Surfacing Racial Equity,Culturally and Linguistically Relevant Teaching, and Student Voices in New Teacher Orientation,

Mentoring, and Induction Programs

A collaboration of Farmington Public Schools, Harrisonburg City Public Schools, Madison Metropolitan School District, Sun Prairie School District, Middleton-Cross Plains Area School District, and

Oak Park and River Forest School District 200

April 27, 2015

Materials available at http://goo.gl/JUAtzd

Surfacing Equity, Culturally and Linguistically Relevant

Teaching and Student Voices in New Teacher Orientation,

Mentoring and Induction Programs

April 28, 2015

Our Vision

Common Learning

Five Priority Areas

Coherent Instruction

• New policies adopted to better support our focus on teaching and learning

as a district, including:

• Behavior Education Plan that focuses on teaching positive behaviors and

learning from mistakes as opposed to punishment that impedes learning

• Talented and Gifted policy to ensure advanced learners receive support

to excel

• English Language Learner policy to ensure access to high-quality services

across the system

Personalized Pathways

• High school reform collaborative

Family Engagement and Community Partnerships

• Family engagement standards completed, defining expectations around

engaging families

• Agreed to monitoring and outcome measurements for 15 major community

partnerships

Five Priority Areas

Thriving Workforce • Launched cutting-edge partnership with UW-Madison to support new

educators and grow the diversity of our workforce

• Began a new, more rigorous principal selection process to find the

best leaders at every school

Accountability • Zero-based budget process completed, reallocating $2 million and 26

staff from central office out to schools

• Every central office department completed measures of

performance to set goals and priorities for work to support schools

How is this gap closing work?

• Our entire strategic framework is aimed at

raising student achievement and closing gaps. – Disciplined way of working

– Building capacity to teach all students

– Removing institutional barriers

• And we’re providing an extra boost to accelerate growth targeted at students who need it most. – School support system

What it Takes

Schools at the Center

Sustained Focus

Excellence and Equity

Schools at the Center

We believe that teachers, principals and their communities must be the

driving force of change because they know their students best and they

have the will and skill to be successful. Central office exists to provide

differentiated support to our schools to ensure their success.

Sustained Focus

We have built a strong foundation that is

already showing promising results in

raising achievement and closing gaps.

Sustained focus with an emphasis on

excellent execution will ensure that we

can accelerate

performance for all.

Excellence and Equity

We believe that every child deserves to be

challenged through great, culturally

relevant teaching and every educator will

thrive in a culture of excellence. Students

and educators, when uniquely supported,

will meet the challenge.

Great Teaching

• At the center of

Great Teaching are

Culturally Responsive

Practices

• Plan, Teach, Reflect

& Adjust represents

the instructional

cycle

Culturally & Linguistically

Responsive Practices

Set high expectations for all students

Acknowledge all students

Develop students’ self-efficacy

Connect to

students’ lives

Apply Academic Press

Address racial and cultural identity

These practices guide our beliefs and values

throughout the Great Teaching Cycle:

Plan, Teach, Reflect & Adjust

Video: CLRP Compilation Video

Educator Induction Model

Considerations

• How can we

incorporate our

CLRP strategies in

our New Educator

Induction Model?

Growing suburban school district near Madison, WI 28% Students of Poverty

7 Elementary, 2 Middle, 1 Upper Middle, 1 Alternative School, 1 High School Diversity:

7.2% Asian 9.8% Black 8.5% Hispanic7.1% Two or More Races66.9% White

7,800 Students

6.5% Limited English Proficiency

Sun Prairie Area School District:

MissionFutures depend on us to inspire and prepare every child, every day,

by providing relevant, engaging and innovative learning experiences in and out of the classroom.

Teaching & Learning Goal

Workforce Focus Goal

Community Engagement Goal

Facilities & Operations Goals

A. All students surpass their annual academic growth targets and graduate ready for success.

B. Proactively recruit, retain and engage talent that reflects and is responsive to our diverse community.

C. Excel in how we serve all stakeholders and build relationships with families, community members, and businesses that promote positive outcomes for students.

D1. Use district resources effectively and efficiently

D2. Facilities and services meet the needs of our diverse and growing student population and community.

VisionTo be a high performing district of choice that reflects the cultures of our diverse community

2015-2020 Strategic Plan

,

● Continually improve classroom instruction towards accelerated growth

● Build a collaborative environment in which teachers explore best practice

● Provide a supportive, confidential environment in which teachers work together to solve problems

● Create a community of life-long, culturally responsive, reflective learners who continually strive to improve student achievement

● Align practice with Wisconsin State Teaching Standards and Danielson’s Domains

Futures depend on us…every child, every day.

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Futures depend on us…every child, every day.

Goal of the New Teacher Mentor Program:

Futures depend on us…every child, every day.

Fu

ture

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on

us…

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very d

ay.

Futures depend on us…every child, every day.

Cycle of Inquiry

Futures depend on us…every child, every day.

Fu

ture

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on

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Futures depend on us…every child, every day.

Dane County New Teacher Project

A consortium supporting beginning teacher success, mentor learning, and principal leadership

Professional Development For Mentors

2014-15 New Teacher Center Wisconsin Induction Professional Development

Instructional Mentoring, August 18-19Observing and Conferencing, October 7-8 Using Data to Inform Instruction, December 2-3Designing Effective Instruction, February 10-11Designing and Presenting Professional Development, March 11-12

Monthly Release Mentor Forums

,

Futures depend on us…every child, every day.

Fu

ture

s de

pe

nd

on

us…

eve

ry ch

ild, e

very d

ay.

Futures depend on us…every child, every day.

The induction phase of teaching is a critical area to focus and invest in to create a culture of equity.

Oak Park and River Forest High School

Embedding Racial Equity in Orientation, Induction, and Mentoring Programs

MSANApril 27, 2015

Oak Park and River Forest High School

➢Students➢ 3200 Students➢ 53% White ➢ 25% Black ➢ 11% Hispanic

➢Staff➢ 240 Teachers➢ 82% White➢ 9% Black➢ 7% Hispanic

Oak Park and River Forest High School

Summary of achivement information

Our Goals

After 2 years of induction, teachers will:

* Build a better understanding of the culture of the school, culture of the community, and culture of our students

* Create an awareness of how teachers’ own race and culture affectstheir teaching

* Engage in open and honest conversations about race and equity

Achieving our goalsIntentionally and explicitly address a commitment to racial equity in:

*Interview processes

*Orientation experiences - 1st two days

*Induction meetings and mentoring discussions

Achieving our goals* Build panels which include educators, parents, and school and community leaders who:- have pursued racial equity work through professional and

personal opportunities- provide honest appraisals of what it’s like to teach in our

community- promote engagement with students, parents, and colleagues

* Assure that the group includes diverse voices and experiences

Orientation

● Panels: Students, Teachers, and Parents

● Danger of a Single Story (TED talk, Adichie) – Reflective discussion about race/achievement/ability/how we view our students

● Bus tour of the community

Induction Program

Year 1● Delpit - The Silenced Dialogue● Ladson-Billings - The Case for

Culturally Relevant Pedagogy● Dweck - Mindsets ● Discussions of “Discipline”

Year 2● Cultural Proficiency● Individual Growth Project

Moving Forward

What We’ve Learned:*Collecting feedback and honest reflections areessential

*Maintaining commitments are challenges*Teacher levels of engagement, motives, perspectives vary

Moving Forward

What We Would Like to Improve:*How is racial equity a factor of consideration when choosing mentors?*What could/should our bus tour surface?*How are we providing our new teachers professional opportunities outside the school?

Farmington Public Schools

Mission, Vision & Values

High achieving school district

Highly engaged parents

Located in Metro Detroit area

10,300 students

Over 90 different languages spoken by our students

VISION STATEMENT:

The vision of Farmington Public Schools is high achievement by allstudents, where learning is our most important work.

FPS Mission Statement

Farmington Public Schools, together with our community, will engage every student in a quality learning experience, empowering each student to become a thoughtful, contributing citizen in a changing world.

FPS Vision Statement

We rely on our diversity of thought, perspective and people to build on our strengths.

All students and staff feel empowered and supported.

FPS Vision StatementEach school

provides a safe, caring and nurturing environment for students, staff and parents that enables every child to experience the joy of learning.

Farmington Shared Values

Expanded commitments to:

Collaboration at Every Level

Shared Accountability

High Performing Teams

Farmington Public Schools Staff Model for Induction & Development We are a district of leaders: We ensure our work/choices contribute to the learner profile and

district goals to ensure effective functioning as a cohesive system, as demonstrated by

Productive Relationships Leave people “better off” Engage in courageous conversations and empathetic interaction Make choices that build trust and understanding

Cultural competency Honesty with self and others Approach of equity not just equality Seeing and embracing differences as assets

Continuous Improvement Data-driven Identify and solve problems Innovate

Collaborative Culture Independence/interdependence Knowing its safe to take risks Value all perspectives establish systems to promote value of new ideas and inclusiveness

Effective communication Knowing your audience

Timely Clear Appropriate modes Appropriate voice and tone

Listening

Seeking understanding multi-partial- actively seek out other perspectives and opinions that are different

than your own (actively seek cognitive dissonance for purpose of organizational and individual growth)

FPS PD MODEL for NEW & EXISTING STAFF

We build our professional development for new teachers and current staff with the following framework:

Feeling Level Activities Delivery Model

Sit and Get 200 Level Intro, New Info Slow Steady, Set Curriculum, Direct Instruction

Application 300 Level Details, Depth,

Applications

Discussions, Grade Level/Content Area Splits

Culture/Integration 400 Level Independent, Open

Ended

Supported by guide, Test/Play/Collaborate, Workshop, 2-3 hour

block drop- in

FPS PD MODEL for NEW & EXISTING STAFF

PD Topics for district moving into 2015-16 dealing with Cult Competency:

Examining the challenges facing African American students in PK-12 education

Strategies for effective classroom management: Dealing with Disruption

Help! Get me some kids that understand…Examining Pre-conceived notions of our learners

Connecting with English Language Learners…cultural and linguistic sensitivities 101

But that kid is special….Strategies for Gen Ed teachers to connect and instruct students with special needs

Understanding the culture of poverty and its impact on the classroom Flying under the radar: Connecting to students without

obvious/labeled/identified disability Debunking the Myths of “isms” Our Words Matter—Culturally Appropriate Language for Our

Community/World LGBTQA…an alphabet not all of us know: Issues and Challenges for

this community

FPS PD MODEL for NEW & EXISTING STAFF

Embedding Equity inNew Teacher Induction

MCPASD Demographics

● Adjacent to west side of Madison, WI● Approximately 6,800 students (4K-12)● 24.2% students of color● 16% free and reduced lunch● 9.6% students with disabilities● 4.7% English learners● 43 languages represented

New Teacher/Mentor Program

● New partnership with Dane County New Teacher Project (DCNTP) in 2014-15

● Targeted, mindful selection of mentors● Increased focus on equity

New Teacher/Mentor Program● Beginning Teachers (new to MCPASD AND in 1st

or 2nd year of teaching):○ 2-day induction in August○ 6 support sessions with DCNTP○ in-district quarterly support meetings○ support from trained mentors

● Mentors:○ summer training from DCNTP○ in-district quarterly support meetings

New Teacher/Mentor Program

● New Teachers (new to MCPASD AND in at least 3rd year of teaching):○ 2-day induction in August○ in-district quarterly support meetings○ support from BOBs

● Building Orientation Buddies (BOBs):○ answer building-level logistical questions

Summer Induction

● Introduction to equity in the MCPASD○ Meet two of our leaders focused on equity○ Provide overview of equity work in MCPASD○ Introduce community agreements○ Address essential question: “Why does race matter?”○ Share “Colorblindness: the New Racism?” article

● Culturally conscious classroom management

Summer Induction● Veteran teachers describe culturally

responsive practices

● Demonstration classrooms with culturally responsive practices

● Culturally responsive video: Good Morning, Miss Toliver

Quarterly SupportLearning Outcomes

Participants will explore...● Why race matters● The impact of implicit bias on students

Participants will be able to identify...● What this means to them personally and in their work

Quarterly Support

Experiential Outcomes

Participants will…● Feel more empowered in their work● Feel more open-minded toward the students in their

buildings● Internalize the power of relationships

Quarterly Support: October● Connect with colleagues:

○ What has been going well?○ What has surprised you?○ What has been challenging?

● Review community agreements● Share data and discuss:

○ What does our data say?○ How does the data align (or not) with patterns you’

ve seen?○ What could be the root causes?

Quarterly Support: October● Implicit bias as a root cause

○ Videos○ Partner discussion questions/reactions

● We all have implicit bias. Where does it come from?○ “What I Learned and Heard” activity

● Dyad: What are you thinking and feeling about race and/or implicit bias?

Quarterly Support: October● Large group: How does implicit bias impact

students?○ Show “I, too, am Middleton” video

● Share upcoming opportunities for learning about equity○ Winter “coffee talks”○ February “Hidden Curriculum” course○ Summer equity institute

Quarterly Support: May● Build on training from Leading for Equity

Institute with National Equity Project (NEP)● Include less content and more constructivist

listening● Dig deeper into implicit bias and tie back into

curriculum and instruction● Include Student Voice Union (SVU)

Continuous Improvement...

● Re-draft New Teacher Induction Program description to embed equity

● Train mentors using “Mentoring for Equity” resources from NEP

● Base quarterly support meetings on themes in “Education for Equity”

Continuous Improvement...● Design targeted supports for teachers of

color● Include additional information on culturally

and linguistically responsive practices● Include more student and parent voice

Harrisonburg City Public SchoolsHarrisonburg, Virginia

5,389

1,861

2,900

68%

47

59%

43

75%

44/39

10/3

HCPS

Students

Faculty and Staff

ParentsA place where

learning has no limits and together we work for the

success of all.

Meeting Teacher Needs to Meet Student Needs

New

• Hiring Practices

• Neighborhood Tours

• Foundational Information

1-3

• Mandatory Intensive Workshop

• Parent Panels, Community Agencies

• Coaching/Mentoring

On-going

• Graduate Coursework

• Seminars/workshops

• Study Groups/Correlates