Kickboard Professional Services
Equity & Anti-Racism
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Based on foundational principles of change management, equity and antiracism, this audit is designed to support identification and planned elimination of racial inequities that might exist within the context of policy, practice, leadership, teaching and learning within your educational community. Moving beyond acknowledgement that educational institutions have historically been sites of harm and emotional stress, particularly for students and faculty of color (Hurtado, Cuellar, Guillermo-Wan, 2011; Pittman, 2010; Smith, 2002), this Equity and Antiracism Audit is structured and intended to provide institutions with clear perspectives on current realities that exist, ultimately serving as an agent for the promotion of positive institutional change.
Using a multi-tiered approach, the audit is structured to provide insights into the potential existence of racist or inequitable ideas, practices and policies within organization. Central to the audit is the illumination of these issues at the institutional and structural level, although individual-level data points are included in the analysis as well.
Engagement with a variety of stakeholders of the learning community is essential to the process of data gathering and critical analysis. The use of standard processes (i.e., group interviews, surveys, site visits, policy reviews, handbook reviews, curriculum reviews, etc.) will provide primary sources of data at the district and campus level for analysis. Key elements under scrutiny and deep examination throughout the audit are data and practices pertaining to human resources, fiscal resources, leadership, instruction, curriculum, discipline, and community engagement. For example, illumination of imbalances and potential for marginalization through hiring, placement, development and other talent management practices is an essential aspect of systems-level data provided via the audit. Similarly, at the campus level, analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.
- Not understanding the history and language of equity and antiracism
- Lack of leadership experience to lead staff from awareness to action to ensure antiracist policies and practices
- Lack of clarity into how to start the journey towards ensuring an equitable environment for all students and staff
- Lack of support in designing structures, strategies and systems to bring a focus on equity and antiracist to scale
- Results of district-wide survey and interviews including data analysis. Direct feedback gained from students, teachers, parents and instructional leaders.
- District HR focus: Review current efforts to recruit and retain a diverse workforce. Provide recommendations on how to improve staff recruitment and strategies on how to support a diverse workforce
- District HR focus: Policy review of practices as outlined in Board Policy, Employee Handbook, and the Student Code of Conduct Handbook. Recommendations will be given based on identified best practices.
- Curriculum Analysis: Lesson design days that embed culturally responsiveness; using backwards design principles, facilitated core content teachers through the process of embedding direct engagement with and incorporation of community and family members in project based learning units and lesson cycles.
- Instructional Practices: Analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.
- Summary: Understand the drivers behind the gaps in student opportunity and achievement to determine the challenges, identify best practices and align resources. Present final report that assesses the causes of inequity and recommends strategies supported by researched based best practices.
- 6 hour virtual session, segmented and scheduled based on school’s calendar needs
Kickboard and Haley Responsive Education Corporation (HREC) have partnered together to perform the following professional development called “The Leadership Imperative: Fueling Equity and Antiracism”. The focus of the training is for Central Office Administrators & Educational Leaders.
It is well documented that racism and inequities have a deep rooted history in every facet of our society, including within our school systems. While our nation has come a long way since operating openly segregated schools, students from particular ethnic groups continue to underperform and are disproportionately overrepresented in the data categories associated with negative outcomes (dropouts, failures, suspensions, disciplinary actions, etc.). Deficit thinking remains a prominent feature that undergirds assumptions about children and families of color and poverty, and systems that perpetuate inequities are often not challenged as a part of the problem as much as factors associated with particular students (i.e., issues of race, class, etc.). Leaders and teams that are poised and ready to take on matters of racism and equity head on by creating a vision of antiracism with related policies, practices and ideas will create change more rapidly across their district. A coach will support and facilitate phase 1 in the evolutionary change process while working with leaders to envision the possibilities and develop plans for moving towards creating an anti-racist and equitable environment.
- Little understanding of the history and language of equity and antiracism that is complicating efforts to create a district- or campus-wide vision and lead change.
- Faculty and staff have little knowledge of racism and equity in schools, and are not sure how to lead from awareness to action in order to implement anti-racist policies and practices.
- Unclear path for how to start the journey towards ensuring the creation of an equitable environment for all.
- Lack of time and prioritization of designing structures, strategies and systems to bring a focus on equity and bring antiracism to scale.
- Understanding of the history and foundational principles of racism and antiracism as applied to educational leadership.
- Articulation of why you personally believe that change is necessary at the district/school and an initial vision statement for creating an anti-racist educational environment.
- Ability to evaluate current state of the district or campus against the Power and Purpose Continuum™ and set a vision for growth.
- Capacity to apply foundational principles and practices that will assist you in creating equity and activating anti-racist policies and ideas through a strategic focus on self, others, and systems.
- Applications of equity and antiracism to district/campus improvement plans.
- 6 hour virtual session, segmented and scheduled based on school’s calendar needs
There are four distinct phases (Awareness, Examine, Acknowledge, Action) of anti-racism work that must be completed in order to result in a change of policies and practices. Each phase contains multiple modules that will cover a specific anti-racism topic. These modules include learning activities, videos/clips, articles, and readings followed by quizzes and reflections. To maximize learning, participants are encouraged to engage individually and collectively.
- Expand knowledge about systemic racism through understanding of history, data, policies, and practices
- Disparities in academic achievement
- Overidentification of children of color in special education
- Disproportionate punitive actions for students of color in schools
- Cultural competence/relevance
- Bias in education
- Awareness: Learn the history of systemic racism in this country, develop a common understanding of key terms that will leverage the ability to act
- Examine: Interrogate internal belief systems and understand and acknowledge internal bias and how biases impact daily actions
- Acknowledge: Evaluate and assess the equity of current policies, practices and daily interactions
- Action: With current knowledge base, shift policies, practices and interactions