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Facilitators:

Wendell M. Bass Jr. served 30 years in SDUSD as a teacher and principal. Since retiring in 2009, he has served as an Adjunct Professor at Point Loma Nazarene University’s Graduate School of Education teaching students how to educate and work in diverse school settings.

Dr. Angela Bass served in SDUSD for 30 years. The last ten years, she served as vice president of Partners for Developing Futures and Executive Director for New Leaders, both national non-profits whose goal is to develop school leaders to serve in urban, underrepresented communities with excellence. Currently, she serves as Director of Clinical Fieldwork for San Diego State University’s Educational Leadership Department.

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1. Prioritize your well-being. Stress and cognitive overload keep us from disrupting our biases. This work is not easy, and we need staff who are nurtured and sustained to make long term commitments to students and their families.

2. Give micro-affirmations by smiling and welcoming students and staff by name, offering support when distressed, or using nonverbal cues and facial expressions to convey affirmation.

3. Practice mindfulness. As you cultivate non-judgmental awareness of thoughts feelings and sensations, you begin to notice when your mind is biased against someone and can replace those thoughts with kindness and compassion.

4. Spend a day shadowing a student to connect with the experience of students of color who are struggling on your campus. From the bus stop to lunch- listen and observe to develop ideas to improve school from their perspective.

5.
Focus on a small group of students who are not experiencing success. Observe their learning conditions and daily living. Ask for their stories and feedback. By changing practices or processes to meet their needs you can build the capacity of students and staff to impact the whole.

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Homework to complete prior to session #2:  Complete the Cultural Competence Self-Assessment Checklist

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Homework to complete prior to session #2:  Complete the Cultural Competence Self-Assessment Checklist

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Homework to complete prior to Session #2:      Read the Article: “What Does it Mean to be Culturally Competent?”     

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Homework to complete prior to Session #2:      Read the Article: “What Does it Mean to be Culturally Competent?”     

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Session #1 Resource: 10 things you should do to promote cultural competence 

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Session #1 Resource: 10 things you should do to promote cultural competence 

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Session 2: Nov. 2, 2021 Presentation Slides

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Session 2: Nov. 2, 2021 Presentation Slides

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E3 EDUCATOR EFFECTIVENESS AND EVALUATION 11221

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Breakout Room Discussion #1: What Does it Mean to be Culturally Competent? – Chat Room – 30min.

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Breakout Room Discussion #1: What Does it Mean to be Culturally Competent? – Chat Room – 30min.

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After reading the article and reflecting on the cultural competence self-assessment, have a discussion on what you now understand & identify 5 action steps  as a teacher and a leader to begin to build Awareness, Knowledge and Skills in your school community?

AWARENESS

KNOWLEDGE

SKILLS

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Problem of Practice Scenario: "Not Time for Stories"

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Problem of Practice Scenario: "Not Time for Stories"

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Equity Series: Session #2 Nov. 2nd Feedback Survey

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Thank you for your engagement in today's session #2 of the Leading for Equity Series. We value your feedback. Please take a moment to complete this short survey about your experience. Your responses will allow us to better meet your needs.

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Session #3: Jan. 25, 2022 Presentation Slides

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Session #3: Jan. 25, 2022 Presentation Slides

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E3 Equity Series session #3 January 25 2022

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Educator as Learner: Quick Write (3minutes) Please respond to the following:

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Educator as Learner: Quick Write (3minutes) Please respond to the following:

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Identity- What do I understand about my own identity and situatedness?  How do those who I lead a see me?

Mindset-   What is my own mindset and assumptions about students’ ability to succeed?

Skills- What skills do I already have, and which skills do I need to learn  in order to collectively meet the individual, social and academic needs of staff and students?

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Leading with Excellence Through Equity in Action 42022

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The Curb-cut Effect and Championing Equity _ Learning for Justice (1) (2)

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SDCOE Case Study THE TROUBLE WITH GRIT (1)

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Breakout Room Discussion: Re-imagine & Re-design (30 minutes)

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Breakout Room Discussion: Re-imagine & Re-design (30 minutes)

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You are given the opportunity to re-imagine and re-design your school so that it will provide a truly equitable and socially just education, where every person gets what they need when they need it.
1. What do you think should be the essential components of your school?
Be prepared to share out.