Title

But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices

First Presenter's Institution

The Cambio Group

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Session 3 (Ballroom F)

Strand #1

Academic Achievement & School Leadership

Relevance

Through a framework that focuses on the equity domains of classroom environment, instructional planning, teaching and learning, and assessment this workshop will support classroom teachers and instructional leaders in creating more equitable classroom spaces that reduce opportunity gaps for student groups that have been disenfranchised and traditionally marginalized. The workshop will also provide a 6-step framework for documenting, reflecting upon, and sharing equity best practices to increase opportunities to learn for students who have traditionally struggled within existing systems and programs.

Brief Program Description

Through a framework that focuses on the equity domains of classroom environment, instructional planning, teaching and learning, and assessment, this workshop will support classroom teachers and instructional leaders in exploring ideas and practices that consider students’ unique cultures and backgrounds to create equitable learning communities for all. Participants will leave the session with tools to more effectively engage all students in high levels of learning in both traditional and non-traditional educational settings.

Summary

Through a framework that focuses on the equity domains of classroom environment, instructional planning, teaching and learning, and assessment, this workshop will support classroom teachers and instructional leaders in exploring ideas and practices that consider students’ unique cultures and backgrounds to create equitable learning communities for all. Participants will engage in culturally responsive teaching and learning practices that foster an inclusive and empoweering classroom climate that celebrates diversity and maximizes student potential.

Participants will leave the session with tools to more effectively engage all students in high levels of learning in both traditional and non-traditional educational settings. Participants will also leave the session with an 6-step framework for deepening understanding of equitable classroom practices, designing learning experiences through an equity lens, implementing and capturing equity best practices, reflecting on equity best practices, sharing and getting feedback on equity practices, and building a shared understanding of the hallmarks of equitable learning experiences for all students.

Session participants will also leave with an increased understanding of the connections between individual beliefs, values, and behaviors and school/program policies and practices, opportunities, and outcomes, how an equity vision informs our daily work, and how to better recognize and deconstruct systemic inequities in their leadership.

Evidence

This work is based, in part, on the comprehensive, job-embedded equity work we've been doing in school districts throughout the country over the past 4-5 years. Initial benchmark data and mid-project and end-of-project reporting from equity walks and our successful schools framework (school-wide equity continuum and teaching & learning equity continuum) shows growth across a wide range of metrics, including improved classroom environments, greater sense of belonging and connectedness to school, increased attendance, and decrease discipline referrals of students who have been traditionally underserved.

The work is also rooted in research around the domains of social justice in education, critical race theory, sociocultural approaches to learning, and culturally responsive pedagogy. A partial reference list includes the following:

Banks, J. A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S., Schofield, J.W., Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196.

Cochran-Smith, M. (2006, March). Ten promising trends (and three big worries). Educational Leadership, 20-26.

Ladson-Billings, G. J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56, 229-234.

Moll, L., & Arnot-Hopffer, E. (2005, May). Sociocultural Competence in teacher education. Journal of Teacher Education, 56(3), 242- 247.

Nieto, S. (2005). Public Education in the Twentieth Century and Beyond: High Hopes, Broken Promises, and an Uncertain Future. Harvard Educational Review, 75(1), 43-64.

Villegas, A.M. & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.

Format

Individual Presentation

Biographical Sketch

As an educator, author, and systems-changer, Dr. Marina V. Gillmore has built her career working with youth, and teaching, researching and writing about equity and access, literacy, and educator wellness. She currently serves as the Chief Academic Officer of the Cambio Group. Her equity and literacy consulting work has taken her throughout the country, with a particular focus on serving culturally and linguistically diverse school communities in both urban and rural areas. Marina holds a doctorate in Leadership for Educational Justice and has conducted award-winning research on both the experiences of underserved youth in urban environments and how teachers’ beliefs and life experiences impact classroom practice. As a social entrepreneur, Marina is also the CEO and President of Full Circle Press, an independent publishing house dedicated to telling the stories of educators and change-makers. She lives with her family in Southern California.

Keyword Descriptors

culturally responsive pedgagoy; equity; teaching for equity; classroom environment; instructional planning; inclusive classrooms

Presentation Year

2020

Start Date

3-9-2020 3:00 PM

End Date

3-8-2020 4:15 PM

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Mar 9th, 3:00 PM Mar 8th, 4:15 PM

But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices

Session 3 (Ballroom F)

Through a framework that focuses on the equity domains of classroom environment, instructional planning, teaching and learning, and assessment, this workshop will support classroom teachers and instructional leaders in exploring ideas and practices that consider students’ unique cultures and backgrounds to create equitable learning communities for all. Participants will leave the session with tools to more effectively engage all students in high levels of learning in both traditional and non-traditional educational settings.