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Key Principle #1: Inclusion is not primarily a special education, or even an education issue. It is a fundamental way of seeing and responding to human difference for the benefit of everyone involved.

Interpretation: The way I understand this principle is that including people should extend outside the classroom and that including others is one of the best ways to benefit as many people as we can.

COMMITMENTS

I commit to learning about others' culture so that I may acknowledge it and include them

I commit to leaving no one out in group settings. This is something I can start with doing by being apart of the Leadership Safari with the application I sent in a little bit ago.

I commit to recognizing people's differences and acknowledging them.

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Key Principle #2: An important foundation of social justice is equity and excellence in education. Critical analysis is required to recognize and analyze assumptions about education and outcomes for people with traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, and class).

Interpretation: I understand this principle as, in order to be as equitable as we can, we should be able to look further into assumptions about people with marginalized differences. Analyzing these assumptions is how we can make sure we can be inclusive and make sure that everyone gets what they need to succeed.

COMMITMENTS

I commit to practicing equity and making sure everyone gets what they need to succeed

I commit to learning more about assumptions we may make from article like this one that talks about what the impacts of assumptions are and how we can push back against them.

https://www.watchthisspace.uk/do-you-make-assumptions-yes-of-course-you-do-we-all-do/#:~:text=When%20we%20first%20meet%20people,lives%20which%20form%20our%20ideas.

I commit to learning a new language so that when I encounter those who speak a different language than me I can communicate with them.

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Key Principle #3: Traditionally marginalized differences (including but not limited to disabilities, cultural/linguistic/racial background, gender, sexual orientation, and class) are best understood and responded to within a broader construct of diversity. Each of us has multiple identities that can be represented or viewed in different ways.

Interpretation: The way I see this principle is that there are different ways to see, understand, and respond to the many differences that we all belong to. Our differences make us who we are but we are also responsible for how we react to others' differences. Marginalized or not.

COMMITMENTS

I commit to making sure that I respond to others' differences in the most positive way I can

I commit to doing my best to understand the differences that make us who we are by reading articles like this one about how we can respond to differences.

https://www.ananiasfoundation.org/accepting-differences/

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It's normal to wish that others were different than they are-usually we want them to be more like us. And, it is fine to try to influence them in kind, positive ways. Problems surface when we become self-righteous, angry, fault-finding, nagging, or otherwise try to pressure them to change rather than accepting other people's differences.

This topic is especially relevant for those of us who have been controlling of others, and therefore abusive in a relationship. As we dig into why we've reacted to certain situations so strongly, we often discover it was because we struggled with someone who is different. These interactions don't have to cause us stress, and in fact, can be one of life's great experiences.

Benefits of accepting other people's differences

Diversity is a good thing as it makes the world a much more fascinating place. Mixing with those that are different from us means we get a sense of connection with them. We learn more about the world and ourselves in the process, which helps us grow intellectually and spiritually.

I had an Uber driver in Miami last year who was an immigrant from Venezuela. I learned about his native country, its political turmoil, and the challenges its economy faces during my ride. In fact, I learned more about Venezuela in that 30-minute trip than I ever did in school.

Respecting both similarities and differences in others opens doors to many opportunities.

Respecting both similarities and differences in others opens doors to many opportunities. You'll learn new things and make better decisions, which in turn will help your career and improve your self-confidence. Others notice our openness, which can lead to new friendships,exciting travel opportunities, or simply makes us more interesting because of our broader worldview.

In intimate relationships, differences are often a source of conflict, but they can just as easily be a blessing. Each partner's unique perspective helps eliminate blind spots for the other one; their distinct skills can compliment weakness of the other. I lean on my wife for advice when I need to be diplomatic; she counts on me to navigate when we travel together.

What gets in our way of accepting other people's differences?

We are all raised differently with unique experiences, so it's natural that we'll have differences in opinions on a wide range of issues. Growing up in a place where people are very similar or being taught to be careful of people who are different can make us prejudiced. On the other hand, growing up in a diverse locality with parents who encouraged us to mingle with everyone usually has the opposite effect.

I grew up in a rural area of the Midwest where there was not much diversity of race, religion, ethnic groups, or even ideas. When I attended college and later moved to a bigger, more diverse city, I was exposed to a broader range of people and ideas. Our past does not have to limit us-I've experienced the benefit of new ideas and diverse people despite my sheltered beginnings.

To feel comfortable with people who are different from us means that we must accept ourselves for who we are. Unfortunately, we often put up guards to protect ourselves instead of being open to those differences. Our mistrust of others is really fear, and then acting from that wariness only fuels suspicion back.

Our mistrust of others is really fear.

Sometimes what's behind this fear is an uncertainty about how to interact with them. None of us like to look stupid or feel incompetent. To avoid this discomfort, we subconsciously create a negative story about the other person so we can mentally justify dodging them or seeking conformity.

A deeper source of fear comes from the false belief that other's viewpoints somehow might make our own opinions worthless. This is simply not true. Those who are different from us have their own experiences and beliefs, but that does not compromise our own identity and positions.

When I met my wife, I worried she would not like me because of the ways that we are different. What I found, however, is I could authentically be who I am and share what I thought and she still likes me! Of course, I have to take the same attitude of accepting her as she is for our relationship to work.

Acceptance does not mean agreement

Let's clear something up: accepting other people's differences does not mean agreement. It means you do your thing and I'll do mine. Or you think about it your way, and I'm going to continue to think about it my way, without feeling any need to change your mind.

My friend Tom is really into fishing, which seems to me like a total waste of time. Still, he loyally encourages me in my work, which I really appreciate. My neighbor won't set foot inside a church, which is so different than me because I really value my faith. She did, however, invite me over for some amazing Brazilian food last summer. My daughter does not vote like I do, which makes for some lively discussions, but I still love and respect her immensely.

Acceptance does not mean we accept bad behavior from others.

Acceptance also does not mean we accept bad behavior from others. We have to choose who we allow into our life, and it's appropriate to set boundaries for those who cause us harm. If they are not hurting us, however, suspending our judgments about them gives us peace of mind and access to the benefits of our differences.

How to become more tolerant of others

If accepting other people's differences is an area of growth you've identified, here are some ways to help you accomplish that goal. First, being aware of your fears will help you see how you may be projecting your insecurities and judgments onto others. Challenge these fears to clear your mind and heart so you can understand and appreciate any differences you have with them.

Take time to get to know the other person by really listening to them rather than relying on a quick judgment. Assume the role of an explorer and be fascinated by their unique personal traits, background, culture, schooling, and life experiences. See the differences in others as an expression of their exoticness and beauty.

Consider how much you like it when you feel accepted. Acceptance is a gift that gives back. Imagine how it might improve your relationship with someone if that person felt you accepted him or her fully. Decide to treat them with the same degree of respect that you would like to be treated-it's just good karma.

Accepting other people's differences may require a journey into our own psyche, but it is a journey worth taking.

Everybody is entitled to a viewpoint. Our lives improve when we respect that right, even if we don't agree with it. Accepting other people's differences may require a journey into our own psyche, but it is a journey worth taking.

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Accepting other people's differences | Diversity | Controlling behavior

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It's normal to wish that others were different than they are-usually we want them to be more like us. And, it is fine to try to influence them in kind, positive ways. Problems surface when we become self-righteous, angry, fault-finding, nagging, or otherwise try to pressure them to change rather than accepting other people's differences.

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Key Principle #4: Marginalized differences are socially constructed; how we respond to individual differences is impacted by factors such as history, culture/geography, race, gender, and socio-economic status.

Interpretation: The way I understand this principle is that marginalization isn't real and is just made up by whatever society says. It comes from way back when there was discrimination everywhere and then as time went on these concepts of racism, gender discrimination, homophobia, etc. just stuck around.

COMMITMENTS

I commit to deconstructing these made up marginalization's by acknowledging things like someone's race or gender identity but not giving or taking unfair advantages based upon these kind of things.

I commit to learning more about how these things are socially constructed by reading articles like this one from the NYT

https://www.nytimes.com/roomfordebate/2015/06/16/how-fluid-is-racial-identity/race-and-racial-identity-are-social-constructs

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Race and Racial Identity Are Social Constructs - NYTimes.com

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Unlike race and racial identity, the social, political and economic meanings of race, or rather belonging to particular racial groups, have not been fluid.

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Key Principle #5: There are many parallels between different civil rights movements, including those movements representing groups that have been discriminated against on the basis of characteristics such as disability, gender, sexual orientation, national origin, race and language.

Interpretation: My interpretation of this principle is that civil rights movements often hold parallels because there is often crossovers among the basis of characteristics that these movements are based around.

COMMITMENTS

I commit to being able to recognize how the different characteristics overlap and in what ways through articles like this one from .

https://www.ywcaworks.org/blogs/ywca/wed-01162019-0900/intersectionality-womens-rights-civil-rights

I commit to learning more about different movements by reading articles that showcase the history of different movements like this one from History.com.

https://www.history.com/topics/black-history/civil-rights-movement

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Jim Crow Laws

During Reconstruction, Black people took on leadership roles like never before. They held public office and sought legislative changes for equality and the right to vote.

In 1868, the 14th Amendment to the Constitution gave Black people equal protection under the law. In 1870, the 15th Amendment granted Black American men the right to vote. Still, many white Americans, especially those in the South, were unhappy that people they'd once enslaved were now on a more-or-less equal playing field.

To marginalize Black people, keep them separate from white people and erase the progress they'd made during Reconstruction, " Jim Crow " laws were established in the South beginning in the late 19th century. Black people couldn't use the same public facilities as white people, live in many of the same towns or go to the same schools. Interracial marriage was illegal, and most Black people couldn't vote because they were unable to pass voter literacy tests.

Jim Crow laws weren't adopted in northern states; however, Black people still experienced discrimination at their jobs or when they tried to buy a house or get an education. To make matters worse, laws were passed in some states to limit voting rights for Black Americans.

Moreover, southern segregation gained ground in 1896 when the U.S. Supreme Court declared in Plessy v. Ferguson that facilities for Black and white people could be "separate but equal."

World War II and Civil Rights

Prior to World War II, most Black people worked as low-wage farmers, factory workers, domestics or servants. By the early 1940s, war-related work was booming, but most Black Americans weren't given better-paying jobs. They were also discouraged from joining the military.

After thousands of Black people threatened to march on Washington to demand equal employment rights, President Franklin D. Roosevelt issued Executive Order 8802 on June 25, 1941. It opened national defense jobs and other government jobs to all Americans regardless of race, creed, color or national origin.

Black men and women served heroically in World War II, despite suffering segregation and discrimination during their deployment. The Tuskegee Airmen broke the racial barrier to become the first Black military aviators in the U.S. Army Air Corps and earned more than 150 Distinguished Flying Crosses. Yet many Black veterans were met with prejudice and scorn upon returning home. This was a stark contrast to why America had entered the war to begin with-to defend freedom and democracy in the world.

As the Cold War began, President Harry Truman initiated a civil rights agenda, and in 1948 issued Executive Order 9981 to end discrimination in the military. These events helped set the stage for grass-roots initiatives to enact racial equality legislation and incite the civil rights movement.

Rosa Parks

On December 1, 1955, a 42-year-old woman named Rosa Parks found a seat on a Montgomery, Alabama bus after work. Segregation laws at the time stated Black passengers must sit in designated seats at the back of the bus, and Parks complied.

When a white man got on the bus and couldn't find a seat in the white section at the front of the bus, the bus driver instructed Parks and three other Black passengers to give up their seats. Parks refused and was arrested.

As word of her arrest ignited outrage and support, Parks unwittingly became the "mother of the modern-day civil rights movement." Black community leaders formed the Montgomery Improvement Association (MIA) led by Baptist minister Martin Luther King Jr., a role which would place him front and center in the fight for civil rights.

Parks' courage incited the MIA to stage a boycott of the Montgomery bus system. The Montgomery Bus Boycott lasted 381 days. On November 14, 1956, the Supreme Court ruled segregated seating was unconstitutional.

Little Rock Nine

In 1954, the civil rights movement gained momentum when the United States Supreme Court made segregation illegal in public schools in the case of Brown v. Board of Education. In 1957, Central High School in Little Rock, Arkansas asked for volunteers from all-Black high schools to attend the formerly segregated school.

On September 4, 1957, nine Black students, known as the Little Rock Nine, arrived at Central High School to begin classes but were instead met by the Arkansas National Guard (on order of Governor Orval Faubus) and a screaming, threatening mob. The Little Rock Nine tried again a couple of weeks later and made it inside, but had to be removed for their safety when violence ensued.

Finally, President Dwight D. Eisenhower intervened and ordered federal troops to escort the Little Rock Nine to and from classes at Central High. Still, the students faced continual harassment and prejudice.

Their efforts, however, brought much-needed attention to the issue of desegregation and fueled protests on both sides of the issue.

Civil Rights Act of 1957

Even though all Americans had gained the right to vote, many southern states made it difficult for Black citizens. They often required prospective voters of color to take literacy tests that were confusing, misleading and nearly impossible to pass.

Wanting to show a commitment to the civil rights movement and minimize racial tensions in the South, the Eisenhower administration pressured Congress to consider new civil rights legislation.

On September 9, 1957, President Eisenhower signed the Civil Rights Act of 1957 into law, the first major civil rights legislation since Reconstruction. It allowed federal prosecution of anyone who tried to prevent someone from voting. It also created a commission to investigate voter fraud.

Sit-In at Woolworth's Lunch Counter

Despite making some gains, Black Americans still experienced blatant prejudice in their daily lives. On February 1, 1960, four college students took a stand against segregation in Greensboro, North Carolina when they refused to leave a Woolworth's lunch counter without being served.

Over the next several days, hundreds of people joined their cause in what became known as the Greensboro sit-ins. After some were arrested and charged with trespassing, protesters launched a boycott of all segregated lunch counters until the owners caved and the original four students were finally served at the Woolworth's lunch counter where they'd first stood their ground.

Their efforts spearheaded peaceful sit-ins and demonstrations in dozens of cities and helped launch the Student Nonviolent Coordinating Committee to encourage all students to get involved in the civil rights movement. It also caught the eye of young college graduate Stokely Carmichael, who joined the SNCC during the Freedom Summer of 1964 to register Black voters in Mississippi. In 1966, Carmichael became the chair of the SNCC, giving his famous speech in which he originated the phrase "Black power."

Freedom Riders

On May 4, 1961, 13 " Freedom Riders"-seven Black and six white activists-mounted a Greyhound bus in Washington, D.C., embarking on a bus tour of the American south to protest segregated bus terminals. They were testing the 1960 decision by the Supreme Court in Boynton v. Virginia that declared the segregation of interstate transportation facilities unconstitutional.

Facing violence from both police officers and white protesters, the Freedom Rides drew international attention. On Mother's Day 1961, the bus reached Anniston, Alabama, where a mob mounted the bus and threw a bomb into it. The Freedom Riders escaped the burning bus but were badly beaten. Photos of the bus engulfed in flames were widely circulated, and the group could not find a bus driver to take them further. U.S. Attorney General Robert F. Kennedy (brother to President John F. Kennedy) negotiated with Alabama Governor John Patterson to find a suitable driver, and the Freedom Riders resumed their journey under police escort on May 20. But the officers left the group once they reached Montgomery, where a white mob brutally attacked the bus. Attorney General Kennedy responded to the riders-and a call from Martin Luther King Jr.-by sending federal marshals to Montgomery.

On May 24, 1961, a group of Freedom Riders reached Jackson, Mississippi. Though met with hundreds of supporters, the group was arrested for trespassing in a "whites-only" facility and sentenced to 30 days in jail. Attorneys for the National Association for the Advancement of Colored People ( NAACP) brought the matter to the U.S. Supreme Court, which reversed the convictions. Hundreds of new Freedom Riders were drawn to the cause, and the rides continued.

In the fall of 1961, under pressure from the Kennedy administration, the Interstate Commerce Commission issued regulations prohibiting segregation in interstate transit terminals

March on Washington

Arguably one of the most famous events of the civil rights movement took place on August 28, 1963: the March on Washington. It was organized and attended by civil rights leaders such as A. Philip Randolph, Bayard Rustin and Martin Luther King Jr.

More than 200,000 people of all races congregated in Washington, D. C. for the peaceful march with the main purpose of forcing civil rights legislation and establishing job equality for everyone. The highlight of the march was King's speech in which he continually stated, "I have a dream..."

King's " I Have a Dream" speech galvanized the national civil rights movement and became a slogan for equality and freedom.

Civil Rights Act of 1964

President Lyndon B. Johnson signed the Civil Rights Act of 1964-legislation initiated by President John F. Kennedy before his assassination -into law on July 2 of that year.

King and other civil rights activists witnessed the signing. The law guaranteed equal employment for all, limited the use of voter literacy tests and allowed federal authorities to ensure public facilities were integrated.

Bloody Sunday

On March 7, 1965, the civil rights movement in Alabama took an especially violent turn as 600 peaceful demonstrators participated in the Selma to Montgomery march to protest the killing of Black civil rights activist Jimmie Lee Jackson by a white police officer and to encourage legislation to enforce the 15th amendment.

As the protesters neared the Edmund Pettus Bridge, they were blocked by Alabama state and local police sent by Alabama Governor George C. Wallace, a vocal opponent of desegregation. Refusing to stand down, protesters moved forward and were viciously beaten and teargassed by police and dozens of protesters were hospitalized.

The entire incident was televised and became known as " Bloody Sunday." Some activists wanted to retaliate with violence, but King pushed for nonviolent protests and eventually gained federal protection for another march.

Voting Rights Act of 1965

When President Johnson signed the Voting Rights Act into law on August 6, 1965, he took the Civil Rights Act of 1964 several steps further. The new law banned all voter literacy tests and provided federal examiners in certain voting jurisdictions.

It also allowed the attorney general to contest state and local poll taxes. As a result, poll taxes were later declared unconstitutional in Harper v. Virginia State Board of Elections in 1966.

Part of the Act was walked back decades later, in 2013, when a Supreme Court decision ruled that Section 4(b) of the Voting Rights Act was unconstitutional, holding that the constraints placed on certain states and federal review of states' voting procedures were outdated.

Civil Rights Leaders Assassinated

The civil rights movement had tragic consequences for two of its leaders in the late 1960s. On February 21, 1965, former Nation of Islam leader and Organization of Afro-American Unity founder Malcolm X was assassinated at a rally.

On April 4, 1968, civil rights leader and Nobel Peace Prize recipient Martin Luther King Jr. was assassinated on his hotel room's balcony. Emotionally-charged looting and riots followed, putting even more pressure on the Johnson administration to push through additional civil rights laws.

Fair Housing Act of 1968

The Fair Housing Act became law on April 11, 1968, just days after King's assassination. It prevented housing discrimination based on race, sex, national origin and religion. It was also the last legislation enacted during the civil rights era.

The civil rights movement was an empowering yet precarious time for Black Americans. The efforts of civil rights activists and countless protesters of all races brought about legislation to end segregation, Black voter suppression and discriminatory employment and housing practices.

Sources

A Brief History of Jim Crow. Constitutional Rights Foundation.
Civil Rights Act of 1957. Civil Rights Digital Library.
Document for June 25th: Executive Order 8802: Prohibition of Discrimination in the Defense Industry. National Archives.
Greensboro Lunch Counter Sit-In. African American Odyssey.
Little Rock School Desegregation (1957). The Martin Luther King, Jr. Research and Education Institute Stanford.
Martin Luther King, Jr. and the Global Freedom Struggle. The Martin Luther King, Jr. Research and Education Institute Stanford.
Rosa Marie Parks Biography. Rosa and Raymond Parks.
Selma, Alabama, (Bloody Sunday, March 7, 1965). BlackPast.org.
The Civil Rights Movement (1919-1960s). National Humanities Center.
The Little Rock Nine. National Park Service U.S. Department of the Interior: Little Rock Central High School National Historic Site.
Turning Point: World War II. Virginia Historical Society.

Photo Galleries

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Civil Rights Movement: Timeline, Key Events & Leaders | HISTORY

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The civil rights movement was a struggle for justice and equality for African Americans that took place mainly in the 1950s and 1960s. Among its leaders were Martin Luther King Jr., Malcolm X, the Little Rock Nine, Rosa Parks and many others.

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Key Principle #6: Educational services in the United States were developed and continue to be based on largely unexamined assumptions about what is beneficial for certain students (e.g., that effective education for diverse students requires a separate program) that are unsupported by outcomes research (e.g., direct comparison of outcomes from inclusive and separate programs).

Interpretation: The way I understand this principle is that education in the U.S. was started with the idea that in order to educate our diverse students there needs to be a separate program for them and that we still haven't proven that it is an effective method.

COMMITMENTS

I commit to learning about how and why these programs started by reading articles like this one from The University of Kentucky.

https://educationonline.ku.edu/community/history-of-multicultural-education-in-the-usa

I commit to learning about how diverse environments can actually help students' learning so that I can share that with others.

https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-benefit-all-students/

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School of Education and Human Sciences, University of Kansas

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History of multicultural education in the United States

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Explore the history of multicultural education in the U.S., from its origins to DEI initiatives. Apply to a KU C&I online master’s program today.

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Key Principle #7: All children are valuable members of classroom and school communities, with differing voices, strengths, abilities, and contributions. Inclusive communities embrace and expand children's sociocultural repertoires while also dealing with controversy and conflict in creative and constructive ways.

Interpretation: The way I understand this principle is that the more diverse the school, the better. However, the more diverse the school is then it will receive more controversy and conflict. This can be good though because having more inclusive schools is what we ultimately want.

COMMITMENTS

I commit to learning about ways schools make it harder for certain students to do things by reading articles like this one from onegoal.org about how it's more difficult to obtain college degrees if you have a lower income background.

https://www.onegoal.org/about/blog/the-degree-divide-and-equity-in-education/?gad_source=1&gclid=Cj0KCQjw7Py4BhCbARIsAMMx-_ICZq2ApSVnbDptStJ2babQjfljKFZAcOHae18H38uRcWlOQi8iu0MaAjTNEALw_wcB

I commit to learning about what schools can do to accommodate more students by reading articles like the one here from inclusiveschools.org. It's about how accommodations in the classroom can be applied for many students in many ways.

https://inclusiveschools.org/resource/accommodations-in-the-classroom-a-guide-to-making-them-real/

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The Degree Divide and Equity in Education

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Students from low-income backgrounds obtain college degrees at a much lower rate than students from high-income backgrounds.

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Key Principle #8: Students learn in many different ways. In order for students to be successful, educators must be flexible in their approaches, drawing from a repertoire of methodologies that value differentiation and support individualization.

Interpretation: The way I understand this principle is that it's basically just stating the should-be-obvious. Students all learn differently and as teachers, we need to be aware of that and also apply different teaching methods so that all students may learn.

COMMITMENTS

I commit to learning about different learning styles so that I can better understand how students learn and then have that knowledge for the future. This article talks about many different learning styles and how you can apply them in the classroom.

https://ckfamilyservices.org/understanding-the-different-kinds-of-smart-supporting-your-childs-unique-learning-style/?gad_source=1&gclid=Cj0KCQiA0MG5BhD1ARIsAEcZtwTRup6sCGuTmXD1K4KiFDXmq1f5MxQpMG-KGXOk2Hnwtdb-_vDLcP8aAqMBEALw_wcB

I commit to learning about what schools can do to accommodate different learning styles. This article talks about 3 easy things teachers can do to help accommodate all learners.

https://www.wgu.edu/blog/accommodating-different-learning-styles-3-tips-guide-you1712.html

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Understanding the Different Kinds of Smart: Supporting Your Child’s Unique Learning Style | CK Family Services

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As parents, we often marvel at the unique ways our children approach learning and problem-solving. Recognizing and embracing these differences can

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To be a police officer

In a way that is helpful to others

So that people can trust police

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Key Principle #9: All behavior is a form of communication, including that which is labeled as "problem behavior." Educators who understand the underlying message of the behavior (often an important need of the student) can create more effective instructional and environmental interventions.

Interpretation: I understand this as it's saying that there is more than one way to communicate. Behavior is one of those ways. Understanding behavior can make teachers better at what they do.

COMMITMENTS

I commit to understanding how behavior is communication through the video provided.

https://youtu.be/hhNFY5yTSvU

I commit to learning how to deal with kids that act out by watching the video provided.

https://youtu.be/rUcG2-EFkNI

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Key Principle #10: Assessment methods and results are impacted by the expectations and level of respect we have for students. Unbiased and culturally sensitive processes enhance and assist in identifying student's strengths along with their needs.

Interpretation: I understand this to say that testing methods and scores can be affected by the expectations we hold students to as well as how much we respect them. If our expectations and respect are unbiased, then students might perform better.

COMMITMENTS

I commit to being aware of how assessments and tests can be made to be equitable by reading articles like this one.

https://www.educationadvanced.com/blog/equitable-assessment-in-k-12-education-a-balanced-approach

I commit to learning more about what makes a classroom inequitable and discriminating by reading articles like this one.

https://ncsi.wested.org/wp-content/uploads/2020/12/24-Examples-of-Systemic-Inequities-Skelton.pdf

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Achieving Equitable Assessment in K-12 Education: A Balanced Approach

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Explore how a balanced assessment system, including formative, summative, and interim assessments, redefines K-12 education. Discover how accommodations and modifications ensure fair evaluations, allowing every student to shine.

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Key Principle #11: Self determination is the right of every person to direct their own life; effective educators help each student identify and move toward their personal vision. Educators can help discover each student's vision through close observation of and interaction with that student and their family, rejecting the notion that some students are incapable of academic achievement, self-determination, sexuality, integrated employment, or post-secondary education.

Interpretation: I understand this as saying self-determination is how we live our lives and teachers are the people who can help us find what drives our self-determination.

COMMITMENTS

I commit to learning about ways teachers can help students in this aspect by reading articles like this one.

https://site.nyit.edu/ctl/blog/self_determination_theory_motivation_and_your_classroom#:~:text=Support%20Autonomy.&text=Give%20students%20choices%3A%20provide%20students,preferred%20method%20of%20doing%20so.

I commit to learning what self-determination looks like so that as a teacher I can better promote it.

https://www.calstatela.edu/coe/cats/self-determination#:~:text=Self%2Dawareness%2C%20problem%20solving%20and,that%20follow%20their%20choice%20making.

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Self-Determination Theory, Motivation, and Your Classroom

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Key Principle #12: Effective education requires repertoires of advocacy to facilitate successful school change, including understanding factors that facilitate or hinder change efforts.

Interpretation: I understand this to mean that good education involves knowing how to promote change or better in a school while also understanding what can affect the efforts.

COMMITMENTS

I commit to learning more about promoting school change by reading articles like this.

https://www.newleaders.org/blog/five-insights-for-leading-and-managing-change-in-your-school

I commit to expanding my knowledge of what teachers can do to promote change in schools by reading articles like this one

https://www.educationadvanced.com/blog/14-tips-to-improve-schools-and-overall-student-performance

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Change in K-12 education can be a bit of a paradox. For many schools and districts, change is challenging because of the complex system in which they operate. Education is a people-centric system. In addition to simply adopting a new process or tool, a large part of managing change is helping to evolve the mindsets and perspectives of a diverse audience-teachers, staff, parents, and students in addition to community members. Add to that, the shifting local, state, and federal guidelines and accountability measures that need to be upheld.

With these challenges comes great responsibility-and opportunity. As a transformational leader, you're aware of the need to embrace change to serve your students and prepare them for the future, but you also empathize with how tough change can be when the stakes are high. How can you move through your change management initiatives as seamlessly as possible? It starts by understanding the stages of change.

As a transformational leader, you're aware of the need to embrace change to serve your students and prepare them for the future, but you also empathize with how tough change can be when the stakes are high.

The seven stages of change

As you begin to implement new educational practices or new technologies relative to improving teacher practice or student achievement, the members of your school community will respond in various ways at different stages of the process. It helps to understand these stages of change so that as a school leader, you're able to respond-be it with information, resources, or professional learning opportunities. Here are the seven stages of change that we share with education leaders:

Becoming aware. Through an event, experience, or data, the need for change is signaled. An example might be that data from your annual district assessment shows declines in certain grades for ELA and math.

Denial. Your school community might defend the current situation. They might also feel the problem identified really isn't that big of a deal.

Frustration. This is usually directed at the person pushing for the change. Some of this frustration is rooted in anxiety and self-doubt-perhaps your teachers are concerned about the need to acquire new skills, or worry they're no longer proficient.

Depression. Here, the feelings of self-doubt and worry might deepen. Your team might notice the implications of the behavior that needs to change, but there's still resentment.

Exploration. A group begins to make a commitment to change. They've started to realize there's pain in staying the same, so they begin to research and gather information.

Acceptance. This is when groups begin to take action. They believe they possess the ability to change. Self-confidence increases and action steps are planned.

Commitment. The group is fully committed to continuing change efforts, buoyed by successes and clear goals.

We've outlined a few strategies to keep in mind as you're managing large-scale change at your school-and making it a vital and necessary part of your school culture.

Assess understanding of the change

The usual framework of changemanagement-communication strategy, stakeholder engagement, and project management-only works if those who are part of the process have an awareness of the need for change. If the goal is to embark on a curriculum mapping journey to address academic gaps, for example, does the rest of your team have the qualitative data to understand why the current curriculum isn't working?

Understanding the reason for the change is critical, but it's only one part of the equation when leading change. You also need to create the desire for change. Your team might know there's an issue, but it may not be important to them to do things differently. After all, change is hard-and it's especially tough to change one's own behavior.

Understanding the reason for the change is critical, but it's only one part of the equation. School leaders also need to create the desire for change.

To create desire for the change, lean into the "why" behind the new way forward. Helping your teachers and staff to see what's possible as a result of the change will make it easier for them to embrace what's coming.

Define your vision

The "why" behind the change is also a critical part of defining what success looks like when the initiative has been completed. Achieving better student outcomes is not specific enough. Using the curriculum example, make sure you can articulate the future: what does the end-result look like in classrooms? How will it improve student learning and engagement? What positive changes can your teachers and staff expect to see?

Knowing what success looks like can give you something to measure against.

Ask for input-and do plenty of listening

Even if you're able to explain the reason for the change-and the vision of what it means for your school community-it's still a one-sided conversation. Everyone who will be affected by the change needs the chance to share their opinion and insights, which is why asking for input is a valuable part of any change management process.

Everyone who will be affected by the change needs the chance to share their opinion and insights, which is why asking for input is a valuable part of any change management process.

Take the time to gather input from all of your school stakeholders through a variety of mediums: online surveys, in-person listening sessions, and one-off conversations. This input may also reveal potential issues and roadblocks you might not have considered-making it well worth your time.

Remain adaptable-and lean on your team

To truly affect change, school leaders need to continually flex their adaptive leadership and distributed leadership muscles. While we might collectively point to the pandemic as an example of crisis and unpredictability, it's worth noting that education has been-and will continue to be-unpredictable, independent of the pandemic. Technology will continue to advance, new ways of learning will be adopted, and we may have teacher and staff shortages in many areas of the country for the foreseeable future.

We need leaders-like you-who can continue to guide their communities through both unexpected and planned change by providing the needed scaffolding and support to their teams to build the same resilience. When there's resilience, it's easier to distribute leadership among your team. You'll be able to leverage their varied perspectives and chart a course for change together. When there's shared ownership, leading change is no longer something that's happening from the top down.

Remember that slow and steady wins the race

Of course, you don't want to live in the "messy middle" of change forever. That said, it doesn't mean you have to roll out your initiatives at warp speed either.

Consider if there are ways to take a staggered approach to the change in question. If it's a change in curriculum, is there an opportunity to pilot with a specific grade level or content area before it gets implemented school-wide?

We need leaders-like you-who can continue to guide their communities through both unexpected and planned change by providing the needed scaffolding and support to their teams to build the same resilience.

Keep all change in perspective

Change is uncomfortable and necessary. There is a bright light: the changes you and your school community master now will make it easier to embrace change in the future and will help today's students be that much more prepared for the challenges of tomorrow.

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Five Insights for Leading and Managing Change in Your School | New Leaders Blog

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Change in K-12 education can be a bit of a paradox. For many schools and districts, change is challenging because of the complex system in which they operate. Education is a people-centric system.