JoEtta Gonzales, Director The Equity Alliance at ASU February 15, 2011

Linguistic Differences Cultural Differences Societal Racism Inferior Education Rationales for Schooling Au, 1998

Funds of Knowledge : Language and culture are strengths to be built upon All students need high quality, culturally responsive instruction Students who are differently labeled and/or culturally and linguistically different should be educated in an inclusive environment Teaching and learning is a social and cultural process All Children Can Learn

Culture is not inherited; rather we are socialized to behave according to traditions established over generations The cultures of schools may or may not be in harmony with the culture each student brings to school Schools greatly influence how young people see themselves and therefore need to understand and validate their backgrounds

The Equity Alliance at ASU’s Framework for Approaching and Assessing Systemic Change

The ways new teachers get assigned to schools, grade levels and/or content areas How buildings and grounds are renewed across the district How class sizes are distributed The ways in which schools get equipped with furniture and technology Educational Equity: District Level

Local school councils Team and committee structures Building Leadership Teams Decision making Shared Vision Continuous Improvement Cycles Educational Equity: District Level

Culture of Renewal & Improvement How reform initiatives are selected Your district’s process for choosing professional learning topics and activities The opportunities your district provides for mentoring or coaching How often and how the district develops and reviews an improvement plan Educational Equity: District Level

District/Community Participation and Partnerships The ways your district connects with families in your community What community centers and houses of worship your district collaborates with around after- school programs How the district ensures that family/community events are distributed by day of week and time of day Educational Equity: District Level

Design and Use of Time and Space How schools’ appearances differ How school schedules and calendars maximize learning time Where students’ classrooms are located The structures supported for Professional Learning Educational Equity: District Level

The forms of inquiry used to think about student data Other forms of data that drive dialogue and decision making How educators are engaged in researching their own and others’ practice The cycles for continuous improvement Inquiry for Equity in Education Educational Equity: District Level

People: Students, teachers, administrators, families, etc. Policy: Federal and state mandates, district and school level, classroom policy, etc. Practice: Pedagogy, discipline, curriculum, etc.

DispositionsAwarenessKnowledgeSkillsPractice

Interactions with colleagues, students & families Actions/behaviors What we do Instruction Curriculum Assessment Discipline What we decide What we choose to act upon Things we reward Things we acknowledge What we value

EducatesInformsNeeds to be EquitableEmancipatesEnsures Access

1. Analyze Current Data

Values in Theory are in sync with the Values in Practice Values Beliefs Assumptions Perceptions Behavioral norms Artifacts Patterns of behavior

Culturally Responsive Leadership Certification Training

Ready to Use and Customize - Professional Learning Modules

Tools for Learning