EQUITY SUMMIT Facilitated by Veronica A. K. Neal,

EQUITY SUMMIT Facilitated by Veronica A. K. Neal,

EQUITY SUMMIT Facilitated by Veronica A. K. Neal, Ed.D. BY THE END OF THIS WORKSHOP PARTICIPANTS WILL BE ABLE TO define equity and cultural humility and related skills for integration, articulate more clearly your selfnarrative and connections to behavior,

define cultural humility and its role within a larger equity framework, practice equity mindedness and culturally humble engagement, and begin identifying your shared and personal action steps for moving the work forward. AGENDA Opening and Overview Creating Shared Meaning: Activity

Cultural Humility as a Path to Educational Equity Identity Narratives: A prerequisite to cultural humility -LUNCH Equity Cognitive Frame Activity Next Steps and Personal Action Planning Closing Comments, Appreciations, and Evaluation PRINCIPLES TO GUIDE OUR

LEARNING COMMUNITY SUMMARIZED BY MELANIE TERVALON, MD, MPH (2012) Agreements

No blaming, no shaming Confidentiality if stories are shared Courage to interrupt if something is going amiss or being left unsaid Voices, thoughts, ideas, experiences welcome Pay attention to what moves you; use oops and ouch PRINCIPLES TO GUIDE OUR

LEARNING COMMUNITY SUMMARIZED BY MELANIE TERVALON, MD, MPH (2012) Expectations

Listen and learn Be fully present: attentive to oneself and others Share what you can Not everything will be covered We are perfectly imperfect FACILITATORS STARTING ASSUMPTIONS There will be more questions than answers This is an ongoing learning process

We are equals -peers- in this learning space, working together for student success Our values, cultural identities, and past experiences matter They are in the room! Conflict is always possible, and conflict is OK when addressed from the heart. We are all prejudiced; prejudice is learned and can be unlearned. We are here to learn from each other

CONTRACTING: MAKING A COMMITMENT WITH YOURSELF Step 1. Select your equity-mirror (partner) for the day. Share with them what brought you here today and what you hope to contribute and take away. Step 2. Take time to reflect on where you are in your journey.

Identify your learning goals for the day. Complete your personal contract (page 4). BUILDING SHARED MEANING- REVIEW Equity Equality (Socially Just) Inclusion

Diversity AN EQUITY FRAMEWORK AND LENS BY CURTIS LINTON (2011) The Equity Framework is based on the analysis and integration of an equitized culture, praxis, and leadership approach. The framework, although very strongly encouraging critical, equity, and culturally

responsive pedagogies, argues that focusing only on these strategies comes at the expense of improving the culture and leadership within the educational institution. Practices, Culture, and Leadership Are Equally Important and Need to be Equitized! WHY AN EQUITY FRAMEWORK? The Success of equity depends on the

school and/or systems ability to create an effective framework that guides all decisions, practices, and policies according to equity (Linton, 2011 p.49). Without a clear framework, few of these strategies can drive sustainable success closing the gap strategies have little lasting impact because the framework

defining why the work matters is never clearly articulated (Linton, 2011 p. 52). EQUITIZED EDUCATORS AND INSTITUTIONS Educational Equity: Educators provide all students with the individual support they need to reach and exceed a common standard (Linton, 2011; p.39). Institutionalized Equity: Educational policies,

processes, and practice that guarantee educators provide all students with the individual support they need to reach and exceed a common standard or expectation (Linton, 2011; p. 87). EQUITY LITERACY ABILITIES (ADAPTED FROM GORSKI, 2014) 1.

2. 3. 4. 5. Ability to RECOGNIZE biases and inequities, including subtle biases and inequities in

self, others, curriculum, and school practices. Ability to RESPOND to biases and inequities in the immediate term. Ability to REDRESS biases and inequities in the long-term. Ability to CREATE and SUSTAIN a bias-free and equitable learning environment. Ability to APPLY a equity cognitive-frame to individual and institutional practices.

LINTONS EQUITY LENS APPLYING THE EQUITY LENS: EQUITY SUMMIT Culture: Personal, Institutional, and Leadership Considerations Reflected on my personal beliefs and assumptions about the needs of SCC (P) Did my homework and set my intentions to be inclusive, open-minded, and open-hearted (P) Review Equity Plan, Educational Master Plan, and

Website (I) Review Student Success Card (I) Talk to folks from the community (I) Connect with faculty, an administrator, or equity coordinator to learn more about the needs. (L) Create a program that will engage everyone and support each persons leadership roles and responsibility. (L) APPLYING THE EQUITY LENS: SCC EQUITY SUMMIT Practice: Personal, Institutional, and

Leadership Considerations - Integrate my starting assumptions, program intentions, strategies for staying mindful, and will stay in inquiry and open to changing in real-time. (P) -Will be transparent and will take needed time to establish our learning community for the day. (P) -Develop a program that will move the group through an intra, inter, and institutional dialogue. (I) -Confirm information about the demographics and made adjustments per institutional needs. (I) -Integrate C.H. strategies to optimize engagement

and safety given status and power differences. (L) APPLYING THE EQUITY LENS: SCC EQUITY SUMMIT Leadership: Personal, Institutional, and Leadership Considerations -Reflect on my beliefs about leading for equity so I dont get in my own way! (P) -Consider what I learned about and what tools might help deepen their equity work. (P) -Reflect on the planning conversation and the needs of

the community to all LEAD for equity and have a shared toolkit. (I) -Develop a program that aligns leading thoughts on equity in education with the critical components of starting on the path of C.H. (I) -Develop a program that will empower everyone while holding administrators accountable for their unique institutional positionality. (L) 10 MIN STRETCH

BREAK CULTURE IS NOT EQUITY EQUITY EXISTS (OR NOT) WITHIN OUR CULTURAL FRAMEWORKS CULTURAL HUMILITY: FOUR CORE PRINCIPLES 1. A lifelong commitment to self-evaluation and self-critique

2. Redressing the power imbalances in the learner-educational leader relationship 3. Developing mutually beneficial partnerships with communities on behalf of individuals and defined populations 4. Advocating for and maintaining institutional consistency Cultural Humility is a PATH to Equity Reference: Tervalon M, Murray-Garcia J: Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education, Journal of Health Care for the Poor and Underserved 1998; 9(2):117-124.

CULTURAL HUMILITY STARTS WITH SELFREFLECTION Application Activity Page 11 LUNCH PLEASE CHECK-IN WITH YOUR EQUITY PARTNER

EQUITY AND COGNITIVE FRAMES COGNITIVE FRAMES ARE CULTURALLY BOND AND LEARNED OVERTIME BECOME EMBEDDED IN OUR NEURAL PATHWAYS AND ORGANIZE OUR UNDERSTANDING OF LARGE AMOUNTS OF INFORMATION AND EXPERIENCES SHIFT FROM A DEFICIT-MINDED FRAME APPLYING AN EQUITY MINDSET: ACTIVITY PAGE 14 Deficit-mindset: African American students are often unprepared for college-level

math because they come from underserved schools and just dont like math. Latino students dont want to transfer because they prefer to stay close to home There families values education less. Equity-mindset: What systems do we have in place for our students who need additional academic support? Are we highlighting African-Americans in the Math and Sciences in our curriculum? How are we reaching out to our Latino students to support their transfer aspirations? How are we reaching out to Latino families? Adapted from: Witham and Bensimon, 2012

PULLING IT TOGETHER Equity Framework/Lens: A Roadmap for how we DO the work at the personal, interpersonal, and institutional level

Equity Cognitive Frame: How we THINK about the work ASK Questions of the DATA MAKE SENSE of our experiences and others Cultural Humility: What we bring to the work WHO we

are Our way of being and orientation to the work at the personal, interpersonal, and institutional level NEXT STEPS In small groups, consider your institutional location and what you can do to deepen your campus equity work 1.

2. 3. 4. 5. What changes should be made? What resources or strengths already exist? What can you do? What do you need? Who can support you? Who can you support? Who can you serve as an ally?

WHERE DO WE GO FROM HERE? Visual By: http://www.saferpak.com/project_management_art1.htm PERSONAL COMMITMENT TO EQUITY AND CULTURAL HUMILITY Reflect and discuss with your equity partner your personal action plan on page 18 in your participant

manual. Please exchange information and commit to supporting each other along your journey this academic year. GO BE FABULOUS! THANK YOU

Recently Viewed Presentations

  • Everyday Life in Ancient Greece - Jerry Serrano

    Everyday Life in Ancient Greece - Jerry Serrano

    Arial Garamond Snowflakes 1_Snowflakes Everyday Life in Ancient Greece Objective The City-State What would you find in a Greek city-state? What did it mean to be Greek? Greeks united by: Slide 7 Athens Slide 9 Major struggles in Athens (594...
  • NEAT 22/ SSAT 060 Investigators Breakfast meeting

    NEAT 22/ SSAT 060 Investigators Breakfast meeting

    A substantial proportion of clinically stable and virologically suppressed HIV-infected patients receive triple antiretroviral therapy including two nucleos(t)ides analogues plus a PI/r/c. These patients, particularly those with high cardiovascular risk (older than 50 years or with a Framingham risk score...
  • 23 yo w/ widespread liver metastasis HingKiu Chan,

    23 yo w/ widespread liver metastasis HingKiu Chan,

    Inumerable hypodense hepatic lesions throughout the liver. Inumerable hypodense hepatic lesions throughout the liver. In the pancreatic tail, there is a large mass measuring 4.8 x 3.9 x 6 cm with central cystic component.
  • Religious Affiliation - Gorham

    Religious Affiliation - Gorham

    "The siege of Derry carries an emotional charge that the more famous Battle of the Boyne lacks. In part, this is simply because the Maiden City (Derry), unlike the river Boyne, is situated within the six Ulster counties which became...
  • Test

    Test

    Factor Analysis, DR group3/ lab3_fa1.R. lab3_dr1.R # real life research example
  • Classical Allusions - Lawndale High School

    Classical Allusions - Lawndale High School

    Classical Allusions Classical Mythology & Allusions Greek Myths are still relevant today because there are many references in our language and literature. These indirect references are called classical allusions. Achilles Heel / Achilles Achilles Heel A strong sinew running along...
  • 7.4 Homeostasis and Cells - Maclay School

    7.4 Homeostasis and Cells - Maclay School

    The organization of the body's cells into tissues, organs, and organ systems creates a division of labor among those cells that allows the organism to maintain homeostasis. Levels of Organization: review
  • Ball and Socket, Pivot, and Gliding: Keeping Your Female ...

    Ball and Socket, Pivot, and Gliding: Keeping Your Female ...

    Ball and Socket, Pivot, and Gliding: Keeping Your Female Hinges Healthy. Joanna Wilson, D.O. HerCare at ADC