RE-THINK, RE-CONNECT, RE-IMAGINE: · Web viewINTRODUCTION TO ETFO BOOK CLUBS The Elementary Teachers’ Federation of Ontario (ETFO) is committed to providing professional development

RE-THINK, RE-CONNECT, RE-IMAGINE: THINKING ABOUT OURSELVES, OUR SCHOOLS, OUR COMMUNITIES. REFLECTING ON WHITE PRIVILEGE

INTRODUCTION TO ETFO BOOK CLUBSThe Elementary Teachers’ Federation of Ontario (ETFO) is committed to providing professional development for it members in a variety of forms. Teachers are best able to determine what professional development they need to pursue as life-long learners and ETFO Book Clubs are designed for voluntary participation of interested members.

As ETFO professional development programs and services continue to evolve to meet the challenging needs of educators and their students, the new season of offerings has been expanded to include ETFO Book Clubs with a focus on classroom management, differentiated instruction, Kindergarten and equity and social justice.

Professional book clubs provide an excellent opportunity for members to reflect on their classroom practice, enhance their professional knowledge and engage in the professional learning that best meets their needs and the needs of their students.

An ETFO Book Club is a learning experience that gives educators an opportunity for professional networking, sharing and reflection through an in-depth examination of ideas, concepts, research and strategies presented in a professional resource.

HOW TO FACILITATE AN ETFO BOOK CLUBETFO Book Clubs provide a chance for our members to come together to build on their professional knowledge and classroom practice. ETFO Book Clubs are designed as four two-hour sessions; however, the sessions can be held over a series of weeks or consolidated into one or two half-days of professional learning. Facilitator guides are currently available for over 20 different ETFO Book Clubs at www.etfo.ca/professionaldevelopment/etfosbookclubs/.An ETFO Book Club consists of:

four weekly sessions of approximately two hours in length (flexible) small group size of 15-20 participants; and Book Club fee is the book cost.

The ETFO Provincial Office will provide facilitator guides for each of the featured Book Clubs currently available along with additional information, help guides and supports to assist you in running a successful ETFO Book Club.

Work with the Professional Learning (PL) Chair in your local to select a book club from ETFO’s Book Club Information and Selections in order to select a book title that would be of interest to your local members.

The Book club structure is flexible to accommodate member needs within the local. It can be run as four-hour, two-hour sessions, two half-day sessions, or as an entire

professional day activity. Similarly, the location can also be a local decision. Some locals use their office, others use their schools and still others offer the ETFO Book Clubs at a combination of locations.

LOCAL INFORMATIONLocal(s) can access a range of ETFO Book Club resources online to provide professional learning opportunities for their own members, right in their own local!

Local(s) can choose dates and secure the sites for each of the four sessions. Local can choose a book club facilitator. Ensure to provide any required audio visual (AV) equipment and materials (chart paper, markers, sticky-notes) in order to help facilitate the book club.

Advertise and distribute (mail or email) book club registration flyer and registration form to local members and collect fee from interested members to cover book costs can be organized and administered from each Local individually

(Note: Some locals may elect to pay for associated costs in relation to facilitating the book club cost, in which case participants would not pay any fee or related costs).

ETFO BOOK CLUBS MAIN GOALS To enhance the professional knowledge of our members. To enhance the professional practice of our members. To foster leadership at the local level. To implement high - yield, research - based instructional strategies. To monitor the impact or effects of instructional decisions on students. To reflect on current teaching practices.

When professional book club experiences are tied to the real work of teachers and to authentic issues they are grappling with in their classrooms, teachers have a deeper understanding of their impact on classroom practice and student learning.

ETFO BOOK CLUB STRUCTUREETFO Book Clubs provide an excellent opportunity for our members to enhance their professional knowledge and practice. Participants attend four two - hour sessions that focus on specific chapters of the various resources highlighted, consider strategies they can try in their classroom and reflect on and share their experiences within a community of learners.

As a facilitator, you will contribute to building leadership capacity within our locals in the area of professional development.

ROLES AND RESPONSIBILITIESETFO Book Clubs are offered in partnership between locals and the provincial office. Facilitator guides, such as this one, have been developed by members to support you as you facilitate.

The Role of The FacilitatorAn ETFO Book Club facilitator guides a group of participants through an interactive discussion of a selected title. The facilitator organizes the session and conducts the meetings. Group members can expect the facilitator to use open - ended questions, wait time and paraphrasing to encourage participation. The facilitator also emphasizes the importance of keeping the discussion on track, focusing on one topic or task at a time. The person in this role is not an expert and should remain neutral allowing group members to share different perspectives. All group members are valued and encouraged to participate in their own way.

ESTABLISHING GROUP NORMSAny group that meets regularly to work together needs to identify a set of norms or ground rules that will help a group do its work and discourage behaviours that interfere with a group’s effectiveness. Norms govern how the group will interact, share and learn together.

It is ideal to set norms at the beginning of a group’s work together inviting group members to suggest ideal behaviours for groups, eventually refining them into an agreed - upon set of norms. Once established and posted, groups need to continually remind themselves about the norms they have created.

Some topics you may want to raise as starting points for discussion with your group are: Expectations for behaviour - How will your group relate to one another within

(and beyond) the group? Considering norms in TRIBES such as right to pass, attentive listening and taking turns, may be helpful.

Shared leadership - How will members share responsibility for the group? How will decisions be made about what to read, when to meet and where to meet be made?

Participation and interaction - How will members work together? Considering roles such as recorder, timekeeper and encourager may ensure that all group members become involved in the discussions.

One strategy that may be helpful when reviewing group norms is ‘Round - Robin Reflection’. In this process everyone takes 30 seconds to silently reflect on the extent to which he/she honoured the group’s norms and to what extent it enhanced the group’s work. The facilitator then chooses someone at random to share their reflections. When this person is finished then another group member paraphrases what they have heard. This process is repeated in round-robin fashion beginning with the person to the right of the first speaker.

BUILDING INCLUSIONGrounding is an excellent inclusion activity for introductory meetings. It serves several purposes including:

establishing a norm for respectful listening; bringing people into the here and now; allowing people to connect with one another; and allowing for expression of hopes and apprehensions.

Directions - Each person in round - robin fashion, speaks to these points: name; current role; school; reasons for joining a professional book club; and expectations of the ETFO Book Club experience.

NEEDS OF INDIVIDUALS IN GROUPSRegardless of the nature of the group and its purpose, some basic needs must be met within the group setting for it to be as focused, productive and interactive as possible. A good facilitator looks for signs of the characteristics listed below to determine whether it provides the kind of satisfaction group members need. Periodically it may be helpful to give group members time to evaluate the extent to which the group is meeting their individual needs.

The following are important needs group members value. As the group evolves, it is about finding the balance between the needs of the group members and the group work that needs to be accomplished. Feeling a sense of belonging - Group members need a collaborative environment

where they feel safe and supported in their presence and their contribution to the group’s work.

Commitment to group goals - Group members achieve commitment when they see value in the goals selected, having a part in selecting and refining those goals and directing the group process.

Sense of progress - It is important to give group members opportunities to reflect on their progress toward goals so that members feel a sense of accomplishment.

Having confidence in the facilitator - A good facilitator establishes a supportive, risk free learning environment emphasizing the importance of professional dialogue. The facilitator organizes the sessions and conducts the meetings. The person in the role of facilitator is not intended to be an expert and should remain neutral, allowing participants to share different perspectives.

Knowing Your ParticipantsWhen developing a group’s capacity for powerful conversations, Robert Garmston suggests that group members set aside unproductive patterns of listening, talking and participating.

However, from time-to-time, facilitators may need to confront challenging situations. Late arrivals at meetings, overbearing participants and conflict among group members can negatively impact on a group. Although there is no “right” way to respond to these problems, here are some possible solutions to common problems faced by facilitators. Non talker - Honour an individual’s right to pass. Each member has the right to

choose when and to what extent they will participate in the group discussion; ask open ended questions and learn to be silent.

Underminer - Focus on the agenda and topics agreed upon by the group. Don’t acknowledge or over reach; at the end of the session revisit the group norms and their purpose.

Rambler - When the member pauses, refocus attention by restating the relevant points and move on; ask “How does that relate to ________?”

Side talker - Re - direct conversation by asking the person an easy question or to paraphrase what has been stated; create a parking lot (flip chart, sticky notes) to post questions or issues that can be discussed in a later session.

Over talkative - State “We only have a limited amount of time today. We want everyone to have a chance.”

PLANNING AND DELIVERING AN ETFO BOOK CLUB

Facilitator Will ... Read the book chosen by the local. Review the facilitator guide provided to them. Plan, prepare, and present each session.

Participants Will ... Attend each session and complete assigned homework in preparation for the

next session (e.g., read appropriate chapters for next session discussion, try different strategies, bring student artifacts).

Submit registration form and fee (if applicable).

As a Facilitator ... before the Book Club: Arrange the book club environment so that all can see and hear one another

(chairs, handouts, materials). Arrive early. Read the material ahead of time to feel comfortable with the content.

... during the Book Club: Always honour session start and end times. Begin with an inclusion activity to help members transition into the session and

feel comfortable. Establish, post and celebrate group norms with group members. Model the group norms. Establish a predictable format for learning: Before – set the context for the session. During – all members focus on and monitor group’s attention to the topic. After – reflect on key learnings and assign homework. Remain neutral promoting teacher discovery and inquiry. Keep the sessions moving according to topic or task at-hand. Encourage everyone to participate and acknowledge each group member’s

involvement and contributions. Encourage personal reflection. Create a ‘parking lot’ using a flip chart and post-it notes to post issues and

questions.

... and after the Book Club: Ask participants to fill in an evaluation form to let you and your local know how

you have met the needs of your membership, and what changes you might consider.

Celebrate your contribution to your membership! Make your selection for your next ETFO Book Club.

TIPS AND TRICKS FOR HOSTING AN ETFO BOOK CLUBETFO Book Clubs provide an excellent opportunity for members to reflect on their classroom practice, enhance their professional knowledge, and engage in the professional learning that best meets their needs and the needs of their students. These book cubs offer an opportunity for professional networking, sharing and reflections through an in-depth examination of ideas, concepts, research, and strategies presented in a professional resource. The books have been chosen due to their relevance to the real work of teachers and to authentic issues teachers are grappling with in their classrooms, so that teachers have a deeper understanding of their impact on classroom practice and student learning.

ETFO Book Clubs Facilitator guides …... have been written for teachers, by teachers. These resources engage your members in enhancing their professional knowledge and practice. Participants attend four two-hour sessions that focus on specific chapters of the various resources highlighted, consider strategies they can try in their classroom, and reflect on and share their experiences within a community of learners.

ETFO Book Clubs are adapted to the needs of your members ….... and have also been field tested by teachers and revised to reflect this. They have probably not been tested by you in your local. With that in mind, ETFO field testers would like to offer the following suggestions:

Respond to your members’ needs …... as the goal is to create rich discussions that are meaningful and worthwhile for teachers and worth their investment of time. An ETFO Book Club will vary from site to site depending on the interests and needs of each group.

While the session order is suggested in the facilitator guide, the facilitator should feel welcome to make changes, as long as there is consistency among the sessions.

The timelines are approximate, and not all activities must be completed. It is not like covering the curriculum, but rather professional learning, and that can travel in some surprising directions, so let it!

Own the scheduling of sessions ...... as the guides have been written for four two-hour sessions. Please feel free to modify the number of sessions and duration to meet the needs of your members.

You’ll need time to get teachers registered and also to order the books and get them into the teachers’ hands prior to your start date. While the sessions were planned for bi-weekly delivery, you might choose to schedule once a week for a month. As long as you allow time for active participation and lively discussions.

Some field testers found the book to be excellent but the time frame too short. Feel free to make necessary adjustments to the session to make it comfortable for participants. The discussions are the important thing, because the big ideas are addressed in the conversation. Take the time needed to have those conversations, even if it means skipping some of the activities and readings.

While the sessions are planned as four, two-hour sessions, you may find, as some field testers did, that you want to add more sessions to allow for more discussion and sharing of ideas among participants. Go for it!

ETFO Book Clubs are a social time among members. Allow time for your members to eat, and network, and decide how to best allocate that time. It is up to the facilitators to own the decisions and meet the needs of each particular group.

You are welcome to modify the listed activities …... as the guides have been developed deliberately to engage your members in thinking and discussing. Whatever activities you decide on as a facilitator, make sure that you involve teachers in sharing opinions with others in the teaching field and brainstorming new ideas to try. The mix of new and experienced teachers combined with a dedicated time to learn together in a comfortable relaxed setting should be rich for all!

You might choose to have teachers bring in samples of a book or lesson, bags of tricks or even artifacts from school to share with each other and generate new thinking.

It’s about what is best for teachers …... and that will depend on your group. In some cases, a fair amount of effort and time will be needed to keep up with the demands of the course or the book study. Please feel free to rework the plans as needed. ETFO Book Clubs should be supportive.

If teachers don’t have a classroom to try things out in, then be flexible about how you have your participants apply their learning to the classroom.

If teachers can’t find the time to do the reading in preparation for the session, maybe sections of the reading can be completed during the ETFO Book Club session.

Further ReadingBennett J., Dawson R. & Torney. (2007). Book Study Facilitator’s Guide for Teaching Student - Centred Mathematics. Pearson Education.

Easton, L. B. (2004). Powerful Designs for Professional Learning. NSDC.

Garmston R. (1998). Teacher Talk That Makes a Difference. Educational Leadership. ASCD. April.

Garmston, R. & Wellman, B. (1999). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Gordon Publishers.

Richardson, J. (1999). Norms Put the ‘Golden Rule’ into Practice for Groups. Tools for Schools. NSDC. August - September.

Weaver, R. G., & Farrell, J. D. (1999). Managers as Facilitators: A Practical Guide to Getting Work Done in a Changing Workplace. McGraw Hill.

Wisconsin Staff Development Council. www.wi-sdc.org

FEEDBACK FORMPlease forward this completed Feedback Form to: Jill Aoki-Barrett at [email protected] or by fax to 416-928-5357.

ETFO Book Club Feedback FormPlease check which ETFO Book Club was offered.

ETFO Special Education Handbook: A Practical Guide for All Teachers - REVISED

I am the Teacher

Jardin d’enfants

Learning Through Teacher Research A Guidebook for Your Action Research

Learning Together: A Teacher’s Guide to Combined Grades

Making Math Happen in the Junior Years

Making Math Happen in the Primary Years

Planning for Student Learning

Possibilities: Addressing Poverty in Elementary Schools

Primarily Play: Engaging Primary Learners Through Play

Primary ETFO Arts

Re-Think, Re-Connect, Re-Imagine: Thinking About Ourselves, Our Schools, Our Communities. Reflecting on White Privilege

Revised ETFO Arts

Social Justice Begins With Me

Teaching for Deep Understanding

The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers

Thinking it Through: Introduction to Assessment That Informs Instruction

Thinking it Through: Introduction to Learning In Centres

Thinking it Through: Introduction to Child Development

Thinking it Through: Introduction to Literacy and the Young Child

Thinking it Through: Introduction to Playing Is Learning

Thinking it Through: Introduction to Science and Technology

Thinking it Through: Introduction to The Arts - Joyful Learning

Thinking it Through: Introduction to Thinking Mathematically

Please check when the ETFO Book Club was offered.

Fall (September – December)

Winter (January – April)

Spring (May – August)

3. Please check the number of members who participated in the ETFO Book Club that was offered:

5-10 members

10-15 members

15-20 members

4. My overall impression of the ETFO Book Club that was offered was:

Excellent

Good

Fair

Poor

Please explain:

5. Identify the most useful feature(s) of the ETFO Book Club that was offered and why.

INTRODUCTION TO RE-THINK, RE-CONNECT, RE-IMAGINE: THINKING ABOUT OURSELVES, OUR SCHOOLS, OUR COMMUNITIES. REFLECTING ON WHITE PRIVILEGE

IntroductionThe Re-think Re-connect, Re-imagine resource offers reflection and concrete suggestions for grappling with the issues of privilege and racism in our practice as educators. The resource provides an opportunity to reflect and to help understand that diverse forms of privilege and oppression can be experienced simultaneously and vary depending on context and time; allowing one to examine and reflect on personal experiences of privilege and oppression. Readers have the opportunity to explore relationships between privilege, oppression and schooling and learn about and reflect on personal teaching practice while using an equity lens and further learn about and reflect on ways that educators can be allies.

In this book club, participants will reflect on their thoughts, feelings and actions around White Privilege encompassing all several aspects of the resource. Participants will explore and think about multiple identities; how these identities intersect and how races intersect with other identities. Book club discussions will include leading anti-racist work, beliefs, and biases around community relationships.

SESSION ONE: THINKING ABOUT OURSELVES

ReadingsRe-Think: What is privilege? What is White privilege? Pages 4-5

Re-Connect: So what? What does this mean for my teaching practice? Pages 6-7

Re-Imagine: Now what? How do I become an ally? Page 8

General OverviewIn this session, participants will reflect on their thoughts, feelings and actions around White Privilege. The goal of this first task is to get participants thinking about our own equity stance. This task concludes with participants transforming their teaching practice by establishing an equity goal and action plan.

Key Learning/ObjectivesAt the end of this session, participants will:

understand that diverse forms of privilege and oppression can be experienced simultaneously and vary depending on context and time;

examine and reflect on personal experiences of privilege and oppression;

explore relationships between privilege, oppression and schooling; and

learn about and reflect on personal teaching practice while using an equity lens.

TimeInstructional Tasks (105 minutes)

Reflection (15 minutes)

Supporting MaterialLine Master 1.1: Common Ground

Line Master 1.2: Black Canadian Childhood Article

Line Master 1.3: Reflection

Envelopes

Instructional Tasks (105 minutes)Welcome to our book club! Together, we will engage in courageous conversations around race, privilege and oppression. Such discussions require a space where we are safe:

to reflect on past experiences (that might trigger memories of pain, fear, regret, anger and sadness);

to honour our learning journey; and

to imagine ways we can help create a society free from racism and other forms of discrimination.

In order to create this safe and inclusive space, I ask that we abide by the following four agreements (Page 26):

stay engaged; experience discomfort; speak your truth; and expect and accept non-closure.

Participants read Cornel West’s quote found on Page 5. Invite participants to put forth suggestions to add to the above four agreements.

Minds On (95 minutes)

Where do you Stand?We begin this learning journey by reflecting on our thoughts, feelings and actions. The goal of this first task is to get us thinking about our own equity stance, as well as those of our colleagues.

Task #1: Reflection on our Thoughts (10 minutes)For this activity, participants place themselves along an imaginary line. The line begins at “1” (strongly disagree) and ends at “10 “(strongly agree), with “5” in the middle. Place numbered signs on the ground/or on the wall to help participants visualize the line. Read the series of statements, for which participants will respond to by taking a position on the line.

Read each statement aloud.

Give participants time to reflect on each statement.

Invite participants to respond to each statement by taking a position along the line. Their chosen position reflects their beliefs or understanding of the statement read aloud.

Share the reflection question.

Participants turn and share their thoughts on the reflection question with the person beside them. Participants are encouraged to draw on specific, personal and professional examples to support their response to the question.

Volunteers share their thoughts with the whole group following each reflection question.

Statements and Reflection QuestionsStatement #1: I talk about issues of discrimination with members of my

personal network (e.g., family, friends, loved ones, etc.).

Reflection Question: How do personal relationships impact your understanding of discrimination?

Statement #2: I believe that all students can do well at school.

Reflection Question: How do you communicate your belief to: 1) High academically achieving students and their families? 2) Academically underachieving students and their families?

Statement #3: In my classroom, we explore issues of racism.

Reflection Question: What obstacles and opportunities exist to discuss issues of racism with students?

Statement #4: I am confident responding to racist comments at my school.

Reflection Question: How would/do you respond to a student who made a racist comment?

Statement #5: I am comfortable teaching in a diverse school community.

Reflection Question: With what type of diversity are you most comfortable (e.g., race, gender, class, ability, religion, language, etc.)? What type of diversity makes you uncomfortable/less comfortable? Why?

Statement #6: I have a deep understanding of “equity”.

Reflection Question: How might you define equity? How have professional and personal experiences shape your understanding/definition of equity?

DebriefThis task demonstrates that we are all on an equity-learning continuum. Share with participants the definition of equity as adopted by ETFO Executive (1999) found in the Supporting Material section. Our understanding of privilege and oppression evolves as we gain new experiences, and reflect on past ones.

Tasks #2: Common Ground (55 minutes)We all experience instances of privilege and oppression. Read the section “Privilege” on Page 4. Thinking through who we are helps us to understand that at times we are afforded opportunities that others may not enjoy. This next task will help us understand the relationship between our identities (who we are) and our experiences of privilege and oppression.

Invite participants form groups of four or five. Provide each group with an envelope containing strips of paper with a statement written on each strip (Line Master 1.1).

Participants sit in their small groups of four or five.

Each group receives an envelope containing the strips. Each strip contains a statement taken from the above list.

Within their small groups, a participant randomly selects a statement from the envelope and reads it aloud to other group members.

Participants take turns sharing their personal connection to the statement.

Participants are invited to use the below phrases to begin their responses to the statements:

I have never….

I have....

Afterwards, another group member selects a statement from the envelope to encourage small group sharing.

DebriefInvite the whole group to discuss the following debrief questions:

How did this exercise feel in general?

Were there specific times you felt included? Excluded?

Were there moments that surprised you?

How did this activity help you understand privilege? Oppression?

Task #3: Consolidation: One Black Woman’s Narrative (30 minutes)Along with class, sexual orientation, gender and ability, our race is a factor that shapes the benefits and resources that we have access to in our society. Read the section “White Privilege” (p. 4-5).

In pairs, participants read through the reflection statements on White Privilege found on Page 5.

Participants respond to each statement with their partner by sharing stories from their childhood and day-to-day experiences.

As a whole group, volunteers share the ways that they benefit from and/or are disadvantaged by White privilege.

Participants read the article Black Canadian Childhood by Kelita Braithwaite (Line Master 1.2)

In pairs, participants use information from the article to imagine how the author might respond to the reflection statements found on Page 5.

Pairs share their thoughts on how White privilege impacts the author’s (who identifies as a Black Queer Canadian woman) life.

DebriefExamining the power or oppression we experience based on our race is difficult. However, racism shapes the way that Aboriginal and racialized students experience the school system.

Participants read the section, “My Teaching Practice and Equity” on Page 6.

Participants independently reflect on the three guiding questions found in the section and share their thoughts with a partner.

Pairs record their responses on chart paper, and then share with the whole group.

Note to Facilitator: Highlight to participants how negative attitudes, ideas and practices found in Canadian society shape our perception of Aboriginal and racialized students in the school system.

Reflection (15 minutes)We, educators, have the opportunity to work with families and colleagues to challenge and disrupt racism and other forms of discrimination.

My Teaching Practice Participants read the sections “Call to Action” and “Reflection - Equity Within my Teaching” on Pages 6-7.

Participants consider the ways that they can help create a culture of equity in their classrooms.

Participants choose an inquiry question found on Page 7. The chosen question must connect to a professional wondering.

In groups of two or three, participants share their chosen inquiry question.

Participants set a professional practice goal based on their chosen inquiry question. The goal is to assist participants to transform their practice in ways that challenge racism.

Participants think through the steps and resources that they will take to achieve their goal. If time permits, participants begin to complete Line Master 1.3.

Share goals with the whole group by the Facilitator asking:

How does your goal help you to disrupt racism and other forms of discrimination?

How does your goal help ground your teaching practice in equity and social justice?

DebriefChallenging racism in our classrooms, helps create a school system that is free of individual and systemic discrimination. Many resources are available to support your inquiry. For example, resources that provide students with authentic opportunities to engage in social justice and activism are available on the ETFO website at www.etfo.ca. You can also draw on the experiences and knowledge of community organizations, colleagues and families.

Homework/Follow-up (10 minutes)Choose an inquiry question found on Page 7.

Use your chosen inquiry question to derive a professional practice goal.

Use Line Master 1.3, along with images and videos, to document the process and outcomes as you set out to achieve your goal.

Be prepared to share your learning at Session 2.

SESSION 2: THINKING ABOUT OUR CLASSROOMS

ReadingsRe-Think: What? Pages 10-11

Re-Connect: So what? Page 12

Re-Imagine: Now what? Page 13

General OverviewIn this session, participants will explore multiple identities and how they intersect. Participants will think about how race intersects with other identities to shape students’ feelings of inclusion and exclusion. This session concludes with participants designing a self-assessment of their classrooms.


understand ways in which privilege plays a role in their classroom;

create learning experiences and opportunities to explore issues related to power and privilege in their classroom; and

transform their teaching practice to become a pedagogy of hope.



Homework/Follow-up (10 minutes)

Supporting MaterialLine Master 1.3: Reflection

Line Master 2.1: Transforming Classrooms: Practice & Physical Space

Envelopes

Paper

Mural Paper

Instructional Tasks (105 minutes)Welcome, once again, to our book club! In this session, we will explore the role of White privilege in our classrooms.

As discussed at our first session, it is important that our space respect the safety, confidentiality and honesty of all participants. In order to create this safe and inclusive space, I ask, once again, that we abide by the following four agreements:

stay engaged;

experience discomfort;

speak your truth; and

expect and accept non-closure.

Minds On: Thinking About our Practice (40 Minutes)At our last session, we learned about and reflected on the relationships between White privilege, oppression and schooling. This led us to think about our personal teaching practice. We concluded our first session by setting goals that would help us create a culture of equity in our classroom. We begin this session by sharing with one another our goals and the actions that we have taken to achieve them.

Take up last session’s homework. Depending on the size of the group, you might facilitate the homework review as a carousel, a think-pair-share or a whole group presentation. The goal of this task is to learn from and with colleagues who have undertaken equity work.

Participants use Line Master 1.3 to guide the sharing of their:

professional goal;

acts taken to achieve the goal; and

classroom images and/or videos capturing teaching and learning.

DebriefGuide participants by using the following debrief guiding questions:

How did your professional goal impact teaching and learning in your classroom?

What successes did you enjoy? How did you celebrate?

What obstacles did you face? How did you overcome them?

Task #1: Inclusion and Exclusion (15 minutes)Not every student feels included in the classroom. Poverty, racism, sexism, faith/religion, homophobia and mental and physical abilities can act (independently or intersect) as barriers to student success. Before exploring students’ experiences of inclusion and exclusion, let us reflect on our own.

Each participant receives a sheet of paper.

Participants draw a circle in the centre of their paper.

Participants write their name in the centre.

Participants think of four to five identities that play an important role in who they are.

Participants create a web with their identities. Such identities might include:

Race

Religion

Profession

Physical appearance

Gender

Gender identity and expression

Hobby

Abilities and disabilities

State of health

Ethnic group/place of origin

Family role

Friendship

Sexual orientation

Political belief

Geographic location

Neighbourhood

Language

Note to Facilitator: Stress to participants that identity is fluid. For example, time and physical location might influence the ways we self-identify and the perception by society.

Participants share with a partner some of the identities they chose.

Participants put a triangle around the identities they associate with feelings of exclusion.

Participants put a rectangle around the identities they associate with feelings of inclusion.

Participants share with a partner the ways that their identities led to feelings of inclusion and exclusion.

Volunteers share some of these experiences with the whole group.

Based on their experiences, participants share their answers aloud to the following questions:

Where there identities that you associated with both feelings of inclusion and exclusion? Why?

How might time and physical location influence your feelings of inclusion and exclusion?

How do your identities intersect to amplify feelings of inclusion and/or exclusion?

How does inclusion feel? (e.g., happy, needed, etc.)

How does exclusion feel? (e.g., hurt, ignored, etc.)

Note to Facilitator: Highlight to participants that race is one factor that shapes our feelings of inclusion and exclusion. These privileges based on race depend on the other identities that we hold such as our gender, sexual orientation, class, citizenship status, physical ability, religion, etc.

DebriefThis task helps us to understand that our feelings of inclusion and exclusion tie to our identities. Like us, race along with other identities intersect and impact students’ sense of belonging and exclusion in our classrooms. As such, students do not all have the same access to opportunities and social supports. It is important for us to examine the role that privilege plays in our classroom.

Task #2: Inclusion and Exclusion Reflection (15 minutes)Participants read Pages 10-11.

Post Mural paper on the walls around the room.

Include the following reflection questions on the mural paper:

How do I learn about the identities of the students I teach?

Who holds positions of leadership in my classroom? Who are chosen? Who are not? (list their identities)

Who feels excluded/included in classroom activities? How do I know?

Participants mill around the room with markers.

Participants respond to the reflection questions using images and/or words.

As a whole group, participants share their thoughts.

Task #3: Consolidation (10 minutes)Last session, we explored ways that our teaching practice can support the creation of an education system free from racism and other forms of discrimination. This session, we will continue to look at the relationships between privilege, oppression and schooling. The goal of this activity is to draw upon our experiences and knowledge to unpack myths around exploring issues of racism and White privilege in the classroom.

Before the session, go to Pages 24-25. Print each myth on a separate strip of paper. Fold strips of paper and put into an envelope. Divide participants into groups of two or three. Each group receives an envelope containing the myths.

Participants form groups of two or three.

Each group receives an envelope with five folded strips.

Participants randomly select a strip from the envelope.

In their small groups, participants read the quote found on the strip.

Participants share their response to the quote using the following guiding questions:

Do you agree/disagree with the quote?

How have your experiences (personal, professional and/or academic) contributed to your understanding of the quote?

DebriefParticipants share their thoughts of the quotes with the whole group. Direct participants to read the accompanying facts to each quote (Pages 24-25). Participants respond to the following question:

How do the “myths and facts” shape your thoughts around anti-racist teaching and learning in your classroom?


Thinking about Classroom We, educators, hold power in our classrooms. By working with students, colleagues and families, we are able to create classrooms where student voice and social justice issues are in the instruction and physical space. In such classrooms, all members of the school community feel safe and valued. In order to create these equitable and inclusive spaces, we must reflect on the classroom climate and our teaching practice.

Participants read Pages 12-13.

Participants imagine an equitable and inclusive classroom.

On sticky notes, participants individually brainstorm look-fors for such a classroom and instruction.

Participants look at Line Master 2.1 (Transforming Classrooms: Practice & Physical Space).

Participants draw on their own ideas to modify the document look-fors.

DebriefWe will use our modified version of Line Master 2.1 to honour the work that we have been doing, as well as to help us re-imagine our classrooms.

Homework/Follow-up (10 minutes)Independently complete a self-assessment of your classroom by completing Line Master 2.1.

Based on the results of the self-assessment (Line Master 2.1), commit to making one change to render your classroom more equitable and inclusive.

At the next session, be prepared to share:

self-assessment results

change(s) made to your classroom

steps taken

SESSION THREE: THINKING ABOUT OUR SCHOOLS


Re-Connect: So what? Page 16

Re-Imagine: Now what? Page 17

General OverviewIn this session, participants will discuss their understanding and role in leading anti-racist work at their school. This session will conclude with participants planning a school equity walk.


recognize that White privilege shapes how schools are organized, and our relationships with colleagues, students and families; and

make conscious choices to transform teaching and learning conditions for equity.




Supporting MaterialLine Master 2.1: Transforming Classrooms: Practice & Physical Space

Line Master 3.1: Images

Line Master 3.2: Transforming Schools: Practice & Physical Space

Line Master 3.3: An Anti-Racist School

Line Master 3.4: School Equity Walk

Chart paper (optional)

Sticky notes

Instructional Tasks (105 minutes)Welcome, once again, to our book club! This session, we will explore the role of White privilege in our schools.

As discussed in our previous sessions, it is important that our space respect the safety, confidentiality and honesty of all participants. To create this safe and inclusive space, I ask, once again, that we abide by the following four agreements:

stay engaged;




Minds On (50 Minutes)

Thinking About our Practice (10 Minutes)At our last session, we explored multiple identities and how these identities intersect. This led us to think about how race intersects with other identities to shape feelings of inclusion and exclusion in our classroom. We concluded our second session by examining how we might transform our classrooms for equity. We begin this session by sharing with one another the goals and actions arising from the equity reflection on our classroom.

Take up last session’s homework. Depending on the size of the group, you might facilitate the homework review as a carousel, a think-pair-share or a whole group presentation.


equity reflection results;

classroom goal; and

steps taken to achieve it.

DebriefGuide participants in a discussion debrief, using the following guiding questions:

How did your professional goal impact teaching and learning in your classroom?



ActionRacism is one factor that prevents students from feeling a sense of belonging at school. As educators, we are able to harness our professional judgement to help create anti-racist schools for colleagues, students and families. In this task, participants identify indicators and the conditions needed to create such schools.

Print and post the four images (Line Master 3.1) around the room. These images will be a used for discussion. The goal of this task is to explore ways to create an inclusive school free from racism and other forms of discrimination looks, sounds and feels.

Task #1: Reflection on our Practice (10 minutes)

Read aloud to whole group Dr. George Dei’s definition of an anti-racist education. (As found in the Support Material Section)

Independently, participants use the reflection tool (Line Master 3.2) to think through the definition and characteristics of an anti-racist school.

Participants share their responses to Line Master 3.2 with whole group.

Participants explore the four images posted around the room.

Participants determine which image connects to their notion of an anti-racist school.

Once beside their chosen image, participants choose a partner and use the below sentence starter to share their understanding of anti-racism:

An anti-racism is like….because…..

Volunteers share with whole group their ideas.

DebriefPrint Line Master 3.3 onto 11” X 17” paper or recreate the placemat onto chart paper.

The influence of educators in the school is significant. Educator knowledge, skills and values influence the schooling experiences of students and their families. Participants discuss the indicators of an anti-racist school and determine what falls into our realm of control, influence and no control.

Independently, participants brainstorm indicators of an anti-racist school.

o How does an anti-racist school look, sound and feel?

Participants record indicators on sticky notes (one indicator per sticky note).

Participants form groups of three or four and share their indicators with one another.

In their small groups, participants categorize indicators onto the placemat (Line Master 3.3).

Invite groups to share their placemat.

Challenge participants to consider actions that educators might engage in to shift indicators from “no control” to the categories of “control” or “influence.”

Task #2: Consolidation (30 minutes)Creating an anti-racist school is necessary for students, colleagues and families to feel a sense of belonging and reach their full potential. Together, we will brainstorm the conditions necessary when engaging in this important work.

Participants read Pages 14-15. Post the below questions around the room:

What resources are needed to support anti-racist work at your school? How will you access these resources?

What mindsets are needed to support anti-racist work at your school? How will you help promote such mindsets at your school?

Who are your allies? How will you form relationships with allies?

BrainstormParticipants mill about the room.

Participants record their responses on sticky notes and post it next to the question.

Encourage participants to read and respond to the ideas posted by other participants.

Debrief Participants share and reflect on responses to the guiding questions.

Discuss with whole group the following questions:

o How might you draw on your professional judgement and power to support anti-racist work at your school? Be specific and identify one action that you will take.

Reflection (15 minutes)Thinking about SchoolAs we discussed earlier, we as educators hold power in our schools. By working with students, colleagues and families, we are able to create schools and challenge racism and other forms are discrimination issues. In order to create these equitable and inclusive spaces, we must reflect on the school climate. A school equity walk one way that individuals and/or groups of educators


Participants look at Line Master 3.4.

Participants draw on their own ideas (Line Master 3.3) and reflection statements found on Line Master 3.2 to modify the document’s look-fors.

DebriefWe will use our modified version of Line Master 3.4 to celebrate the positive work done, as well as to help us re-imagine our school for equity.

Who will participate on the School Equity Walk? Are there any cautions: evaluating your colleagues or performance or work?

How will you share the results of the Equity Walk with members of the school community?

How will you use the results of the Equity Walk to develop school goals and promote anti-racist work?

Homework/Follow-up (10 minutes)Independently or in small groups, participants complete a school equity walk by completing Line Master 3.4.

Based on the results of the school equity walk, participants commit to making one change to render their school more equitable and inclusive.

At the next session, participants use Line Master 3.4 to share:

findings from the equity walk;

actions you have taken; and

preliminary outcomes.

SESSION FOUR: THINKING ABOUT COMMUNITY


Re-Connect: So what? Pages 20-21

Re-Imagine: Now what? Pages 22-23

General OverviewIn this session, participants reflect on their experiences, beliefs and biases around school-community relationships. Participants explore ways to form positive relationships with community for anti-racist work. This session concludes with participants planning a community walk at their school.


recognize the importance of building relationships with students, families and other community members; and

strengthen and make connections between the local community, school community and classroom community.




Supporting MaterialLine Master 3.4: School Equity Walk

Line Master 4.1: Transforming School-Family-Community Relationships

Line Master 4.2: Reflection: Thinking About Classroom

Blank paper

Markers

Instructional Tasks (105 minutes)Welcome, once again, to our book club! In this session, we will investigate the value of school-community relationships. In particular, we will explore ways to collaborate with community for anti-racist work.

As discussed throughout the book club, it is important that our space respect the safety, confidentiality and honesty of all participants. To create this safe and inclusive space, I ask, once again, that we abide by the following four agreements:

stay engaged;




Minds On (25 minutes)

Thinking About our PracticeAt our last session, we discussed our role in promoting anti-racist work at our schools. We concluded our third session by planning a school equity walk. We begin this session by sharing with one another the goals and actions arising from this school equity walk.

Take up last session’s homework. Depending on the size of the group, you might facilitate the homework review as a carousel, a think-pair-share or a whole group presentation.


equity reflection results;

classroom goal; and

steps taken to achieve it.

DebriefGuide participants in a debrief discussion, using the following guiding questions:

How did your professional goal impact teaching and learning at your school?



Action (50 minutes)Reflection on our PracticePositive and respectful relationships between educators, students, families and the community members are pivotal in inclusive schools. The goal of this task is for participants to examine their own identities, experiences and biases. In so doing, participants explore how such personal factors influences their understanding of school-community relationships.

Provide each participant with a blank paper and markers. For this task, participants will create visuals as one way to communicate their ideas around school-family-community relationships for anti-racist work.

Task

Provide each participant with blank paper and markers.

Invite participants to reflect on their childhood experiences:

As an elementary child, how would you describe the relationship between your parent(s)/guardian(s) and school?

Participants draw a visual to describe the relationship.

Participants form a group of three or four.

In their small groups, participants tell a story from their childhood to describe their visual and, in turn, the relationship between their parent(s)/guardian(s) and elementary school.

Volunteers share their stories and visuals with the whole group.

Note to Facilitator: Remind participants that, who we are, along with our lived experiences, help shape our views on the families and communities in which we serve. Creating inclusive schools require us, as educators, to identify and challenge bias.

TaskEach group receives a copy of Line Master 4.1, chart paper and markers.

Participants complete the community reflection tool (Line Master 4.1)

Participants share their responses (Line Master 4.1) with a small group and, then, whole group.

In their small groups, participants reflect on their results to Line Master 4.1 and record their thoughts on chart paper:

What biases do you hold towards the families and communities in which you serve? How do these biases influence your view on school-community relationships?

How did your identities, experiences and biases contribute to your responses?

How do the identities of members of your school community contribute to the factors listed by your group?

Provide each group with the opportunity to share their responses to the guided questions.

DebriefInclusive schools that engage in anti-racist work take into consideration the diversity of the communities in which they serve. These relationships require us to know and learn about the identities and experiences of families and other members who make up the community.


The metaphor, “leading with our ears”, coined by educator Larry Ferlazzo, emphasizes the importance of listening to communities members. The knowledge gained through listening to families provides educators with insights and information better support teaching and learning.

TaskParticipants read Pages 20-23 and share how they learn about the community in which they serve.

In small groups, participants engage in a think-pair-share around the ways that they communicate with families and other community members:

What does a respectful interaction look and sound like?

Where and when does the interaction take place?

What questions do you ask?

What tone of voice do you use?

What does your body language demonstrate?

Consolidation (30 Minutes)There are many ways for educators and families, along with other community members to collaborate for anti-racist work at the school. One way is to engage in a community forum. This forum brings educators and community members together to explore their experiences in the school space, set goals and develop action plans for anti-racist work.

Participants retrieve their completed copy of Line Master 4.1. This resource will help participants prepare and facilitate a community walk.

TaskIn small groups of three and four, participants examine and modify Line Master 4.1 to reflect the realities of their school community.

How might we modify Line Master 4.1 to promote school-caregiver-community relationships to challenge racism and other forms of discrimination?

How might we modify the structure and language of Line Master 4.1 to ensure that it is accessible to families?

Volunteers will share with whole group their modifications to Line Master 4.1.

Based on feedback shared, whole group determines a modified version of Line Master 4.1 for their community walk.

DebriefBased on their modified version of Line Master 4.1, participants share and reflect on responses to the guiding questions:

Who will facilitate/co-facilitate the community forum?

How will you decide which community members will participate in the forum?

How will you recruit these community members to participate in the forum?

How will you involve colleagues and community members in developing the structure, language and content of the forum?

How might you compare community responses to the Line Master 4.1 to those of staff?


Thinking about Classroom As discussed earlier, a community forum is one way to partner with families and other members for anti-racist work.

Participants respond to the reflection questions on Line Master 4.2.

Note to Facilitator: The reflection questions on Line Master 4.2 support the development of an action plan for the community forum. Line Master 4.2 guides participants in determining timelines, resources and responsibilities for the community talk.

DebriefProvide participants with opportunities to share their thinking to the whole group.

Thank participants for their dedication to participating in the book club and engaging in anti-racist work.

TaskParticipants follow through with their action plan as recorded on Line Master 4.2:

Facilitate/co-facilitate the community forum with select colleagues and community members.

Document the community forum (visuals, videos, meaningful quotes, etc.).

Share documentation, results and goals of the forum with the wider school community.

SUPPORTING MATERIAL

Definition of EquityETFO STATEMENT AND DEFINITION OF EQUITY

It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create schools, communities, and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures resulting in equality, promote diversity and foster respect and dignity for all.

Source: www.etfo.ca

Definition of an Anti-Racist Education by Dr. George DeiDr. George Sefa Dei (2003) defines antiracist education as, “a proactive educational practice intended to address all forms of racism, and the intersections of social difference (race, class, gender, sexuality, and disability). Antiracism is more than a discourse. It is a form of education that makes very explicit the intended outcomes to subvert the status quo and bring about change. It is political education whose credibility rests in action.”

Source: http://www.oise.utoronto.ca/preview/cidec/UserFiles/File/Students/Current_Courses/SES1921Y_2011_FINAL.pdf

Line Master 1.1 Common Ground

I had a good night sleep.

I was born in Canada and my first language is English.

I attended school in Canada, but my first language was other than English.

My parents were born in Canada.

I am/my parents are homeowners.

My parents are/were professionals.

I went to private school or summer camp. I got a job because of someone that I know or are related to.

I studied about my culture/racial group in elementary school.

I have had a job interview or an interview for another position of importance that was conducted by a person of my ethnicity or race.

I studied a novel in high school whose main character reflects my race.

I have/my parents have had servants, gardeners, housekeepers, or nannies who were people of colour working for you or your family.

I was stopped by the police because of race.

I was/my parents were unemployed/laid off not by choice because of race, class, gender and/or religion.

I heard a joke that focused on my race, gender, sexuality, and/or religion, but was afraid to respond to it.

I have tried to change the way I look, spoke, or my mannerisms to cover my race, class, sexuality, and/or religion for fear of reprisals.

I have seen representations of my race, class, gender, sexuality, and/or religion on TV in a degrading or demeaning manner.

I have experienced violence or feared violence because of your gender, sexuality, and/or religion.

I have been rejected by family or friends because of someone I have chosen to love.

I see myself with a disability.

I am part of a two-parent nuclear family.

I have been in a hospital for more than 10 days for a chronic illness.

I assume that most buildings and other structures will be designed in ways that limit my access.

I believe that education can make a positive difference in people’s lives.

Line Master 1.2 Black Canadian Childhood Article

Black Canadian Childhood by Kelita Braithwaite and can be located at the following link: http://shamelessmag.com/blog/entry/black-canadian-childhood.

LINE MASTER 1.3 REFLECTIONReflection Question (Page 7) Read reflection questions on Page 7.

Which reflection question did you choose? Why?

Record your chosen reflection question here.

Challenge of Practice1. What are you curious about?

2. How does your curiosity connect to your chosen reflection question? To support your thinking, you might engage in:

Brainstorm - Mind map

Free write - Visuals

I am wondering how/I might ___________________.

Record your thinking here.

Critical Inquiry Question1. How does the inquiry question connect to your chosen reflection question on Page

7?

2. How does the question to challenge White privilege?

3. How does the inquiry question address student need and teacher practice?

Record your inquiry question here (e.g., How might I connect current Aboriginal experiences to the curriculum in ways that support student learning around White privilege?)

Action Plan How will we approach our inquiry?

Process: e.g., co-planning, co-teaching, moderated assessment, meetings with families and community, lesson studies, video club, book club, etc.

What are specific changes in teaching and learning?

What are potential resources:

Record your action plan here.

Criteria & Evidence1. How will we know whether the action in your question is having an impact?

I know my actions are having an impact if __________________ demonstrate the following:

2. What data sources will best capture the criteria that have been determined?

3. What tools will be most effective in gathering the identified data?

Record your criteria here.

ActCarry out your plan of action!

1. What is going well?

2. What is not going well?

3. How do you respond to challenges and successes?

Record your reflection here.

Reflect1. What change(s) will you make to your thinking and practice?

2. How might you continue to deepen your professional knowledge?


LINE MASTER 2.1 TRANSFORMING CLASSROOMS: PRACTICE & PHYSICAL SPACERate each of the following indicators below with one of the following: Not at all; Beginning; Some; Mostly; Fully in Place; Look-Fors.

Indicators

I use my students’ interests and current issues to help develop curriculum lessons and units.

I design assignments that allow students to discuss narratives that reflect their own lives and experiences.

My classroom resources reflect the needs, interests, languages and demographics of my students and their families.

I give students time to share and validate learnings from their own communities and families.

I connect with my students and their families in ways that honour them as valuable resources in the classroom.

Community issues/news/events are discussed/shared in the classroom.

Units and lessons are developed based on “big ideas” that focus on social justice issues (i.e., anti-racism, anti-classism, anti-sexism, anti-ableism, and anti-homophobia).

Scientists, mathematicians, writers, etc. representing Aboriginal, racialized and historically marginalized groups are shared as models of intellectual and academic success.

The physical design of the classroom supports student thinking and learning (student work samples on bulletin boards, co-constructed anchor charts, etc.).

My classroom is a warm and inviting place.

Adapted from: Murray, K., & West-Burns, N. (2011). Equity continuum: Action for critical transformation in schools and classrooms. Toronto, Ontario,

Canada: A Different Booklist Publisher.

Referring to your completed self-assessment, list at least one professional goal related to connecting student identity and voice with the curriculum.

Afterwards, list strategies that will help you meet each of your professional goal(s) below:

Professional Learning Goal(s):

Strategies for Meeting My Goal(s):

LINE MASTER 3.1: IMAGES

Winding Road

River

Beach

Forest

LINE MASTER 3.2: TRANSFORMING SCHOOLS: PRACTICE & PHYSICAL SPACERate each of the following indicators below with one of the following: Not at all; Beginning; Some; Mostly; Fully in Place; Look-Fors.

Indicators The school is the place where ALL students matter. However, there is intentional

outreach to include the voices from non-dominant group members. Collectively, student ideas, opinions, perspectives, wants and needs are the basis for all that happens in the school building.

The school is a safe space and creates secure spaces where students can affirm all aspects of their social identities, and build a foundation of confidence, self-esteem and self-awareness.

School staff reflect on, recognize and challenge racial and cultural biases in themselves.

School staff reflect on, recognize and challenge racial and cultural biases in students.

The school responds quickly and practically to all issues of racism and other forms of discrimination.

The school demonstrates a climate of respect and collaboration regarding school, family, community and global issues.

The school has clear procedures that encourage students, families, teaching and non-teaching staff to work together to address school climate issues.

At the school, learning material reflect the experiences of students within the school and classroom.

School learning material explore the roles and contributions of Aboriginal and racialized people in Canada, and the factors that shaped these roles.

At the school, we have open discussions of racial and ethno cultural conflict in society, the community, and school.

Adapted from: Murray, K., & West-Burns, N. (2011). Equity continuum: Action for critical transformation in schools and classrooms. Toronto, Ontario, Canada: A Different

Booklist Publisher.

Adapted from: York Region District School Board. Ensuring Student Success: Antiracism Indicators for an Antiracist School. Ontario, Canada:

Community and Cultural Services Unit.

LINE MASTER 3.3: AN ANTI-RACIST SCHOOL

Looks:

Sounds:

Feels:

LINE MASTER 4.1: TRANSFORMING SCHOOL-FAMILY-COMMUNITY RELATIONSHIPSRate each of the following indicators below with one of the following: Not at all; Beginning; Some; Mostly; Fully in Place; Look-Fors.

Indicators The school respects all families and family structures, and invites them to participate

in the life of the school and the students’ educational process.

The school honours family/caregivers as an educational resource by valuing their personal and/or professional knowledge of their children.

Family/caregivers are consulted with an involved in making key decisions regarding important aspects of their children’s school life.

The communication between teachers/administrators and family/caregivers are respectful and validating.

Communication between staff and families is invitational, accessible, multi-lingual and timely.

The school creates welcoming spaces for family/caregivers.

The school recognizes the socio-political events that shape family/caregiver involvement, such as changes in labour laws, housing policies, job restructuring/outsourcing, immigration policies, etc. Therefore, the school has reasonable and realistic expectations of the family/caregiver time and resources.

The school ensures that it learns from the knowledge of community agencies and community members who understand the community in ways that the school does not.

The school is involved in social justice and advocacy work in the community around important issues that affect the students and their families. This work is not limited to advocacy around education, but around all of the other social determinants of health.

As part of its curriculum, the school ensures open spaces for students to discuss issues that affect their community, and provides opportunities for students to get involved in community advocacy.

The school reaches out to the community and establishes collaborations with community agencies whose mandates include serving children, youth, and their parents; thereby, allowing the work of the school to enhance the lives of everyone in the school community.

Adapted from: Murray, K., & West-Burns, N. (2011). Equity continuum: Action for critical transformation in schools and classrooms. Toronto, Ontario,

Canada: A Different Booklist Publisher.

LINE MASTER 4.2 REFLECTION: THINKING ABOUT CLASSROOM

Reflection and Comments

Goal(s) How will the community forum impact thinking and practice?

How will the community forum help transform the school for equity?

How will the community forum strengthen community-school relations for anti-racist work?

Record the goal(s) of the community forum here.

Participants Which community members will participate on the walk?

Which colleagues will participate in the forum?

How will you engage members of the school community who are often excluded?

Record the participants here.

Action Plan Who will co/facilitate the community forum?

List the roles and responsibilities for the community forum. Who will assume these roles and responsibilities?

How will the community forum be structured?

How will the community forum look, sound and feel?

Record your action plan here.

Resources List resources needed to facilitate the community forum.

How will you access these resources?

List resources here.

Criteria & Evidence How will we know whether the community forum is having an impact?

o I know the community forum is having an impact if …

o Demonstrate the following:

What data sources will best capture the criteria that have been determined?

What tools will be most effective in gathering the identified data?

Record your criteria here.

ActCarry out your plan of action!

What is going well?

What is not going well?

How do I respond to challenges and successes?


Reflect What change(s) will you make to your thinking and practice?

How might you continue to deepen your professional knowledge?


Documents

RE-THINK, RE-CONNECT, RE-IMAGINE: · Web viewINTRODUCTION TO ETFO BOOK CLUBS The Elementary Teachers’ Federation of Ontario (ETFO) is committed to providing professional development