1. Part 1: Examining Personal Bias
INWARD AND OUTWARD:
3-part Webinar Series
Part 1: Examining Personal Bias
Jemelleh’s slide
Jemelleh Coes, 2014 Georgia Teacher of the Year
Monica Washington, 2014 Texas Teacher of the Year
Daniele Massey, 2013 Department of Defense Teacher of the Year

2. WHY IS THIS IMPORTANT TO US?
Daniele, Monica, Jemelleh (in that order)

3. SERIES SUMMARY Part 1: Tuesday, November 1 at 8:00 PM EST
Examining yourself with a focus on bias and stereotypes.
Part 2: Tuesday, November 29 at 8:00 PM EST
Discuss concrete strategies for building equitable classrooms.  
Part 3: Tuesday, December 13 at 8:00 PM EST
Find ways to support colleagues in building equitable learning environments.
Monica’s slide!

4. We’re glad that you are here!
RULES OF ENGAGEMENT
This is a safe space!
Share freely!
Ask questions
Be open to having your ideas challenged/mind changed.
Be respectful of all participants and their experiences.
We’re glad that you are here!
Daniele slide

5. RECAP: Power and Privilege
Creating a space for a conversation on equity
Definitions of power and privilege in the context of schooling
Next Steps:
Engage the discomfort
Share the power
Check or use your privilege
Daniele - Jody Zepp and Josh Parker facilitated a great discussion last month on equity in the classroom and gave us these two definitions. We will continue to build our common understanding and foundation of knowledge by adding more words and definitions throughout this webinar and future ones. We will also take a more in--depth look into teacher privilege in part 2 of this series on November 29.
Josh and Jody challenged us with three next steps: engage the discomfort, share the power and check or use your privilege. One of our goals for this webinar is to engage that discomfort by looking at our personal privilege from multiple perspectives.

6. Acceptance Awareness Action
Part 1: INWARD
Acceptance
Awareness
Action
Jemelleh or Monica’s slide
Likened the experience to traveling down an known or unknown path
Some of us will follow road that looks easy, the others will take the one that is much more difficult.

7. COMMON LANGUAGE
Bias: a preference, like or dislike, which can interfere with the ability to be impartial, unprejudiced, or objective
Stereotypes: simplistic beliefs about people based on their groups of membership
Jemelleh’s slide

8. I do not have biases! The Science behind Bias Big Ideas
ACCEPTANCE
I do not have biases!
The Science behind Bias
Big Ideas
I don’t have biases: It’s sometimes hard to admit. But it is absolute.
Science behind biases: Watch this video
There more scientific articles about bias in our resource section.
Three points:
Poll: How do you perceive your biases?

9. Poll: How do you perceive your biases?
ACCEPTANCE
Poll: How do you perceive your biases?
1- I do not have biases.
2- I have biases, but they do not impact my classroom practice.
3- I have biases, but I am not sure how they impact my classroom
practice.
4- I have biases, and I know how they impact my classroom practice.
5- I have biases; I know how they impact my classroom practice; I
work every day to be intentional about eliminating them.
Feel free to be honest.
We are all on this continuum on understanding and eliminating our biases.
Create a poll in Zoom.

10. AWARENESS Bias Stereotypes Stereotypes Share The Effect of Stereotypes
-Black Boy
-White Girl
The Effect of Stereotypes
in Schools
Relationship between bias and stereotypes:
Stereotype share: Daniele and Monica monitor chat responses. Read them as they appear.
Effeects of stereotypes: Stereotype threat,

11. ACTION Stereotype replacement Counter-stereotypic imagining
Individuating
Perspective taking
Increasing opportunity for positive contact
Offer by Particia Devine, experimental psychologist. Taken from Shanker insititute
Stereotype replacement: recognizing when one is responding to a situation or person in a stereotypical fashion, and actively substituting the biased response with an unbiased one.
Counter-stereotypic imagining: detecting one's stereotypical responses and visualizing examples of people who are famous or known personally who prove the stereotype to be inaccurate.
Individuating: gathering specific information about a person, so that the particulars of that person replace generic notions based on group membership.
Perspective taking: adopting the perspective of a member of a stigmatized group. This strategy can be useful in assessing the emotional impact on individuals who are often being stereotyped in negative ways.
Increasing opportunity for positive contact: actively seeking out situations that expose us to positive examples of stereotyped groups.

12. DISCUSSION 1. What is the toughest part about exploring your biases?
2. What are barriers to eliminating your
biases?
3. Add your own question.
Daniele
Open the floor for questions and discussion
A possible third question - who challenges you about your bias - what resources do you engage with, twitter, etc?

13. REFLECT ON THIS! Where do your personal biases come from?
How has bias in your family or community changed from one generation to the next?
monica’s slide
Final slide for part 1

14. Part 2: Strategies to Build an Equitable Classroom
INVITE A COLLEAGUE!
JOIN US FOR
Part 2: Strategies to Build an Equitable Classroom
Tuesday, Nov. 29 at 8:00 PM EST
mONICA

15. THANK YOU! A feedback survey will be arriving shortly!
moNICA
Jemelleh Coes @georgiatoty2014
Monica Washington @texastoy2014
Daniele Massey @masseydaniele
@NNSTOY #TEACHERSLEADING

16. Resources Steps to reducing bias
teachers-and-students-part-ii-solutions
A Different Perspective
reparations/361631/
The Lie (student created video on stereotypes)
Bias and Teachers’ Impact
Implicit Association Test
moNICA