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      <title>A Vision for Equity by Angela Ward</title>
      <link>https://padlet.com/angelaward/5aavuhschejzwv0v</link>
      <description>SEL Symposium &amp; PEG Article</description>
      <language>en-us</language>
      <pubDate>2020-06-23 00:14:04 UTC</pubDate>
      <lastBuildDate>2025-10-22 12:33:49 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>How do SEL Symposium participants understand Equity-Centered SEL?</title>
         <author>angelaward</author>
         <link>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/636774675</link>
         <description><![CDATA[<div>there was a variety of responses on a spectrum - hard to define the parameters of the spectrum - multi-dimensional spectrum. Energy was palpable in the responses.<br><br>If we get a MSSW intern - what about asking them to do a theme analysis so that we could gather some insight into additiona learning <br><br>there were more people who appeared to have an understanding. didn't see as many roadblocks as I anticipated<br><br>Cultural proficiency manual for school leaders is a great tool with activities to engage people around cultural proficiency topics <br>Large range of responses that reflect a spectrum of understanding and perspective. What does it really mean to talk about meaning people where they are? </div><div> </div><div>While we are learning, so are other people</div><div> </div><div>Creating learning opportunities with multiple learning points</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-23 00:22:53 UTC</pubDate>
         <guid>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/636774675</guid>
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         <title>How do we understand Equity-Centered SEL in relation to the Singleton article?</title>
         <author>angelaward</author>
         <link>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/636775997</link>
         <description><![CDATA[<div>How do we work to make sure this doesn't become a simplified checklist? How might we do with and not to? This would be powerful to share with administrators/SEL Committees/Parents. What about using this to help revamp our SEL implementation survey/rubric?<br>Amber has mentioned the VT put out statements recently about being anti-racist - how might this article help campuses move from the "language of equity to the labor of equity" (Blakes 2020)<br><br>We have to have leadership downtown to support equity work in happening/School Board/Superintendent. We know it is political and we know it is children and staffs' lives and precious identities. Where is the clear and enforceable policy that <br>our principals can look to in order to hold students who commit racist/discriminatory comments/actions accountable? How is it clear? There is such a wide disparity and level of discretion for how admin responds.<br><br>Reframing the reflection question posed at the conclusion of the article, <em>Consider your department in this vision of supporting equitable schools.  In what ways do our practices, professional learning opportunities, resources and support approach, achieve or stray away from this vision?  </em></div><div><em>Where is our work as a department strongest, and what is our most noticeable area for growth?</em></div><div><em>Given the current attitudes, beliefs and behaviors of SEL department colleagues, does it seem possible that our department can be transformed to support the work necessary for this vision of equitable schools?  Why or why not?</em></div><div><br><br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-23 00:24:56 UTC</pubDate>
         <guid>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/636775997</guid>
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         <title>Equity-Centered SEL - participants</title>
         <author>aleza_sitarz</author>
         <link>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/637621630</link>
         <description><![CDATA[<div>Joy in seeing people who "get it." In some respects it feels like our department is catching up to where many in our district have already been. <br><strong>Appreciate: </strong>specificity<br>Key terms:<br>- voices<br>-approaching<br>-strategic <br>=reflection<br>Some favorites from the spreadsheet 393. 8, 581, 583, 827, 833<br>393: Looking at the end product, like the Singleton article. Requires vision, having an end in mind. <br><br>Feel ready to move forward. To have  a clear, defined vision for our department for moving forward together with equity-centered SEL. <br><br>The article is where we are heading with Families as Partners. <br>- Bavu, Maria, Tori, Aleza</div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-23 15:29:37 UTC</pubDate>
         <guid>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/637621630</guid>
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      <item>
         <title>Participant feedback and article</title>
         <author>alonzoblankenship</author>
         <link>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/637629582</link>
         <description><![CDATA[<div>- Focus on students. <br>- Having a vision in mind of what we are striving toward.<br>- labor of equity vs. the language of equity.<br>- how do we ensure this doesn't become a simplified checklist?<br>- article good place to start for conversation. Operationalizing concepts...what does safe mean? What does student-centered mean? <br>- touchstone for decision-making</div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-23 15:35:56 UTC</pubDate>
         <guid>https://padlet.com/angelaward/5aavuhschejzwv0v/wish/637629582</guid>
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