring of communication . The “ how ” is where our educators are ready or want to listen . When I work with districts , the strategy is really what they want from me . I must confess , my response does not have as much
wow factor as the “ why .”
I can unequivocally say that rigorous instructional planning is the key to implementing equity . Professional Learning Community ( PLC ) researchers and school improvement experts have placed a strong emphasis on analyzing and making informed decisions around data .
I concur that data is key , but in order to have a deep level “ how ” to really implement equity , the data analysis should not hijack collaboration and planning . That happens in PLC meetings when the paralysis of overanalyzing data results in less time spent on how to teach what the data is asking us to teach .
EDEquity transforms PLCs by implementing the 20 / 80 rule to facilitators and instructional coaches . The rule guides the PLC facilitator to lead data analysis in 20 percent of the time allotted , with 80 percent of the time spent on how to teach what the data is revealing in student learning .
There is resounding information on the impact of Culturally Conscious Teaching Principles ( CCTP ) being implemented to serve as a powerful “ how ” to support all students and accelerate the rate of learning for students of color . If we believe the premise that equity is about providing students and adults what they need to exceed performance targets , then tapping into how students make meaning through their cultural , racial and
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