Because equity and instruction are inextricably bound
Why are equity visits such a critical first step to increasing opportunity and access for our under-served students? Because they take instructional rounds to a new level, providing a powerful lens for investigating the intersections of equity and instruction. After all, how can we possibly deliver equitable learning experiences, opportunities, and outcomes for our students, without first pinpointing problems of practice?
That’s where Equity Visits will prove absolutely indispensable to district and school administrators. It details how to combine a strong focus on instruction with explicit, intentional efforts to address systemic inequities. Inside you’ll find
- A range of data collection activities and tools to target central issues of equity in your school
- Clear guidelines on how to investigate the ways instructional practices, structures, and beliefs lead to inequitable educational experiences—and how these are often masked in the day-to-day life of schools and districts
- A frank discussion of how to make race and racism an explicit part of investigating and addressing educational inequities
- Voices of school and district leaders who have taken crucial first steps to become ‘equity warriors’
- Recommendations on how to develop policies, initiatives, and practices to confront those inequities
Few dispute that instructional improvement must be a central focus of educational leadership, but for too long achieving educational equity has been absent from the conversation. Here is your opportunity to ensure equity occupy a central spot in data collection and analysis, and be explicitly discussed at all levels of your school or district organization. In short, essential reading and doing for all administrators!
สารบัญ
List of Figures
Foreword by Edward Fergus
Preface
Acknowledgments
About the Authors
INTRODUCTION • Needed: Equity-Focused Leaders
Leading for Equity in a Segregated State
Defining Equity-Focused Leadership
Developing Equity-Focused Leadership in New Jersey
Putting Equity and Instruction at the Center: Equity Visits
Overview of the Book
CHAPTER 1 • Developing Equity Visits
Missing: The Integration of Equity and Instruction
Shifting from Instruction to Equity and Instruction
Learning Lessons Across the Eras
CHAPTER 2 • A Detailed Look at Equity Visits
Core Elements of an Equity Visit
Revisiting the Core Elements
CHAPTER 3 • Equity-Focused Learning Communities
Learning About Equity in a Community
Putting Together Organizational Components of Sustained Learning Communities
Drawing on Organizational Tools
Building Supports for Equity-Focused Learning and Practice
CHAPTER 4 • Talking About Race and Racism
Acknowledging Race in Pre K–12 Schools
Talking About Race in Pre K–12 Schools
Different Challenges for Leaders of Color and for White Leaders
Challenges to Making Race Central to Discussions of Equity in Schools
Keeping Race at the Center of the Discussion
CHAPTER 5 • Lessons for Leaders Ready to Integrate Equity and Instruction
Implications for Individuals
Implications for School and Districts as Organizations
Implications for Leadership Preparation and Professional Development
ALL Means ALL
Appendices
Appendix A: Participating Superintendents and Their Districts
Appendix B: Resources
Appendix C: Tools for Conducting Equity Visits
Appendix D: Protocols
References
Index
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Thomas Hatch (@tch960) is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of school improvement efforts at the school, district, and national levels. His latest book, The Education We Need for a Future We Can’t Predict (Corwin, 2021), focuses on efforts to create more powerful learning experiences both inside and outside schools in developed and developing contexts. He is also the founder and managing editor of internationalednews.com. He previously served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. His other books include Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009); Into the Classroom: Developing the Scholarship of Teaching and Learning (Teachers College Press, 2005); and School Reform Behind the Scenes (Teachers College Press, 1999). Learn more about Tom and keep up with his latest blog posts at thomashatch.org.
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