Equity Project vision
ACSA is continuing to implement its Equity Project in the third year , enthusiastic for the association ’ s Board-adopted new vision : “ We serve educational leaders in the pursuit of equity and excellence to meet the diverse needs of all California students .”
The project is staying focused on its three original goals :
1 . Membership : Increase diversity in ACSA membership and leadership through intentional recruitment , retention and outreach efforts .
2 . Communication : Increase all members ’ awareness of equity and diversity issues that impact historically underserved leaders and students .
3 . Professional Learning : Provide relevant equity leadership training and support for ACSA leaders and members that focuses on building capacity in cultural proficiency as well as all areas of equity and diversity .
In 2017-18 the rollout of new services is expected to include :
• Equity leadership coaching sessions .
• Equity conference .
• Equity retreat center .
• Equity toolkit .
• Online course ( Equity Leadership Certification ).
• Equity institutes ( regional / district customized ; blended learning model ).
• NASS Leadership For Social Justice Certification ( online , blended learning model ).
ACSA ’ s Equity Committee actively meets monthly to discuss current Equity Project goals and actions . Committee members remain committed to the project and other equity initiatives under ACSA leadership , including new Equity Roundtable discussions on ACSA ’ s YouTube channel at www . youtube . com / Acsaorg and at www . acsa . org .
ACSA Cultural Proficiency Institutes , Equity Leaders Academy , webinar resources , as well as ACSA ’ s Equity Research Team and the statewide California Equity Leadership Alliance all empower educators to be proactive and responsive to the needs of those they serve .
Contact Diversity and Equal Access Executive Nicole Anderson at nanderson @ acsa . org for more information . is achieved .
Teachers are overtly conscious of the fact that students need “ peacock moments ” to stay engaged in the lesson . More importantly , when students are validated and affirmed for their efforts , they become more rigorously engaged in the learning process .
I ask educators to stay the course in implementing equity . If we seek to close the achievement gap , we must be willing to stay the course and implement equitable policies , practices and pedagogies that are so compelling , “ you had me at hello !”
Resources
• Dweck , C . S . ( 2006 ). “ Mindset : The new psychology of success .” New York : Random House .
• Gilliam , W . S ., et al ( 2016 ). “ Do Early Educators ’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions ?” Yale University Child Study Center . Accessible at https :// goo . gl / xLr0Ba .
• Javius , E . and Tomlinson , C . ( 2012 ). “ Teach Up for Excellence .” Educational Leadership , 69 , 28‐33 .
• Kohn , A . ( 1998 ). “ Only for My Kids . How Privileged Parents Undermine School Reform .” Phi Delta Kappan : www . alfiekohn . org / article / kid .
• Sinek , S . ( 2009 ). “ Start With Why : How Great Leaders Inspire Everyone to Take Action .” New York , New York . Penguin Group .
• Steele , C . M . ( 1997 ). “ A threat in the air : How stereotypes shape the intellectual identities and performance of women and African‐Americans .” American Psychologist , 52 , 613‐629 .
• Vygotsky , L . S . ( 1978 ). “ Mind in society : The development of higher psychological processes .” Cambridge , Mass .: Harvard University Press .
Edwin Lou Javius is CEO / president of EDEquity , an executive principal coach , equity team facilitator and reflective question coaching expert . Follow him on Twitter @ edequity .
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