ABEN 2020 Summer Virtual Institute
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1.
Academic & Cultural
Excellence for AAS
2.
Culturally Courageous
Leadership
3.
Problems Attendees Face
4.
Presenters’ Solutions
5.
Attendee Commitment
6.
Group Commitment
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ACE =
Academic & Cultural Excellence
•
CCL = Culturally Courageous
Leadership
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AAS = African American Students
•
AAAPCL = Anti-ACE-AAS
Problem/Condition List
Abbreviations used throughout:
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Each morning attendees will listen and
interact with presenters and each other
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Each afternoon attendees will be
preassigned into small groups for
discussion, synthesis & application -
o
Awareness, Connections, Solutions
•
They will stay in their assigned group for
all 3 days of the Institute and you will
stay with them.
Day Overview:
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1.
Small group work will help:
a.
Attendees learn from each other about problems or
conditions that hinder African American students
achieving academic and cultural excellence
b.
Synthesize the information from the presenters as they
apply it to discovering solutions to those problems
c.
Use examples and definitions of academic and cultural
excellence (ACE) from the assigned text and from the
presenters to guide their discussion and discoveries
d.
Use examples and definitions of Culturally Courageous
Leadership (CCL) from text and presenters to guide their
discussion and discoveries
Small Group Goals:
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Small Group Guide
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Small group work (6 Tasks):
1.
Brain-storming / Discussing
a.
Problems
b.
Connections
c.
Solutions (integrating readings & presentations)
2.
Prioritizing (problems/solutions)
3.
Noting personal growth, challenges, awareness
4.
Making personal commitments
5.
Choosing group priorities/commitments
6.
Preparing “report outs” for larger group
Awareness, Connections, Solutions
Six Group Tasks
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Small Group Guide
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Facilitator’s Work:
1.
Join break out room with group assigned
2.
Explain tasks and times so the group achieves the 6 Tasks
3.
Praise group work and move group along (keeping time)
4.
Help group to log into and use web-collaborating tools
5.
Help them prepare report-out boards & screen shots images
▪
Save text chat and documents created
▪
Send report out documents to Wekesa & Afiya for posting in
the Institute’s resource bank
6.
If you need more help moving the group through these activities,
here’s an aid.
Facilitator
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Small Group Guide
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1.
Awareness: Introduce definitions and examples of Academic and Cultural Excellence
o
Brainstorm / Discuss the problems/conditions that compromise (negatively impact) Academic
and Cultural Excellence (ACE) for African American Students (AAS).
▪
Prioritize this list into the “Anti-ACE-AAS- PC List” (AAAPCL). Choose Top Ten.
o
Note: You’ll be asked to review and/or revise this list as you move through the
other remaining two days of the Institute
o
Move AAAPCL to Report-Out-Board
o
Connections:
▪
Link these top ten to the major points of presenters
2.
Solutions: Discuss and describe how you/group can use any of the information from today’s
presenters to address your AAAPCL
▪
Move 3 of these to Report-Out-Board
3.
Save chat and send report out documents to Wekesa & Afiya for posting in the Institute’s
resource bank
4.
Homework: Please review CCL Characteristics in resource section
Day 1
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Awareness: Discuss and link three of their AAACPL to the major points
made by presenters
o
In light of that discussion, does the group need to adjust your top
ten on your AAACPL?
o
Confirm or adjust AAACPL for presentation to larger group (move to
right side of chart)
•
Connection: Pull up CCL Characteritics (from resource section)
•
Solutions: Discuss - what characteristics of CCL should be demonstrated if
they were to apply presenters’ info to any three from their AAAPCL?
o
Prioritize the top three CCL Characteristics for presentation (move
to right side of chart)
o
Homework: Please review CCL Actions in resource section
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Small Group Guide
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Day 2
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All small groups will be assigned a
“group identity” from the 5 above
Instructional support
staff for teachers
Teachers
Site Administrators
Board Members,
District & Executive
Level Administrators
Various Identities
Parents
College students
College professors
Independent
schools, etc.
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Small Group Guide
Bringing It All Together
Day 3
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Awareness: Discuss how major points of today’s presenters
relate to their group of educators (college, teachers, admin, etc)
o
Confirm or adjust AAAPCL list for presentation to larger
group (move to right side of chart for pres.)
o
Choose three presenters’ points that best address
AAAPCL (move to right side of chart for pres.)
o
Connection: Pull up CCL Actions (from resource section)
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Solutions: Discuss - CCL Actions their group of educators should
use to counter AAACPL and improve ACE for AAS
o
Prioritize the top three CCL Actions for presentation
(move to right side of chart)
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Small Group Guide
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Day 3
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Examples of ACE for AAS
1.
For respect/support of the multiple identities and “verve” expressed by
Black students;
2.
For high quality AAS outcomes including 21st century skills in critical
thinking and problem solving; communications and collaboration;
creativity and innovation; digital literacy; information and communication
technologies; and social/emotional intelligence;
3.
For increasing educator consciousness about the effects of persistent
racism on American society and on Black students;
4.
For instruction on African/African American history and culture, in all
schools for all students, that is historically accurate and culturally
responsive, with emphasis on the past and current cultural, religious,
economic, political and psychological experiences and accomplishments
of Black men and women;
From Part 3 Equity Walk Handbook
Resources
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Small Group Guide
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Examples of ACE for AAS #2
5.
For equitable, appropriate, high quality instructional support during and
beyond the school day;
6.
For independent efforts in Black communities that are systematic and
ongoing, including community-sponsored in-and out-of-school tutoring
and cultural enrichment educational activities;
7.
To reach out and serve the needs and interests of Black parents by re-
enforcing their identities and values;
8.
For Black organizations and cultural centers, including churches, that raise
the critical race
From Part 3 Equity Walk Handbook
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Examples of ACE for AAS #3
9.
For Black parents and others being engaged in the educational process,
serving on planning and instructional monitoring teams, & as tutors,
volunteer teachers, paid aides, & community activists.
10.
To prepare AAS for meaningful social roles in their community and larger
society by emphasizing knowledge of self, social, & academic
responsibility
11.
To include emphasis on the everyday concerns of AAS, such as critical
family & community issues
12.
For African-centered knowledge being an integral part of curriculum &
instruction on an ongoing basis
From Part 3 Equity Walk Handbook
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Examples of CCL Characteristics (page1)
1.
COMMITTED CAREGIVERS have high expectations for AAS, give high priority to
increasing student motivation and effort, nurture resilience, and fight for student’s
due process rights. They support the development of positive identities and see
AAS as sources of knowledge, not just recipients.
2.
CULTURAL CONSUMERS are dedicated to learning about the African/African
American cultural heritage and contemporary experiences, and applying what they
learn to teaching and leading.
3.
CONSUMMATE CONCILIATORS have the inclination and ability to anticipate and
defuse or manage conflicts that occur, in perceptions, priorities, beliefs, values,
priorities, etc., & build consensus.
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From Part 3 Equity Walk Handbook
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4.
CONSCIENTIOUS COACHES work with interested others in providing feedback as
requested related to whether the teaching and learning process is culturally
responsive, help others reflect on what needs to be done, re cultural
responsiveness & equity, what they are doing, & what is needed to improve their
practices.
5.
COMMUNITY ORGANIZERS reach out beyond one’s circle of influence and comfort
zone, to increase awareness, understanding, and commitment of others to be part
of a constituency that fervently supports equitable education efforts for AAS at the
policy and practitioner levels.
6.
COURAGEOUS CHANGE MASTERS increase knowledge about and vigorously manage
change forces that will help achieve more equitable input and outcomes. Model
rejection of deficit theories about AAS and deal with both the macro and micro
needs of historically underserved students.
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Small Group Guide
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Examples of CCL Characteristics (page2)
From Part 3 Equity Walk Handbook
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7.
COMMUNICATION GURUS have interpersonal competence, and diagnose
their own and others’ work and communication styles to improve how they
communicate with others.
They also diagnose others’ receptivity and readiness levels when applying
situational leadership theory and practice while leading equity initiatives.
They know how best to motivate others.
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Small Group Guide
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Examples of CCL Characteristics (page3)
From Part 3 Equity Walk Handbook
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Examples of CCL Actions
DISTRICT ADMINISTRATORS
1.
Demonstrate an openness to redefining their personal and learned meanings of what constitutes
leadership when it comes to the role of cultural democracy in helping achieve equitable
educational inputs and outcomes.
2.
Demonstrate a sense of genuine urgency and laser like focus when identifying and eradicating
obstacles to equitable educational outcomes, such as the need for strong interpersonal and
intergroup relationships.
3.
Help persons in all stakeholder groups develop capacity in their areas of need related to achieving
equity, including having a sense of urgency, shared responsibility, and collective efficacy regarding
improvement.
4.
Collaboratively engage in institutionalizing change forces which identify and weed out anything
working against equitable educational outcomes, such as funding priorities and structural
practices.
1.
District Admin
2.
School Site Admin
3.
Teachers
4.
Support Staff
5.
Parents
6.
Community Mem
7.
Students
CCL Action Areas:
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Small Group Guide
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From Part 3 Equity Walk Handbook
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SCHOOL SITE ADMINISTRATORS
1.
Take appropriate risks in being more explicit and candid when sharing their concerns and vision, and
when providing feedback to others on attitudes, behaviors, and norms related to the “isms” and
biases practiced in school functioning. [ “ism’s” include racism, sexism, ableism, classism,
homophobic actions]
2.
In grades 5-12, elicit diverse student perspectives on how the “ism’s” and biases are manifested in
what they are taught, how they are taught, and how the school functions in general.
3.
Leave no stone unturned when investigating and eradicating instances of discrimination in school
functioning, when making sure there are powerful collaborations that make individuals feel
supported and valued, and when monitoring student performance and instructional improvement in
the classroom.
4.
Give high priority to trust and team building, be authentic during communication with all
stakeholders, and provide distributed leadership opportunities.
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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Teachers:
![1. Care for students as if they are their own, helping all students feel needed, wanted, empowered, and an important member of a learning community. 2. Engage in cri tical self - reflection on whether they espouse support for equity [i.e. ”talk it”] but have negative beliefs /biases/fears/actions when it comes to Black and other persons of color [i.e. “don’t walk it”] 3. Go the extra mile for underserved students, including providing above and beyond tutorial support for those with the greatest need, changing the way teaching occurs when it isn’t helping all students learn the content, & making sure there is ongoing communication between themselves & other tutors. 4. Engage in collaborative leadership with other school community stakeholders, including engaging AAS in knowledge construction on their cultural heritage.](index_htm_files/322.png)
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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INSTRUCTIONAL SUPPORT STAFF
1.
Help teachers customize their instructional plans for historically underserved students, taking
into consideration culturally influenced learner characteristics.
2.
Help teachers diagnose historically underserved students’ immediate academic and personal
needs, particularly those with special needs.
3.
Assist teacher efforts to build stronger reciprocal communication and problem solving between
the school and home.
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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Parents:
1.
Engage in efforts to help mobilize parents, community members, and
teachers who support ACE for AAS and seek positive policy changes by the
board of education and superintendent to community equity concerns
related to AAS.
2.
Actively serve as a parent equity leader, making efforts to increase
personal knowledge and communication skills that will help them improve
equity in schools.
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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Community Members:
1.
Increase knowledge about racial achievement disparities and other inequitable
educational outcomes, as well as what is being done to lessen the disparities.
2.
Seek support within their organizations for initiating or expanding such community
based programs as being community equity advocates, and providing tutorial
assistance and academic enrichment, including cultural heritage activities.
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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Students:
1.
Share with the principal or designee
specific reasons for likes, dislikes,
concerns, and problems associated with
school.
2.
Work with other students in the school
and the community to improve student
attitudes about school, and student
motivation/effort to do their best in
school.
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Small Group Guide
Resources
Examples of CCL Actions
From Part 3 Equity Walk Handbook
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Priming the pump! Researched Problems/Conditions That Compromise Equity in School Districts. What are yours?
1)
An absence of professional development that
specifically focuses on effectively teaching AAS.
2)
No allocation of resources to meaningfully involve
staff at each school site in developing equity
consciousness.
3)
The constant pressure for administrators and
teachers to do more within limited time parameters.
4)
Lack of adequate support for teachers struggling with
how to achieve district achievement benchmarks
given the academic readiness levels and other needs of their students.
(Continued)
Compromising Conditions/Problems #1
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Small Group Guide
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5)
The amount of classroom time spent on AAS discipline situations, and the
consequences.
6)
Lack of adequate outreach to African American parents/caregivers that
increases their engagement.
7)
Lack of adequate instructional observation and assistance/coaching
related to an equity emphasis in classroom instruction and classroom
management.
8)
Little if any instructional rounds and follow up, done by principals and the
district administrator who supervises them, as a tool to enhance
principals’ instructional leadership. (Continued)
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Small Group Guide
Resources
Priming the pump! Researched Problems/Conditions That Compromise Equity in School Districts. What are yours?
Compromising Conditions/Problems #2
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9)
No use of performance based criteria and protocols for staff
implementing equity initiatives.
10)
Inadequate resources for programs targeted to assist AAS
students.
11)
An ingrained norm within some school districts that “everybody
does their own thing,” where school sites have total autonomy
on how to implement teaching and learning for AAS, including
whether/how culturally responsive instruction is integrated into classroom practice.
12)
Lack of adequate academic and socio-emotional support for students who are exhibiting alienation in
the classroom setting and allowed to do so to ‘keep the peace.’
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Small Group Guide
Resources
Priming the pump! Researched Problems/Conditions That Compromise Equity in School Districts. What are yours?
Compromising Conditions/Problems #3
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ABEN-SI Small Group #1
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ABEN-SI Small Group #2
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ABEN-SI Small Group #3
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ABEN-SI Small Group #4
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ABEN-SI Small Group #5
How to use the collaborative
brainstorming and prioritizing
white board
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ABEN-SI Small Group #6
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ABEN-SI Small Group #7
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ABEN-SI Small Group #8
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ABEN-SI Small Group #9
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ABEN-SI Small Group #10
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Small Group Guide
Collaborative Boards
Resources
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How to use the collaborative
brainstorming and prioritizing
white board
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Small Group Guide
Upload Group Work
Resources
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Name Your file:
smgp-one-day-one
or
smgp-two-day-one, etc.
Only use your group# and the day
that’s appropriate.
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