Demographic shifts are creating the necessity for K-12 systems to actively engage the challenge of school transformation. Policies, practices, and procedures are no longer sufficient to serve the range of diversity that constitutes the growing student groups comprising many large systems across the country. Baltimore County Public Schools has been engaging in systemic equity training in response to changes in its student and community demographic, specifically challenging staff to consider how race, gender, socioeconomic status, language, and access to rigor impacts the schooling process. The examination of which allows for an analysis of how educator beliefs impact outcomes that promote or detract from students’ access to enrollment in higher level courses that will lead to developing skills necessary to choose STEM careers. This presentation will describe the process, lessons learned, and next steps in this systemic work.
With managing daily operational tasks, it’s easy to forget the greater purpose of the work of administrators. The opportunities we provide adult learners has the potential to level the playing field for those students most in need. This is only true to the extent that leaders are ensuring that students have equitable access to educational opportunities that can transform their lives. In this session, participants will reflect the role of leaders for equity and learn strategies for equity.
“Not In Our House!”: A state agency’s preliminary self-examination to build capacity for equity-minded leadership
In 2017, the WA State Board for Community and Technical Colleges stepped into the challenge of determining critical diversity and equity goals. Join the presenters in exploring the first year of a systemic equity transformation process. Changing institutional culture by way of collaborative inquiry, system partnerships, and leadership development will be key areas of discussion. Leave the session with insights on how you can begin to address disparities within your own institution.
Our instincts and experience informed us, our data and research confirmed it. Minority male students were simply not achieving on par with all other students. This was not acceptable. Like other colleagues at other colleges, where and how do we start? We began by listening to our students’ voices – using Appreciative Inquiry. They trusted us to tell their stories – about abandonment, bonding dysfunction, their personal experiences with multitudes of life setbacks.