Although social change cannot come overnight, we must always work as though it were a possibility in the morning. -- Rev. Dr. Martin Luther King, Jr.

SCHOOL INSTRUCTIONAL LEADERSHIP T-330 September 16, 2015 Class 2: Context for unequal educational outcomes

Sharing Think of one strength of your mentor. Share with a partner.  Have you shared this with your mentor?

Learning Goals for Class #2 I can give specific examples of the ways in which structural racism affects students’ learning today. I can explain Gloria Ladson-Billings’ definition of educational debt and explain a strategy to address it. I can apply the information from readings/film/audio to my school context.

Agenda Why are we still talking about race? Context for current inequitable outcomes Structural racism Educational debt/deficit So what do we do? Targeted Universalism Application to practicum and future leadership Preview next class Plus/Delta

Range of perspectives in the room We’ve talked enough about race and equity. We need to stop repeating the same discussion and spend more time talking about practical steps to actually do something about inequities in school. We never spend enough time unpacking the issue of race and inequity. If we don’t have a solid understanding of where inequities come from, we’ll never be able to truly change the status quo in schools.

SLP 2016 Cohort Norms Value vulnerability and truths over peace. Create collaborative, transparent relationships. Seek voices, feedback and unlearning. Honor balance, confidentiality, and difference.

Structural Racism Ways structural racism is different from individual racism?

Small groups Facilitator: First name on list 1. Mike C, Tremain, Michael S, Maria (402) 2. Maritza, Matt, Kristie, Liz (513) 3. Jeanie, Brandon, Mary, James E (615) 4. Mike R, Rachel H, Chris, Rachel A (709) 5. Justin M, Jim H, Justin R, Katie (214) 6. George, Danielle, Arinze, Alley (203) 7. Marques, Lorena, Madeline, Jenn (203 annex) 8. Aleesha, Andrew S, Nick, Andy G, Rachel B (5 th CS) 9. Ryon, Karla, Thaddeus, Samantha, Alex (4 th CS)

Readings and film debrief Consider the film, “The House We Live In” and the work of either Nicole Hannah-Jones or Richard Rothstein. What was new for you? What resonated? What surprised you? What did you want to learn more about? What questions did this material raise? How does structural racism affects students’ learning today? (get specific) Show at least 2 examples using words, pictures, graphics, or metaphors.

Gloria Ladson-Billings article What is the debt/deficit distinction Ladson-Billings makes? What’s the significance of this distinction? How do we address the debt?

Targeted Universalism More on the concept: universalism/ universalism/ “Treating people who are situated differently as if they were the same can result in much greater inequities.”

Apply to your practicum site Describe ways you see educational debt manifest at your school. How do you want your staff to think about inequities in achievement outcomes? What beliefs/values do effective teachers hold about these inequities? How does a school leader influence these beliefs? Brainstorm steps you might take as a school leader.  Add 2-3 action steps to the GoogleDoc “Practical Steps to Address Education Debt in Schools”  Include your group names

Preview Next Week’s Readings Ch 1 Intsructional Rounds – “task” pp (reading will be repeated later in A328) “Rigor Redefined” “The Case for Culturally-Relevant Pedagogy” “Black Males and the Closure of the ‘Attitude Gap’” “What is Universal Design for Learning?” OR watch videos about Universal Design for Learning: Garcia, R. (2012). English Language Learners Chapter 6 (Pp )

Free excerpt from “The House We Live In”

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Guiding Questions How am I creating conditions for student and professional learning that is both differentiated, rigorous, and inclusive? How am I creating environments that empower staff to take leadership and bring their best, full selves to the work? How am I planning for, attending to, and monitoring process, relationships, results?

Structural Racism Definition: A system in which public policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequity. It identifies dimensions of our history and culture that have allowed privileges associated with “whiteness” and disadvantages associated with “color” to endure and adapt over time. Structural racism is not something that a few people or institutions choose to practice. Instead it has been a feature of the social, economic and political systems in which we all exist. Aspen Institute