1. GESA (Generating Excellence for Student Achievement

2. GESA consists of three strands:
1 Identifies the area of disparity
2 Includes specific behaviors to support and motivate
Identifies equity issues in instructional materials and methods

3. Gesa program objectives
To reduce the disparity in teacher-student interactions
To increase student achievement
To increase use of non-stereotypical behaviors, materials and activities

4. Major influences on your perceptions
1. Who or what are the main sources of messages about your capacities (what you could/ couldn’t, should/ shouldn’t do)?
2. Who or what influences your beliefs about what is appropriate and/or inappropriate for yourself and/ or others?

5. Major influences on your perceptions
What physical characteristics influence your perceptions?

6. Areas of disparity

7. Area of Disparity 1 Instructional Contact
Interactions: Response opportunities, acknowledgement/ feedback

8. Area of Disparity 2:
Grouping and Organization
Interactions: Wait time (think time) and Physical Closeness

9. Area of Disparity 3:
Classroom Management/ Discipline
Interactions: Touching & Reproof

10. Area of disparity 4: Enhancing Self-esteem/ self-concept
Interactions: Listening and Probing

11. Area of Disparity 5 Evaluation of Performance
Interactions: High level questioning and Analytical Feedback

12. Most exciting findings:
All students gain
The students identified with the greatest need are the students who gain the most; consequently, the learning gap between specific groups narrows

13. Persistent problem areas:
Issues pertaining to education equity are still not perceived to be of critical concern to large numbers of educators, researchers and policy makers
There is lack of willingness to invest time, money and effort needed to implement an effective approach to achieving success for all students

14. GESA is based in following assumptions about professional development
Changing deep seated attitudes is difficult
Doing is more effective than talking about
Teachers can reinforce each other in the change process
Teachers can learn from observing and being observed by their peers