Street Data-Traps and Tropes by KARSINA GAITHER

ksg5214 — 2023-10-17 16:04:09 UTC

Read the Introduction, Equity Traps and Tropes, and Equity Traps at a Glance; then choose to read at least two Equity Traps or tropes that speak to you:

➛ Which equity traps and tropes sound or feel familiar to you?

➛ How can you and your colleagues become more aware of equity traps and tropes? (consider your CTs and PTMs)

➛ What might be the converse of the traps or tropes you identified?

➛In addition to these questions, how might we make connections between what we now know about traps and tropes and the work we do as mentors?

Post your thoughts, reflections, and ideas below each corresponding section.

ksg5214 — 2023-10-17 23:19:15 UTC

“A trap is a mechanism or device designed to catch and retain. It quickly allows entry but does not allow exit. A trope is a recurring theme we have seen happen before.”

Dugan, Street Data (2021)

The Equity Warrior ⚔️

anthonyzarate1 — 2023-10-24 22:59:42 UTC

The equity warrior section spoke to me because, at a school site, it always seems there exists these amazing educators, or "martyrs" of the cause to make systemic changes and encourage fellow colleagues to follow the efforts and fight the good fight. However, the equity warrior(s) usually stand-alone doing much of the heavy lifting while others sit on the sidelines to create critical changes.

"Equity Warriors can be elevated for their contributions sometimes obliterated for them"

The equity warrior is leaned on so much by staff, administrators, and other stakeholders to create changes school-wide that the increased pressure becomes overwhelming.

We all participated at some level in the Anit-racism training but I'm not sure where it ended up

stephen_iarocci — 2023-10-24 23:00:19 UTC

Martha Hernandez

karima_fuentes — 2023-10-24 23:02:37 UTC

This person takes a significant amount of work to bring the team along. Allows others to opt out and stay in their comfort zone. Also, allow others to refuse to learn which is critical to move forward

Martha

The leadership and mentoring skills of this person is very strong to be able to bring people together for common goal and equity for all stakeholders.

2023-10-25 17:31:20 UTC

TGI MISSION STATEMENT

2023-10-25 17:31:50 UTC

Our TGI mission statement was created as a unit, we all had voice and input in creating this statement. It has been added to many of our TGI presentations and it helps to center and focus our work with our audience, new bright and brilliant educators!

This happens so often. The talk is there but the walk is not.

2023-10-25 17:32:55 UTC

Punitive Measures vs. Restorative Justice

anthonyzarate1 — 2023-10-25 17:33:47 UTC

I have seen the lack of support at school sites in following through with restorative justice measures and training for staff. As a result, this structural change fails (moving away from punitive measures) when the proper approaches are not implemented or considered.

Ask yourself: Does our staff understand and agree with this new approach? Are we well-grounded in both the theory and the practices? What instructional and leadership practices will we need to change to make this more than a cosmetic shift? How much time will we need to invest in starting and reinforcing the shift? How will we need to engage our families in the change process? People don't accept changes simply because they are executed at a structural level.

Ex:Meeting the needs of English Learners

jesus_landazuri1 — 2023-10-25 17:34:45 UTC

The Structural Equity section spoke to me because at a school site, correct scheduling of English learners is crucial to their success.

The Structural Equity section mentioned that at times this is overlooked without proper guidance and that a particular class will meet the needs of all students at that level.

"There must be an equal investment in the interpersonal, cultural, and social dimensions for all of the players involved in the process." pg. 9

In the Instructional Leadership meeting at schools this is very apparent. At the schools where there is a system and structure about who is doing what and then show results, the structural equity is valuable and shows results.

2023-10-25 17:35:59 UTC

Martha Hernandez

karima_fuentes — 2023-10-25 17:36:23 UTC

Just delivering PD to teachers and praying that it sticks is not enough. There should be continuous follow-up. Any change in practice requires a comprehensive approach to capacity building, including coaching, reflection, and collaboration.

Doing is harder than saying

fhm9639 — 2023-10-25 17:38:14 UTC

Doing, as we know, is always harder than saying. Implementing a system-wide equity has multiple layers and needs a well thought-out vision and implementation plan. The article points out the traps are all too common in this area, despite having the best of intentions.

joshuawong2 — 2023-10-25 17:38:53 UTC

This section speaks to me as I equated this to a familiar situation when I am out with a group of friends trying to figure out the tip to the check. As the "math person" I am often identified as the person who should calculate everyone's tip. They are opting out of their responsibility to manage their own finances.

This happens so much-out of context PDs where the teachers are bored and feel like it was a waste of their time. That is why teachers need to included in the planning, design, and facilitation of teacher-intended professional development(my dissertation topic:)

2023-10-25 17:39:09 UTC

christinarmendez — 2023-10-25 17:39:24 UTC

Hopefully action and learning can lead to purposeful intentions and deeper understanding.

Quilt

2023-10-25 17:39:44 UTC

From the readings, I lifted this statement, " our work requires the stitching together of a quilt of many different textures and fabrics. Putting a blanket over it will not do."

Many times we believe a curriculum or a new strategy will "fix" the problem, we have to look and listen to what is working before moving on to the next idea. With reflection and conversations, we can try to find the ways to stitch together a new of taking on the snag in the fabric

Textbooks & Curriculum

nancybisharat — 2023-10-25 17:40:48 UTC

Textbooks and curriculum do not address all of the complexities of equity. It is essential to bridge curriculum to our specific students

in order for equity to be part of the educational process.

Using a program or resource without researching about it, covering the evidence with a blank.

2023-10-25 17:41:19 UTC

2023-10-25 17:41:41 UTC

It reminds me of how many of our urban schools tend to prescribe to frameworks such as CRT and use it as a mere checklist to ensure that they are meeting the needs of the students and communities. When in fact, they should take the time to interrogate their own biases and beliefs and how that supports their understanding of how CRT and equity should be centered.

Equity Fighter!

fhm9639 — 2023-10-25 17:41:58 UTC

Equity warriors, per this article, is a person that tends go above and beyond for the cause. This can have a potential burnout and can sow the seed for resentment. This person may often raise the question of "fairness".

karima_fuentes — 2023-10-25 17:42:34 UTC

As Dr. Jamila Dugan shares in Street Data, equity is not a destination, it is a journey. There are times when it is harder to understand the habits of mind and instructional moves that will evidence equitable practices. It will be great to learn through this process the kinds of supports we can engage ourselves, CTs and PTMs in as we strive to mentor and support equitable practices in schools from grading to assessment delivery.

Joshua Kincaid

jmk8877 — 2023-10-25 17:43:12 UTC

This is when the training does not go beyond the PD. A school might go through equity based training but then it stays there and never gains any traction.

I have read/heard stories about how these dynamics have been playing out in the private sphere as well. Many Diversity/Inclusion Execs were hired in the wake of George Floyd's murder and now they are leaving because of lack of follow through commitment from the top.

2023-10-25 17:43:40 UTC

Joshua Kincaid

jmk8877 — 2023-10-25 17:46:36 UTC

This seems to happen a lot. Major shifts in what a site is doing to address a challenge before working with the staff.

Re: English Learners one curriculum fits all approach

jesus_landazuri1 — 2023-10-25 17:48:03 UTC

I have encountered this at school sites where the approach is one curriculum fits all English learners. This approach is not equitable since many students are at different levels and then have students tested at the state level.

"Blanket Equity Traps and Tropes Investing in a program or curriculum, rather than building the capacity of your people to address equity challenges as complex and ongoing places of inquiry." pg. 10