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Our principal Pirette McKamey is at the forefront of the Anti-Racist teaching campaign, and her articles in the Atlantic are inspirational.

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They view the success of black students as central to the success of their own teaching.

Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.
Ask black students who their favorite teacher is, and they will joyfully tell you. Ask them what it is about their favorite teacher, and most will say some version of this: They know how to work with me. So much is in that statement. It means that these students want to work, that they see their teachers as partners in the learning process, and that they know the teacher-student relationship is one in which they both have power. In other words, black students know that they bring intellect to the classroom, and they know when they are seen-and not seen.

As the principal of San Francisco's Mission High School and an anti-racist educator for more than 30 years, I have witnessed countless black students thrive in classrooms where teachers see them accurately and show that they are happy to have them there. In these classes, students choose to sit in the front of the class, take careful notes, shoot their hands up in discussions, and ask unexpected questions that cause the teacher and other classmates to stop and think. Given the chance, they email, text, and call the teachers who believe in them. In short, these students are everything their families and community members have raised and supported them to be.

I have seen some of these very same students walk into another teacher's classroom, go to the last row of desks, and put their head down. I have seen them sit frozen in their seat, staring at an assignment-when earlier I had heard them make jokes, talk excitedly about the content of their history class, celebrate solving a vexing algebra equation, or shake a test tube with authority, waiting for a result. Their report cards often reveal this disparity in classroom experiences: A's and B's in classes where they feel valued and C's, D's, or even F's in classes where they don't.

When black students' academic strengths are overlooked, black students are marginalized. They are kept out of advanced courses, given bad grades, and sent to the dean's office. Over the years, the power that they initially bring to school is siphoned off by educators at every level of the educational system who do not respect, and in some cases do not wish to respect, the intellectual contributions of black students.

Anti-racist teachers take black students seriously. They create a curriculum with black students in mind, and they carefully read students' work to understand what they are expressing. This might sound fairly standard, but making black students feel valued goes beyond general "good teaching." It requires educators to view the success of black students as central to the success of their own teaching. This is a paradigm shift: Instead of only asking black students who are not doing well in class to start identifying with school, we also ask teachers whose black students are not doing well in their classes to start identifying with those students.

I spent the majority of my career in the classroom, and I loved it because-to do it well-it required that I call on all aspects of my humanity. Standing in front of my black students, I knew that it was my responsibility to invite them into the classroom and then to see, push, and protect them once they were there. Over the years, collaborating with other anti-racist educators, I co-developed an approach that was successful-and it showed in the students' attendance, grades, and quality of work.

We read articles and books, and we attend workshops centered around black pedagogy. That helps us examine cultural differences in discourse styles, so we can better understand black students' analytical approaches in essays. We learn how to integrate oral language into our curriculum, such as adding a debate unit or a poetry-recitation assignment, and to provide ample opportunities for students to work together. And we learn that nothing goes without saying and that praise and direction should be plentiful. In essence, we do what works for black students, which also works for all students.

Educators who are committed to black students use evidence in their own classrooms to find ways to improve. They analyze the assignments handed in, identifying ways in which their teaching reached-and didn't reach-all of their students. They recognize the brilliance of a black student's contribution to a class discussion and seize on it. They disaggregate data such as grades and attendance by ethnicity, look for patterns, and problematize their own practice-rather than assume that their students weren't motivated or sufficiently prepared to engage with challenging material. They ask themselves: Why did Taylor get a C on the final when he earned an A or a B on all of his other assignments, many of them equally demanding? Why is Vince silent in his group? What inspired Hile to write multiple drafts of her essay, each time asking for more detailed feedback? They seek support from colleagues who are effective teachers for all of their students, including black students, because they know that the changes they make to their teaching practice will have an impact on their students' achievement. All of this makes them better educators.

Teachers who do not value black students will shift the discussion away from their own practice when they see that black students are not succeeding in their classes. They will create bonds that eventually turn into factions with fellow educators who are also unwilling to change their approach.

To fight against systemic racism means to buck norms. Educators at every level must be willing to be uncomfortable in their struggle for black students, recognizing students' power and feeding it by honoring their many contributions to our schools. Teachers need to insist on using their own power to consistently reveal and examine their practice, and seek input from black stakeholders; they must invite black parents to the table, listen to their concerns and ideas, and act on them. Principals must clearly and consistently communicate the anti-racist vision for their school, create professional-development opportunities for staff, recognize teachers who successfully teach all of their students, and intervene when they see problems. District-level administrators must more firmly root their anti-racist messaging in black students' school experiences, making expectations for educators clear. And school-board members need to listen to educators who have shown efficacy in educating black students. They must enact policies that hold us all accountable to our black families. We must make demands of ourselves and work together in our communities.

The only measure of our anti-racist teaching will be the academic success of all of our students, including our black students.
This article is part of our project "On Teaching," which is supported by grants from the William and Flora Hewlett Foundation, the Spencer Foundation, the Bill & Melinda Gates Foundation, and the Panta Rhea Foundation.

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What Anti-racist Teachers Do Differently

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They view the success of black students as central to the success of their own teaching. Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.

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For me, Anti-Racism and Authentic Partnership means constant self-monitoring of how I am teaching and the ability to reflect honestly on my practices and on the ways that they can be improved.

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For me, Anti-Racism and Authentic Partnership means constant self-monitoring of how I am teaching and the ability to reflect honestly on my practices and on the ways that they can be improved.

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I am looking forward to Moving forward. Now is our time to rebuild and reimagine our very own education system that serves Black and Brown communities for generations to come.

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Please celebrate the team/decision makers who are spotlighting anti-racist education and training as a team effort and responsibility. Thank you for organizing this module and thank you for standing up for what is right for our students, their families, educators and for the future of our Black and Brown communities.

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Please celebrate the team/decision makers who are spotlighting anti-racist education and training as a team effort and responsibility. Thank you for organizing this module and thank you for standing up for what is right for our students, their families, educators and for the future of our Black and Brown communities.

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I envision these terms giving educators and school communities permission to dig deeper and among themselves and families to learn more about them.

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I envision these terms giving educators and school communities permission to dig deeper and among themselves and families to learn more about them.

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I think about being accountable and responsible to highlight all of our students and shift the learning dynamic so that they are front and center.

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I think about being accountable and responsible to highlight all of our students and shift the learning dynamic so that they are front and center.

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It is always important to advocate and believe in our students. We are not only educators to educate them, but to guide them and support them. We have to build trust in order for there to be an authentic partnership.

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Group spaces that allow students and teacher to talk/listen to each other and working together to build a space where the members of the classroom can structure their thoughts into new anti-racism ways.

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What comes to my mind is that a good classroom is an authentic partnership between a teacher and their students works towards investigating a subject together and building some new.

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I am excited to hear about and see colleagues actively embracing this work, even when it is hard or exposes past mistakes and wrongs that were made/done in ignorance.

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To be an Authentic Partner to our students and our communities (and to find Authentic Partners of our own) we need to actively support and encourage (if not require) Anti-Racist Practices in our classrooms and school communities.

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Continually evolving in anti-racists practices, growing in our understanding and reflecting our own practices. Connecting with our students and families genuinely, wanting to know them as people.

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Learning from our students and their experiences. Using it to inform our teaching practices. Being willing to change, be flexible and grow as educators.

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Trying to understand where all students are coming from, to get their stories, and to tell mine.

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Trying to understand where all students are coming from, to get their stories, and to tell mine.

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It means to step up and call out any racism. It means to be open to others, which will allow students/families to be open with me.

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It means to step up and call out any racism. It means to be open to others, which will allow students/families to be open with me.

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I am inspired by my students who appreciate, and take full advantage of, the opportunities allowed them living in the Bay and attending SFUSD schools.

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I celebrate that the students we teach are concerned about the people of the city they live in, brave enough to want to confront the racism affecting SF, and intelligent enough to seek the knowledge that will allow them to fight racism in all its many layered forms.

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Creating assignments that allow students to showcase what they most pride in their home cultures. Also, relating our literature to their cultures and lives when applicable, and pointing out the ways that our humanity connects all people.

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Anti-racist teaching in the context of authentic partnership allows students to clearly see how illogical racism is, the different ways it plays out in our society, home cultures, and even family, and prepares students to confront racism in a productive way when they experience it. It allows students to bring in and share their own cultures, to learn and celebrate the cultures of others, and seeing how all cultures are connected.

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"anti-racism" - the continuous check on yourself and others for racist thinking or actions. "Authentic Partnership" - really taking into consideration family and student cultures when we are building relationships.

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"anti-racism" - the continuous check on yourself and others for racist thinking or actions. "Authentic Partnership" - really taking into consideration family and student cultures when we are building relationships.

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That we need to start the heavy lifting... 

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That we need to start the heavy lifting... 

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By this, I mean we have to be vulnerable and share with the students, so that they in turn feel comfortable doing the same. If there is an open forum of communication and trust, then having these types of conversations and practices becomes a lot easier.

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Anti-racism is  away of life all of us should embrace, and if we are doing it right, then we can be nothing but authentic. 

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Anti-racism is  away of life all of us should embrace, and if we are doing it right, then we can be nothing but authentic. 

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I think about my friends in El Salvador who continued to educate their own community even in the face of scorched earth tactics that led them into refugee camps.  The vowels were taught in an e-u-i-a-o order utilizing the word "refugiado"  as a base.  Adapting, improvising, and overcoming their circumstances, they continued to empower their people to make a better life and future for the next generation.

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One colleague has pointed out that she sees the affect of the first module on our students . . . they are expanding their thinking in anti-racist education and practices.

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Making sure that we are providing students with the best toolkit to make the best choices about their own education.

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There is a lot of work to be done . . . and goes much deeper than just what we can read about.

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understanding the deep culture of my students and their families and building authentic relationships.

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understanding the deep culture of my students and their families and building authentic relationships.

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All of my students, present and from the past. 

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All of my students, present and from the past. 

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The students (from Mission?) responsible for organizing what appeared to be the largest rally/protest surrounding the murder of George Floyd. That was powerful and something they should be honored for as young people.

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The students (from Mission?) responsible for organizing what appeared to be the largest rally/protest surrounding the murder of George Floyd. That was powerful and something they should be honored for as young people.

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What comes up? The belief that efforts towards both of these terms is absolutely essential to our success as educators.

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What comes up? The belief that efforts towards both of these terms is absolutely essential to our success as educators.

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Antiracism is an ongoing process that is never complete so long as we exist in a culture dominated by white supremacy.

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Antiracism is an ongoing process that is never complete so long as we exist in a culture dominated by white supremacy.

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Authentic partnership, to me, means constantly engaging in and building a real relationship with studnets and families to a point where they feel valued, supported, and encouraged to engage.

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Many of my high schoolers are showing incredible resilience and drive during this unprecedented and horrifying time.

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I celebrate my high schoolers whose responsibilities beyond school (taking care of younger children, working to supplement family income, etc) have become even more crucial during this global crisis.

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I celebrate my high schoolers whose responsibilities beyond school (taking care of younger children, working to supplement family income, etc) have become even more crucial during this global crisis.

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Every student and every family must be considered at all times during the creation and implementation of learning.

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Every student and every family must be considered at all times during the creation and implementation of learning.

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I will strive to value and further the concept of equitability in terms of the socioeconomic and cultural identities of my students and peers at every turn. Going forward, I will progress in my understanding and implementation of this practice. I will partner with members of my diverse community in order to do so more effectively.

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My school has remained focused on good anti-racist practice.

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Thinking about what a student experiences neutralizes the situation.

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Thinking about what a student experiences neutralizes the situation.

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I agree about not acting out of guilt. As a white person, this is so easy to do. 'Need to remember to see the whole student.

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I agree about not acting out of guilt. As a white person, this is so easy to do. 'Need to remember to see the whole student.

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Joining with my students to bring out their lived experiences during these challenging times and connecting them to the real lives of those who came before and changed society in the process.  

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Joining with my students to bring out their lived experiences during these challenging times and connecting them to the real lives of those who came before and changed society in the process.  

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I need to be flexible and work to meet the needs of my students.  I also need to incorporate some personal vulnerability (like about how my planning didn't work out) in order to foster better relationships and more authentic partnership.

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Anti-racism must be an active practice. It won't be linear, but we must keep striving to improve.  It means challenging a lot of the ways I think about the world (the ways I was socialized to) and challenging the teaching methods I saw as a student.  Authentic partnership requires a concentrated effort to know my students and their families, and on more than just surface-level.  This will be especially difficult during distance learning, as we feel more separate from our students.

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When I think of the terms "anti-racism" what ccomes up for me is the ability to expose the historical roots of racism starting with Aristotle's book on Politics and how it is still alive and well today.

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I need to continue to try to forge real relationships with my students and their families.

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I need to continue to try to forge real relationships with my students and their families.

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I need to push myself to change my teaching to better serve my students. 

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I need to push myself to change my teaching to better serve my students. 

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Applying these terms to teaching and learning does not automatically occur. Real work must be done and that starts with letting the students know that they are at the center of the important work we do by working with them to create a learning community and environment they can assert change in and be successful.

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Applying these terms to teaching and learning does not automatically occur. Real work must be done and that starts with letting the students know that they are at the center of the important work we do by working with them to create a learning community and environment they can assert change in and be successful.

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Authentic relationships with students, their families, and all those in the school community

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Authentic relationships with students, their families, and all those in the school community

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Anti  - racism is actively fighting against racism and racist societal subjugation.

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Learning about each other stories and students' experiences help educators create a supportive classroom environment, where all students can be successful.
-Michelle Connolly GWHS

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Being true, honest and open within each student, in order, to develop trust and build community.
-Michelle Connolly GWHS

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To me, it means creating a space to grow with our staff, family, and students. Learning from one another. Empowering our students and families to advocate for themselves while supporting them. It means being ok with discomfort, questioning practices, collaborating with others, and understanding it is ongoing process.

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I think about the importance of each individual's awareness of their own biases and privileges and how they impact our students and communities. I also think this means taking on an active role in questioning and working towards change in our practices and systems.

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I draw inspiration from my colleagues and my students.

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I draw inspiration from my colleagues and my students.

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I am fortunate to work with educators dedicated to rethinking "education" through an anti-racist lens.

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I am fortunate to work with educators dedicated to rethinking "education" through an anti-racist lens.

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I am thinking about how these terms apply to how I address leaning "needs." Students may need to learn specific skill sets, but they need the opportunity to learn in a way that utilizes their individual strengths.

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I am thinking about how these terms apply to how I address leaning "needs." Students may need to learn specific skill sets, but they need the opportunity to learn in a way that utilizes their individual strengths.

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Anti-racism requires the constant interrogation of the power and political structures that are the foundation of systemic racism, and that includes modes of education. Authentic partnership demands that we seek to actively engage with families to understand and respond to their needs and the needs of their children.

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Anti-racism requires the constant interrogation of the power and political structures that are the foundation of systemic racism, and that includes modes of education. Authentic partnership demands that we seek to actively engage with families to understand and respond to their needs and the needs of their children.

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To continue to embrace discomfort so that we can get to a place of growth and a willingness to learn. 

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To continue to embrace discomfort so that we can get to a place of growth and a willingness to learn. 

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The challenge of meeting each wonderfully unique and inquisitive student where they are and then supporting them as they develop and grow.

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Students see themselves in the curriculum. Student voice as central to the learning.

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I have found it challenging to connect with parents as frequently and deeply as I would like, with families who do not speak English

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Anti-Racism calls it what it is without using euphemisms. When we are honest with the systemic problems, we can better confront them. Authentic partnership requires more than just distributing report cards. It asks us to connect and find joy in building community with our students and their families.

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A student centered approach shows students they matter and it puts anti-racist teaching practices at the front of learning. Many of our students are coming from different backgrounds, by connecting the families, we can better connect the students to the content.

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I was inspired by the BLM movement enough to join one of their protests this past June. It is inspiring to see this movement being joined by many white allies, and just being an overall diverse group. It felt like all of San Francisco was participating.

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In the wake of the horrible and tragic injustices this past summer, we have seen a dramatic increase in awareness of the inequities that exist and systemic racism that permeates everything from schools to police departments to medical care access.

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I need to focus on how to better serve my least-reached students.

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Education is a process of continual improvement.

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Education is a process of continual improvement.

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Even with 26 years of experience as a teacher, there are still areas where I have great room for growth, and being an anti-racist teacher is certainly one of those areas.

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That I need to put students more at the center of my teaching

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That I need to put students more at the center of my teaching

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I need to be aware of the privilege I have and how that fills a room. Be aware of the impact my presence has on others

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I need to be aware of the privilege I have and how that fills a room. Be aware of the impact my presence has on others

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Its our job to teach students how to speak up for themselves and get comfortable talking about the uncomfortable. We need to stop using biased test questions, use examples from other cultures and treat each student as an individual who deserves a place in society

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Its our job to teach students how to speak up for themselves and get comfortable talking about the uncomfortable. We need to stop using biased test questions, use examples from other cultures and treat each student as an individual who deserves a place in society

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It is more than just being aware of the problems, we all have to be active participants in dismantling the racist systems in our society. To me that means not just acknowledging the struggles, but being able to talk about them with our peers to come up with long term solutions.

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It is more than just being aware of the problems, we all have to be active participants in dismantling the racist systems in our society. To me that means not just acknowledging the struggles, but being able to talk about them with our peers to come up with long term solutions.

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I think of people collaborating and working together, I believe that is the way in which we are able to grow as people. Growth is key in developing more well rounded understandings of what it means to be human and the value of how we treat one another.

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communicate early and often, focusing on maintaining a positive relationship

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That our district has done this work and research and has  provided so much deep learning and resources for teachers in the realm of anti-racism sparks a lot of hope for me.

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When I hear these two words, I think of the importance of practicing cultural humility when we  interact with students and their families. If we use an unbiased approach when we get to know our students and families, we will develop deep and humane connections with them.

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ensuring that content is multi-ethnic and appreciative of that quality

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ensuring that all people are approached fairly, making an effort to understand cultural nuances and behaviors; aspiring toward a position of non-judgement in an effort to foment a nurturing learning environment

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I like this term because it acknowledges the fact that there is no neutrality when it comes to racism. You can't still still on a moving train. You are either actively racist or actively anti-racist in every moment of the day.

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make things manifest, explicit, but don't invite people to reject my message by being preachy or dogmatic

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make things manifest, explicit, but don't invite people to reject my message by being preachy or dogmatic

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hoping these aren't just buzz words for people like much of the terminology we've heard floating around the last several decades

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hoping these aren't just buzz words for people like much of the terminology we've heard floating around the last several decades

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It's fantastic that so many in our district have been engaging in this work for so long. Let's continue to approach this work with humility and self-reflection, with the knowledge that no matter how much we may think we know, there is always more to learn and more ways to improve.

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It's fantastic that so many in our district have been engaging in this work for so long. Let's continue to approach this work with humility and self-reflection, with the knowledge that no matter how much we may think we know, there is always more to learn and more ways to improve.

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To actively work to dismantle white supremacy systems on a daily basis. Challenging co-workers, family members, friends, systems. Radically resist curriculum rooted in white supremacy,

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I think collaboration is the key word: with students, peers and families.

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I think collaboration is the key word: with students, peers and families.

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I think it is an ongoing process where students needs are a priority and establishing relationships with the families a bridge to empower teaching and learning.

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I think it is an ongoing process where students needs are a priority and establishing relationships with the families a bridge to empower teaching and learning.

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I want to celebrate the intentionality and hard work that many have put into the profession. I also appreciate the many veterans who are still in the fight and still willing to fight.

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I want to celebrate the intentionality and hard work that many have put into the profession. I also appreciate the many veterans who are still in the fight and still willing to fight.

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It means putting myself and staff in places of discomfort when we work together with families. It means being humble in your approach and willing to learn from our families and also empowering our families to speak and collaborate with us.

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It means putting myself and staff in places of discomfort when we work together with families. It means being humble in your approach and willing to learn from our families and also empowering our families to speak and collaborate with us.

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I think of both as an active an do ongoing process.

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I think of both as an active an do ongoing process.

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Appreciating Christie's comment too. I agree that we opened with no clear plan on how to best support our BIPOC students. What is the district doing to support our most vulnerable?

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Appreciating Christie's comment too. I agree that we opened with no clear plan on how to best support our BIPOC students. What is the district doing to support our most vulnerable?

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Calling and naming that white supremacy is all around us. And brainstorming with educators and students to help break systems

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Authentic partnership and anti-racism work is a life long journey. It doesn't just end in the classroom, but needs to be applied throughout your entire life.

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Authentic partnership and anti-racism work is a life long journey. It doesn't just end in the classroom, but needs to be applied throughout your entire life.

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Making sure I'm partnering with the student around learning goals that match their needs. In doing so tracking my biases and continuing to deconstruct them so I can show up more clearly with the student.

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Making sure I'm partnering with the student around learning goals that match their needs. In doing so tracking my biases and continuing to deconstruct them so I can show up more clearly with the student.

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I think of Bettina Love and making sure that I refuse to oppress my students, and that I call it out when I see that oppression from others.

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I appreciate Christie's comments. The celebration is that we're having these conversations. Yet, the reality is we were given almost no time to prepare for this school year being distance learning, and it disproportionately negatively impacts our BIPOC students. How are we ensuring that we are reaching our most vulnerable students? How are we talking about how to reopen schools in an innovative way?

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My students are resilient and already better at distance learning than I am.

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My students are resilient and already better at distance learning than I am.

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Glad we're having these conversations, but talk is cheap. What is central office doing to be anti-racist, aside from patting themselves on the back for teaching the educators and staff about anti-racism?

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Anti-racism in science can be calling out systemic racism and history of racism in science. Encouraging and giving students the tools they need to become scientists/science learners.

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An active and not passive approach to forming relationships/partnerships with students and their families. Not purely reactive.

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An active and not passive approach to forming relationships/partnerships with students and their families. Not purely reactive.

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I am glad that this is a district focus and hope we can learn from each other, especially since many have been teaching with this in mind for a long time.

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I am glad that this is a district focus and hope we can learn from each other, especially since many have been teaching with this in mind for a long time.

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Family. Relationships begin in the home. This is where education begins. 

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Family. Relationships begin in the home. This is where education begins. 

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 Effective partnerships support student's academic, social and developmental success, and authentic family partnership

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 Effective partnerships support student's academic, social and developmental success, and authentic family partnership