What does a school that values equitable curricular expectations do and look like? How should educators be responsive to student racial background and culture while holding high expectations? Glenn Singleton lays out a vision for equity that addresses these questions while providing a tool - school-based equity teams - that can build a spirit of collaboration and peer accountability among school staff.
|How to Use||
As an individual: As an administrator or teacher, read the vision for equity and consider what implications it might have were it to be the vision for your classroom or school. How would expectations for student academic performance change? What actions on your part would that entail? Consider the examples of Highline Public Schools.
As a staff: Read the description of the vision for equity alongside your school staff and facilitate discussion around it. What resonates? How might the sort of accountability being discussed around academic expectations look in your school? Consider the example of Minneapolis and Portland Public Schools.
As a system: Read the vision for equity and consider what implications it might have for content and rigor expectations across your entire system. How would the educational leadership, administrators, and teachers need to develop to address student academic needs equitably? Consider Portland Public Schools’ example.
|Portland Public Schools’ Racial Equity Policy|
|Alignment to RIDES Assessment||
Part 1 - Teachers create classroom environments that are “courageous communities” where issues of race, socioeconomic status, and other forms of differences, discrimination, and oppression are being discussed
Part 2 - Systems and Structures Achievement outcomes are high and equitable across different demographic groups. If there are gaps, resources and systems are in place to address them
Singleton, Glenn E. and Linton, Curtis. (2006). Courageous Conversations About
Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, California: Corwin Press. (226-231)