Equity Committee - Who We Are
In order to build site based, teacher-led learning from an equity lens, the CES Equity Committee will be giving one another support in deepening and improving individual and collective equity focused practices through an equity focused cycle of inquiry.
Why Inquiry for Equity?
Inquiry for equity is a professional development approach that incorporates the elements of collaboration, “sense-making” activities, coaching, feedback, refection, and the use of models and modeling. Educators actively and constructively working in collaboration to examine their own practices and specific evidence to help them understand ways they can reach students better.
Educators take a questioning stance to their practice, with the support of equity tenets from research and reading that frames inquiry as an instructional “stance” (perspective on practice, informed by inquiry scholarship).
The overarching goals are to:
1. Strengthen collaborative work, learning from one another and from our students in a systematic way
2. Develop an inquiry stance supports educators in establishing and deepening a sense of efficacy with regard to complex dilemmas they face in their work, thereby making a difference in student learning experiences.
The questions driving our inquiry are designed to help us address often unquestioned, hidden assumptions so that we can grow through hard conversations and we can effectively disrupt problematic status quo patterns together.
This model of professional development draws on adult learning research that
has found effective professional development design is informed by the following tenets:
1. Adults come to learning with experiences that should be utilized as resources for new learning.
2. Adults should choose their learning opportunities based on interest and their own classroom experiences/needs.
3. Reflection and inquiry should be central to learning and development address how teachers learn, as well as what teachers learn.
Active learning is "in sharp contrast to sit-and-listen lectures, engages educators using authentic artifacts, interactive activities, and other strategies to provide deeply embedded, highly contextualized professional learning," preferably connected teachers’ classrooms and students (Darling-Hammond, Gardner, & Espinoza, 2017)/
The committee will be drawing on school and classroom data (e.g., student work samples, assessment results, student surveys, teaching journal notes or lesson plans and reflections) informed by reading and research on equity, culturally responsive teaching practices and adult learning from an equity lens.
EDUCATIONAL EQUITY: A DEFINITION
Educational equity means that each child receives what they need to develop to their full academic and social potential.
Working towards equity in schools involves:
Ensuring equally high outcomes for all participants in our educational system; removing the predictability of success or failures that currently correlates with any social or cultural factor;
Interrupting inequitable practices, examining biases, and creating inclusive multicultural school environments for adults and children; and
Discovering and cultivating the unique gifts, talents and interests that every human possesses.