B.Y.O.T Bring Your Own Thoughts
The latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in K-12 education. We answer questions before you think to ask them.
Crisis Management | Equity | Virtual Learning
I’ve written several blog posts and admittedly, this has been one of the harder ones. On the one hand, it’s important to share strategies at a time like this. On the other hand, I haven’t found a ton of equity strategies to share. I struggled with this dilemma and even considered shelving the post entirely. However, that struggle led to (1) a recognition that this conversation is just as critical as ever to have and (2) some important understandings, including:
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To create the schools children deserve, we must coach educators and leaders for equity. It isn’t an option for coaches to be neutral on issues of justice — and there are injustices occurring in almost every school, every day. It’s our moral and professional obligation to lead and coach in a way that surfaces and interrupts these inequities.
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We all experience the world in different ways. I know that, as a white person, my experiences are different than those of a person of color – in ways both big and small – such as a feeling of belonging and safety, or the knowledge that I am implicitly trusted by others. As a woman, my experiences are different than those of a man; yes, sometimes physical doors are opened for me, but I also know my male friends have metaphorical ones often opened for them. So then when, a few months ago, a teammate shared an article about the pay inequities that often exist for both women and people of color, it gave me an opportunity to reflect, think, and discuss with others how we, at Education Elements, might need to change.
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Classrooms | Equity | Personalized Learning
I had a middle school science teacher once tell me she was surprised that I did well on a test because she assumed I was bad at science. She pointed to one of my classmates and said, “Her, I assume she’ll do well, but you’re just not very good at science.” I remember being deeply hurt by that statement but not understanding why it hurt. Years later, I would try and remember that moment when I found myself making assumptions about which students I expected would do well on my tests. Why was I expecting some students to do well but not others? Past academic performance was one part, but I realized I had biases that were also impacting those assumptions.
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