These following sample agendas model how facilitators can use light-touch facilitation to create safe and inspiring spaces within racial affinity groups. The sample agendas below are all designed to run from 75-90 minutes. We have found this amount of time to work well, but facilitators should feel free to adjust both the times and activities based on the needs and interests of their racial affinity groups. As the group continues to meet and build trust, they may choose to have longer meeting times.

Teaching for Black Lives grows directly out of the movement for Black lives. We recognize that anti-Black racism constructs Black people, and Blackness generally, as not counting as human life. Throughout this book, we provide resources and demonstrate how teachers connect curriculum to young peoples lives and root their concerns and daily experiences in what is taught and how classrooms are set up. We also highlight the hope and beauty of student activism and collective action.

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools.

Systems Thinking for Social Change enables readers to contribute more effectively to society by helping them understand what systems thinking is and why it is so important in their work. It also gives concrete guidance on how to incorporate systems thinking in problem solving, decision making, and strategic planning without becoming a technical expert.

This powerful collection of systems thinking tools offers a highly effective way to grasp the complexities of organizational life and to address the stubborn, recurring problems that often confront us in the business world. Systems Archetype Basics: From Story to Structure is designed to help you discover the principles of the archetypes and begin actually using them. This workbook also builds on the first volume in The Pegasus Workbook Series: Systems Thinking Basics: From Concepts to Causal Loops, which focuses on the foundational principles of systems thinking and introduces behavior over time graphs and causal loop diagrams.

A guide on how to design an impactful survey.

Mathematics teaching requires political agility on the part of teachers who must negotiate their contexts in order to advocate for their students. Yet, most teachers of mathematics are not prepared for this work. This article presents a set of strategies that teachers can use in their everyday interactions with administrators, colleagues, parents, and students when political scenarios arise related to mathematics teaching and learning.

The questions that follow are intended as sample questions, and do not constitute a required list. These are examples that hiring departments and search committees can use to help them assess candidates commitment to and experience with creating inclusive and equitable educational and workplace environments.

Ibram X. Kendi's concept of antiracism reenergizes and reshapes the conversation about racial justice in America--but even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. Instead of working with the policies and system we have in place, Kendi asks us to think about what an antiracist society might look like, and how we can play an active role in building it.

A resource for education leaders seeking to create and/or improve induction programs with practices that support teacher retention, teacher development, and improved student learning.

Gathering information and perspectives from diverse constituencies related to how they are experiencing the policies, programs and practices implemented in the school will inform the MLL/ELL Program Quality Review process and scoring. The information gathered through focus groups or interviews will also help the community understand the hopes and aspiration of the diverse constituencies as improvement plans are developed to meet identified needs. Enclosed are initial sets of questions designed for diverse constituencies related to effective policies, programs and/or practices for MLLs/ELLs. These questions can be used with focus groups or for individual interviews. Please feel free to adapt or add questions to meet the needs of your community and the MLL/ELL Program Quality Review. To save time and create opportunity for conversations related to the MLL/ELL program quality, the use of focus groups is encouraged. Enclosed are protocols for engaging students, parents, teachers and school administrators. In each protocol there is an introduction to the process and its purpose within the MLL/ELL Program Quality review. The inquiry is designed to start with an open-ended question that has several follow-up questions to prompt discussion. Each open-ended question has links to the Tenets and Pillars and will help the review teams gather data to inform their scoring of indicators, pillars and tenets.

The NJDOE Certificated Staff data will now be presented in a downloadable Excel file that is broken down by State Level, County Level, District Level and School Level data.

A survey developed by Teaching Tolerance, which can be shared with students to understand and begin conversations around racial inquities and personal beliefs.

In Cultivating Genius, Dr. Gholdy Muhammad presents a four-layered equity framework-one that is grounded in history and restores excellence in literacy education. Muhammad's Historically Responsive Literacy Framework is essential for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The framework promotes four learning goals-or pursuits: Identity development; defining self; making sense of one's values and beliefs Skill development; developing proficiencies through reading and writing meaningful content Intellectual development; gaining knowledge and becoming smarter Criticality; developing the ability to read texts to understand power, authority, and oppression When these four learning pursuits are taught together-through the Historically Responsive Literacy Framework- all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for both teachers and students as well as bibliographies of culturally responsive text and sample lesson plans across grades and content areas.

A critical viewpoint on the culturally responsive strategies for recruiting teachers of color to the field, including new strategies.