The manner in which teachers engage in their work can have a large influence on a student, school, and school system’s academic outcomes, culture of belongingness, collective commitment to dismantling racism, and appreciation of diversity (the ABCDs of RIDES). This section focuses on teachers, the adults who likely have the most contact with students each school day. While the work of teaching exists in an ecosystem with culture, curriculum, leadership, systems and policies, and family partnerships, this section attempts to identify specific practices and mindsets that teachers can develop to equip themselves with the foundation necessary to effectively teach all students, especially in intentionally diverse and integrated schools. This section will focus on the mindsets, actions, and choices that occur alongside curriculum, culture, classroom management, and content pedagogy. You can read our entire white paper on this topic here.
Below are practices designed to support teachers in creating classroom environments that are “courageous communities” to discuss issues of race, socioeconomic status, and other forms of differences, discrimination, and oppression. Examples support teachers understanding their own biases, facilitating discussions on race and related topics, supporting the development of resilience and empathy in emotionally charged conversations. Support is provided to help teachers demonstrate the importance of dedication and hard work, the use of relevant curriculum, and course content related to the cultural context in their classrooms. Examples also highlight how to hold the community accountable to the commitments managing diversity and equity initiatives.