Leaders for Just Schools: Learning On-the-Go
To introduce you to the Leaders for Just Schools program, our members have created 11 learning modules that explore select content from the three-year curriculum. These modules provide summarized learning on several topics, including an introduction to the Every Student Succeeds Act (ESSA); defining and understanding equity, “-ISMs,” and microaggressions; and zero-tolerance and restorative-based learning environments and practices.
Each module offers an introduction video, a general description, downloadable resources, an education policy connection, and questions for reflection.
1. Introduction to ESSA
All the work that we do is grounded in education policy and implementation. The Every Student Succeeds Act (ESSA) provides a voice for educators to become advocates in their own schools, districts, and states. This module provides helpful information to help you navigate your state’s ESSA plan and determine how it can be used to achieve racial and social justice.
If you are interested in learning more about the Every Student Succeeds Act and how you can use its levers to advocate for your students and school, review the resources, education policy connection, and question for reflection in this module.
Resources
- Every Student Succeeds Act, NEA: ESSA mandates that the people who know our students best—their educators, families, and communities—can shape their future. Find out how you can make sure lawmakers and policy leaders hear us and help us make our schools exceptional and equitable learning environments for all students.
- States 'Setting the Table' for ESSA Implementation, NEA: ESSA is a massive opportunity to refocus education in this country—but only if educators like you speak up now on behalf of your students. Check out some tips to help you get started.
Education Policy Connection
ESSA states that proactive engagement with stakeholders—ranging from parents to charter school leaders to foster families to English language learners—is necessary to inform their plans. States can use their introduction or add a separate section to their plan to map out a high-level overview of how stakeholders were engaged through plan development and how they will continue to be engaged during implementation. States can directly reference how input from stakeholders was used to inform key decisions in each section. There is no limit to what states can put into the appendix of their ESSA plan, which provides an opportunity to detail how they engaged stakeholders and incorporated their feedback into the final plan. This level of transparency will help stakeholders better understand precisely how their input informed the plan.
Question for Reflection
Who should you collaborate with to ensure that you have a voice in critical decisions that impact your students and schools? This might include decisions about school improvement, school discipline, Title I plans, and plans for the expenditure of funds.
2. Defining and Understanding Equity
As you review this module, we want you to think about how you define equity. This activity will help you understand that your definition will continue to grow and evolve as you grow and evolve in this work. It is important to remember that this definition will continue to evolve as our schools and communities continue to become more racially and socially just, and the work you are doing will create more equitable outcomes for the students in your school community.
If you would like to learn about how to advocate for equitable outcomes in your school and for your students, review the resources, education policy connection, and questions for reflection in this module.
Resources
- Courageous Conversations About Race in Schools, National Network of State Teachers of the Year: Too often we end up having the same conversations about equity in education, where we speak in generalities about gaps and deficits, we assign blame, and we hash over surface issues without digging deeper and examining our part in the solutions. Watch these short videos to learn how to shift the conversation and prompt deeper, more authentic discussion about issues of racial and social equity in schools.
- What is Equity?, The National Association for Multicultural Education: We have all heard the terms “equality” and “equity” used interchangeably, but it is critical to note that while both concepts are key to social justice, they are significantly different. Complete this activity to learn more about how to work toward equity in schools across the four dimensions of multicultural learning: curriculum, pedagogy, assessment, and intellectual challenge.
Education Policy Connection
The Every Student Succeeds Act (ESSA) is a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965, a landmark piece of legislation passed during the Civil Rights era. The ESEA was designed to ensure success for all students and schools. Several requirements enacted under ESSA aim to close achievement gaps and improve equitable education outcomes for all students. The Leaders for Just Schools program, using the tools of ESSA, guides participants through a better understanding of what education equity is and how educators can advocate for it.
Questions for Reflection
How would you explain education equity to a stakeholder? How could you demonstrate what education equity looks like?
How would you engage stakeholders in this conversation, and who can assist you in this effort?
3. Understanding “-ISMs”
Knowledge is power, and the history of white supremacy culture and inequitable power have led to the “-isms”—for example, racism, sexism, ableism, etc.—that can plague learning environments in systemic ways. In this module, you can learn about how to identify and address bias and use language that is safe and welcoming to those in your classroom.
To learn more about how tolerance training and the examination of self can improve your classroom climate, check out the resources, education policy connection, and questions for reflection in this module.
Resources
- Teaching Children from Poverty and Trauma, NEA: It is important to understand poverty’s impact on children’s educational success and strategies for overcoming the impact of poverty on the brain and learning. By reviewing this handbook, you will learn about barriers to learning, symptoms of poverty, and strategies that you can implement to remove or significantly minimize the impact of poverty and trauma on students.
- Confronting the -Isms, Learning for Justice: Teaching social justice requires helping students confront their own biases because studies show that tolerance training can backfire if not accompanied by an implicit/personal component. Learn about the 12-week “Mindwatch” diaries activity that requires participants to record immediate responses to people who are different from them to identify patterns in reactions. Examining patterns in reactions helps students identify and confront their own biases.
Education Policy Connection
The Every Student Succeeds Act (ESSA), which the President signed into law on December 10, 2015, includes a number of student protections, including maintaining accountability and interventions where schools are underperforming and investing in expanding high-quality preschool for low-income students. These are just a few of the student protections that have been put in place to ensure that students are safe and free from unfair treatment.
Questions for Reflection
How can -isms affect how you approach instructional planning?
How do you see -isms playing a role in your school and/or district?
4. Understanding Microaggressions
Microaggressions in the classroom can disrupt your students’ ability to engage fully in the learning process. In this module, you can investigate the definition and types of microaggressions, their impact on others, and new ways of engaging with your students and those in your school, campus, and classroom.
If you are interested in learning how to recognize and address microaggressions to improve education outcomes and create equitable educational opportunities for students, review the resources, education policy connection, and question for reflection in this module.
Resources
- From Mourning to Action, Learning for Justice: In the wake of tragedy, it’s easy to feel overwhelmed by grief or sadness that it’s hard to see how to support students. Read about three steps you can take today to address incidents of hate and make space to support students in your school as they grapple with tragedy and its effect.
- Exploring Microaggressions, Learning for Justice: This learning plan addresses two essential questions: How do microaggressions impact the person receiving them? What is the intent vs. the impact of what is being said? Review the texts, teaching strategies, and student tasks included in the sample public learning plan to learn about how to identify and address microaggressions.
Education Policy Connection
By addressing microaggressions and underlying systems of oppression, we can improve relationships with our students, families, and communities. These connections provide more equitable educational opportunities and education outcomes for all students. ESSA requires states to include at least one indicator of school quality or student success that is not related to academic achievement, and many states use school climate as their measure under this provision.
Question for Reflection
How can we address macroaggressions with our colleagues and other stakeholders in our school communities?
5. Six-Circle Model
Often, we look to check boxes to say something is done in an effort to create safe, equitable, and just schools. The six circle-model of technical and relational inequities in systems can help you better realize the factors—“above the green line” and “below the green line”—that cause, correct, or prevent inequities.
If you are interested in understanding how to use the six-circle model to create equitable learning environments, check out the resources, education policy connection, and questions for reflection in this module.
Resources
- The Six-Circle Model and the Seventh Circle: Circle of Human Experience, National Equity Project: Use this resource to examine the six-circle model and how it can be used to help focus attention on both the rational (technical, operational) and the non-rational (cultural, psychological) dimensions of equity work as well as a seventh circle that recognizes how bias may impact teaching and learning. By working through this activity, you can learn how to apply this model to bring about change.
- Six-Circle Model, Dalmau Consulting: In this video, listen to Tim Dalmau—a leader in human development and organizational change—explain the elements of the six-circle model and the value of exploring and addressing the factors below the green line.
Education Policy Connection
ESSA utilizes the existing structures of local, state, and federal governments to implement federal law. Collaborating on various ESSA plans provides opportunities to disrupt some of the historical patterns that routinely prevent stakeholders—including educators—from weighing in on decisions that directly affect their everyday lives in schools. The ability to recognize and call out policies and processes that systemically exclude people will empower more stakeholders to become involved in ESSA implementation. The law calls for “meaningful collaboration” with educators, families, and even students at the local and state levels. The ability to ensure that the technical and relational inequities in schools are addressed is critical to ensuring that ESSA implementation is successful in all schools.
Questions for Reflection
How do you see the Six-Circle Model at work within your school/district? How can you apply it when engaging with individuals in the school community?
6. Zero-Tolerance and Restorative-Based Learning Environments
Practices have a direct impact on developing relationships of trust and understanding with and among students. When working to ensure learning environments are equitable and just, it is important that educators develop ways of restoring relationships and understand the impact punitive practices have on equity.
If you would like to understand the difference between zero-tolerance punitive practices and the relationship-building focus of restorative practices, review the resources, education policy connection, and questions for reflection in this module.
Resources
- Restorative Practices: A Guide for Educators (Abstract), Schott Foundation: We recognize the importance of fostering positive, healthy relationships and promoting positive school discipline in schools. Check out this snapshot for a preview of what you will learn in the full guide, including the definition of restorative practices, types of restorative practices, and action steps to implement and support restorative practices in your school.
- Restorative Practices: A Guide for Educators (Full Text), Schott Foundation: This toolkit is for all educators who support the growth and health of students in schools. It includes digestible models, frameworks, and action steps for school-wide implementation, accompanied by guiding questions to support reflection. Review this guide to learn about the significant role all education professionals play in maintaining a school community that models respectful, trusting, and caring relationships.
Education Policy Connection
ESSA requires states to include at least one indicator of school quality or student success to measure the extent to which all their students are supported and provided with equitable educational opportunities. Additionally, all states are required to include rates of in-school and out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, and incidences of school violence (including bullying and harassment) on their state report cards. Educators must examine discipline practices and policies within their classrooms, schools, and districts to determine if some students are disproportionately denied access to educational opportunities.
Questions for Reflection
How would you start—and continue—conversations with colleagues who strongly believe restorative-based policies won’t work and are “soft on misbehaving students”?
How can we advocate for thorough and thoughtful implementation of restorative environments in public education spaces?
7. The NEA Opportunity Audit
Schools, districts, and campuses can use the NEA Opportunity Checklist and NEA Opportunity Audit to determine if they are creating environments that are safe, equitable, and just for both students and educators. By sharing the information in this module, you can help promote racial and social justice in your school community.
If you would like to learn how to use NEA tools to identify and address issues in your school, check out the resources, education policy connection, and the questions for reflection in this module.
Resources
- The Opportunity Checklist, NEA: As educators, we are experts on what our students and schools need. The Opportunity Checklist is a simple assessment tool that helps us collaborate with other local stakeholders to develop and implement a school improvement plan. Review and complete this checklist designed to help you assess what’s available to students in your school.
- The Opportunity Audit, NEA: The Every Student Succeeds Act requires that performance goals be based on a thorough needs assessment. The Opportunity Audit simplifies this process: it is a downloadable assessment and guide with step-by-step instructions. Learn how to build an audit team, engage the community, identify opportunities for improvement, and set specific, achievable goals.
Education Policy Connection
ESSA requires schools to conduct mandatory audits called ‘comprehensive needs assessments’ (under federal law) over the next few years. As educators, you should be equipped with the knowledge requisite to recognize equity audits when they are occurring at the school and district levels. You should submit your opinions when these occur because your input is critical to protecting the rights of students.
Questions for Reflection
How can equity audits facilitate your advocacy toward creating safe and just schools?
Who in your school and/or district can you partner with to analyze and complete the NEA Opportunity Audit?
8. Redlining
It is important that we understand not only how the public education system continues to be segregated but also how it began. This module explores the motivations and actions of national, state, and local leaders and the subsequent consequences of segregation in our public education system.
To learn about segregation in the United States that was imposed by racially explicit federal, state, and local policy and how to begin to dismantle it, check out the resources, education policy connection, and questions for reflection in this module.
Resources
- The History of Redlining, ThoughtCo: Redlining is one of the clearest examples of institutionalized racism in the history of the United States. Read this article to find out about the history of housing discrimination, the federal government’s involvement, the end of redlining, and the continued impact of this practice.
- Toolkit for "Segregation by Design," Learning for Justice: This toolkit suggests ways to use primary sources to help students uncover the realities of segregation and how it was deliberately perpetuated in the United States. Explore the ways in which federal, state, and local governments encoded segregation into law and practice and how those tactics have had enduring consequences in the present day.
Education Policy Connection
Under Title I of ESSA, each state is required to create a statewide accountability system that includes a number of factors—or ‘indicators’—to identify schools for support and intervention. Every year, the state must use those indicators to meaningfully differentiate all public schools and student subgroups. The purpose is to identify and remedy gaps in resources, support, and programs from the state level to the school level. ESSA allows educators, parents, and students to weigh in on the indicators that make up statewide accountability systems and have a say in how Title I schools will support students. The indicators in statewide accountability systems can include robust arts and athletics programs, full-time counselors, rigorous advanced placement (AP) classes, and engaging electives.
Questions for Reflection
How do we see redlining currently affect educational opportunities for students?
How is the history of redlining in your city reflected in the schools in your district?
9. Allies vs. Accomplices
Racial and social justice advocates who use the term ‘accomplice’ see a difference between the work of an ‘ally’ and that of an accomplice. Simply, ally work focuses on individuals, and accomplice work focuses on the structure of a decision-making agency. Understanding the importance of moving from actor to ally to accomplice is vital to changing the systems in place that make for unjust schools.
If you would like to learn more about the work of allies and accomplices, review the resources, education policy connection, and questions for reflection in this module.
Resources
- Toolkit for “Anatomy of an Ally,” Learning for Justice: This resource addresses the complex and challenging work of being an ally and presents a framework for helping social justice educators think about their own ally identity development. Learn about the four-step process on how you can become an ally for social justice.
- Ally or Accomplice? The Language of Activism, Learning for Justice: This personal essay discusses a new use for the word accomplice and how to rethink activist approaches inside and outside the classroom. Read how one person’s perception changed as she learned how to stand with and not for marginalized populations.
Education Policy Connection
ESSA requires that states proactively engage with stakeholders to inform their plans. In developing state plans, states must engage in timely and meaningful consultation with stakeholders. Stakeholders must reflect the geographic diversity of the state and include the following individuals and entities per Section 1111(a)(1)(A): the governor (or appropriate officials from the governor’s office); members of the state legislature; members of the state board of education; local education agencies (LEAs), including LEAs in rural areas; representatives of Indian tribes located in the state; teachers; principals; other school leaders; paraprofessionals; specialized instructional support personnel; organizations representing school-level individuals; charter school leaders; parents and families; community-based organizations; civil rights organizations, including those representing students with disabilities; English learners and other historically underserved students; institutions of higher education (IHEs); employers; and the public.
Questions for Reflection
What steps can you take to move from being an ally in racial and social justice issues in your school/city to becoming an accomplice?
Where are you in terms of allies vs accomplices? If movement needs to happen, how can you do this?
10. NEA Resolutions
NEA’s resolutions are the organization’s belief statements, created and voted upon by members elected to the NEA Representative Assembly. This module will increase your awareness of the resolutions adopted at past representative assemblies and will familiarize you with the language contained within them that aim to create just schools for all students.
To familiarize yourself with NEA’s resolutions and the language contained within them, check out the resources, education policy connection, and question for reflection in this module.
Resources
- NEA Handbook, NEA: The NEA Handbook includes NEA’s Constitution, Bylaws, and Rules; the Legislative Program, resolutions, NEA policy statements, and new business adopted for the current program year; and general information on governance, program units and staff, strategic goals, core functions, and membership. Review the handbook to learn more about NEA’s positions, strategic framework, and resolutions.
- Save the Last Word for ME, School Reform Initiative: The purpose of this activity is to clarify and deepen thinking about a particular text. It is designed to build on one another’s thinking as opposed to entering into a dialogue. Review this activity to better understand how to identify significant ideas addressed in a text.
Education Policy Connection
The Every Student Succeeds Act (ESSA) provides opportunities to identify and address systemic inequities in school districts and even individual schools by requiring that states identify student subgroups in schools, including, at minimum, Black, White, Hispanic, and Asian students; students with disabilities; economically disadvantaged students; and English language learners. States can add more subgroups as needed to identify opportunity gaps, qualify for funding, and provide resources to students and schools. Educators can take action to advocate for students by (1) ensuring student subgroups identified by states encompass the groups that are most in need of evaluation and tailored support; and (2) ensuring that states, districts, and schools measure what matters most by identifying opportunity indicators, such as access to advanced coursework, access to digital learning opportunities, school attendance rates, and more.
Question for Reflection
How do the NEA resolutions help support the foundation of your work to create safe and just schools?
11. Racial & Social Justice
When racial and social justice is understood deeply, leaders can help to disrupt and foster more just practices and systems. This module introduces you to the five “faces” of oppression, the way oppression manifests, and its underlying causes.
If you would like to learn more about racial and social justice in education and how you can advocate for your students and fellow educators, review the resources, education policy connection, and questions for reflection in this module.
Resources
- Five Faces of Oppression, Iris Marion Young: According to Young, there are five “faces” of oppression: violence, exploitation, marginalization, powerlessness, and cultural imperialism. Review this resource to learn more about each “face” of oppression.
- Racial Justice in Education, NEA: To better align and institutionalize racial equity into the work and practices of the NEA, it is important that we understand the connection of racial justice to the NEA mission and strategic framework. Use this guide to learn how to create the space to talk about race in the classroom and to access tools for assessment, strategic planning, and action.
Education Policy Connection
Education equity is achieved when all students receive the resources, opportunities, skills, and knowledge they need to succeed in our democratic society. The Every Student Succeeds Act (ESSA), the 2015 bipartisan reauthorization of the Elementary and Secondary Education Act, gives policymakers and educators the ability to leverage resources with the backing of the law to close opportunity gaps and improve learning outcomes for all students. Pinpointing the root cause of inequity is a complex matter and the American Institutes for Research (AIR) has the knowledge and experience to help. More information about AIR can be found at air.org.
Questions for Reflection
What issues in your school/district can be categorized as racial or social justice issues? How can you develop a team of stakeholders to begin to address these issues?
