# data[].attributes.body
How we use data needs to be shifted to evaluate instruction.  It's not about what kids do, it's about what the teacher does.

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Knowledge: the difference in "Equity PD" and the WORK of equity.

Skills: how to navigate the difficult conversations

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We have to be honest about our data to look at ALL students, not to explain away why a student can't do something, but to reflect on why our instruction is not reaching the students who aren't learning and making growth.

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We as educators have the ability to help and impact ALL kids to be successful.

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Coaching skills to see

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knowledge of equity frameworks, abiity to elevate student/adult voicce

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All students can learn.

They are not "those kids", they are "OUR KIDS"

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All students and adults can meet high expectations and that it is within our control.

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School culture, climate, and mission.

Energy of the staff.

SEL- students' well-being

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Willing to step out of comfort zone and listen to other perspectives. Anti-racist training?

Growth mindset. Be open to saying I don't know.

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All means all.

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common understanding of "Equity" it is a lens in which we do everything; High expectations for all in the school. Hiring practices, assessments, programs; AP, culturally responsive teaching; self-awareness of personal bias to the work

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Have access to professional learning or experiences that provide different teaching strategies. Moving away from teacher centered. Building teacher pedagogical skills.

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Have to look inward into your own practice to be honest with yourself about how you can best impact all students.

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Defining what equity truly means! It is not the same as equality. 

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Defining what equity truly means! It is not the same as equality. 

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Better attendance, overall relationships built, evidence that PLC's have gone through and changes and modifications made to curriculums over time. These things would be visible where the changes could be tracked over time. Teachers taking ownership.

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There is an importance for buy -in and belief that all students can be successful. 

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There is an importance for buy -in and belief that all students can be successful. 

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PLT agendas and minutes that reflect the questions...data on student performance and learning

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PLT agendas and minutes that reflect the questions...data on student performance and learning

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Training for PLT leaders to engage members and to model the small groups so that members are all expected to engage

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Training for PLT leaders to engage members and to model the small groups so that members are all expected to engage

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Agendas that focus the work--clear focus and prior planning to ensure we stay on track. (loved the examples from the book about questioning that redriects conversations)

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Agendas that focus the work--clear focus and prior planning to ensure we stay on track. (loved the examples from the book about questioning that redriects conversations)

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Culturally responsive training needs to be a county wide initiative.

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Role of activator may support the work as we move from PLCs that have members who (i) are there just to take and (ii) those who tend to derail the conversation from the 5 questions.

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Role of activator may support the work as we move from PLCs that have members who (i) are there just to take and (ii) those who tend to derail the conversation from the 5 questions.

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That each and every student is capable of learning at high levels.

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That each and every student is capable of learning at high levels.