Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership

Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership

By Rachel D Roegman, David Allen, Larry Leverett, Scott T Thompson, and Thomas C Hatch

Because equity and instruction are inextricably bound Why are equity visits such a critical first step to increasing opportunity and access for our under-served students. Because they take instructional rounds to a new level, providing a powerful lens for investigating the intersections of equity and instruction.

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Book Information

Publisher: Corwin Publishers
Publish Date: 09/17/2019
Pages: 192
ISBN-13: 9781544338132
ISBN-10: 1544338139
Language: English

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Because equity and instruction are inextricably bound

Why are equity visits such a critical first step to increasing opportunity and access for our under-served students? Because they take instructional rounds to a new level, providing a powerful lens for investigating the intersections of equity and instruction. After all, how can we possibly deliver equitable learning experiences, opportunities, and outcomes for our students, without first pinpointing problems of practice?

That's where Equity Visits will prove absolutely indispensable to district and school administrators. It details how to combine a strong focus on instruction with explicit, intentional efforts to address systemic inequities. Inside you'll find

  • A range of data collection activities and tools to target central issues of equity in your school
  • Clear guidelines on how to investigate the ways instructional practices, structures, and beliefs lead to inequitable educational experiences--and how these are often masked in the day-to-day life of schools and districts
  • A frank discussion of how to make race and racism an explicit part of investigating and addressing educational inequities
  • Voices of school and district leaders who have taken crucial first steps to become "equity warriors"
  • Recommendations on how to develop policies, initiatives, and practices to confront those inequities

Few dispute that instructional improvement must be a central focus of educational leadership, but for too long achieving educational equity has been absent from the conversation. Here is your opportunity to ensure equity occupy a central spot in data collection and analysis, and be explicitly discussed at all levels of your school or district organization. In short, essential reading and doing for all administrators!

About the Authors

David Allen is an Associate Professor of English Education at the College of Staten Island, City University of New York (CUNY). His research focuses on how groups collaborate and create together, in schools and other settings. His most recent books include Protocols in the Classroom: Tools to Help Students Read, Write, Think, & Collaborate (with Tina Blythe, Alan, Dichter, and Terra Lynch, Teachers College Press), Facilitating for Learning: Tools for Teacher Groups of All Kinds (with Tina Blythe, Teachers College Press) and Powerful Teacher Learning: What the Theatre Arts Teach about Collaboration (Rowman & Littlefield Education).

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David Allen is an Associate Professor of English Education at the College of Staten Island, City University of New York (CUNY). His research focuses on how groups collaborate and create together, in schools and other settings.

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Larry Leverett is one of the co-founders of NJNS and the former Executive Director of the Panasonic Foundation, a corporate foundation with a mission of partnering with public school systems and their communities to break the links between race, poverty, and educational outcomes so that all students are improving academically and socially.

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Scott Thompson is one of the co-founders of NJNS and served as Assistant Executive Director of the Panasonic Foundation for 22 years. His publications include Leading from the Eye of the Storm: Spirituality and Public School Improvement (Roman & Littlefield Education) and numerous chapters, articles, and reviews.

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Thomas Hatch (@tch960) is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of school improvement efforts at the school, district, and national levels.

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