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Presenters

Christina Spears
Lauryn Mascareñaz
WCPSS Office of Equity Affairs Overview
MariaRosa Rangel
NC State Board of Education Rodney Trice
Wednesday, June 5, 2019
Teresa Bunner
THE BUXE Company Pam Gales
Desired Outcomes

• To provide the Board with an overview of the Office of


Equity Affairs.
• To highlight the fundamental work of the office.

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Presentation Overview

Formation of WCPSS Structure & Function


Future Direction
Equity Affairs Office of Equity Affairs

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Leadership & Support

Overview of OEA
Leadership &
Support

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OEA FORMATION

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OEA Formation

• Established: July 2013


• Assistant Superintendent Appointed: July 2014
• WCPSS Board Retreat: February 2015

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OEA Formation
Our Why

Purpose: ensure equal and equitable opportunity is a


priority at all levels of our organization, and that all
students, parents, teachers, administrators, and staff
have full access to the benefits provided by the Wake
2015 Board Retreat County Public School System.

Mission: influence policies, practices, and beliefs to


secure a transformative schooling experience for
students and families that have been traditionally and
historically marginalized.

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OEA Formation

2015 Board Retreat

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OEA Formation

OEA Service Delivery Model

Level I: All Schools & Departments

2015 Board Retreat Level II: All Schools & Departments by Request
(Equity Coaching)

Level III: All Schools & Departments as Assigned


(Equity Coaching)

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OEA STRUCTURE & FUNCTION

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OEA Structure & Function

• Courageous Conversations
• Color Consciousness
Equity Leadership
Framework • Identity Development
• Culturally Relevant Teaching
• Examining Privilege

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OEA Structure & Function

Adaptive Leadership for Educational Equity


ü New learning around equity
OEA Departmental challenges
Philosophy ü Change mindsets/attitudes toward
equity challenge
ü Partner with those closest to the
equity challenge to solve problems

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OEA Structure & Function

WCPSS Cultural
Responsiveness
Framework

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OEA Structure & Function

Our aim is to transform school and district culture to


ensure equity work is a routine and natural part of our
conversation and practice.

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OEA Structure & Function

Family Coaching & Student


Engagement Leadership Engagement
(MariaRosa Rangel) (Lauryn Mascareñaz) (Teresa Bunner)

Minority and State &


Teacher Women-Owned Federal
Support Business Enterprise
(Christina Spears) (MWBE) Compliance
(Pam Gales) (Rodney Trice)

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Future Direction

STUDENT ENGAGEMENT CROSS-DEPARTMENT CAPACITY BUILDING


ü Expansion of WCPSS COLLABORATION ü OEA Foundational
Mentoring Programs ü Expand Cross-Departmental Onboarding Experiences
ü Increase Enrichment Instructional and Non- for School Leaders and
Experiences for Instructional Focus Teachers
Underrepresented Student ü Departmental Equity Goal ü Equity Leaders Cohort
Populations Setting ü OEA Staff Development
ü Student/Family Support ü Collaborative Equity Projects Plan
Asset Mapping & Initiatives
ü Adoption of District Equity
Policy
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OFFICE OF EQUITY AFFAIRS
WAKE COUNTY PUBLIC SCHOOL SYSTEM

EQUITY LEADERSHIP & SUPPORT


2018 - 2020
“The teacher is of course an artist, but being an artist does
not mean that he or she can make the profile, can shape the
students. What the educator does in teaching is to make it
possible for the students to become themselves.”
Paulo Freire
Equity Leadership
Our Why
Across the United States and in the Wake County Public School System, student achievement outcomes can be
predicted by special education status, family income, and race. The predictability of achievement represents the
most consistent and persistent challenge in education today. For this reason, Wake County Public School System
educators will be guided by the following principles of equity:
• Educators will work to socialize intelligence and effort among all students in every school, every
classroom, every day.
• Educators will be intentional about interrupting beliefs and practices that serve as barriers to
student achievement.
• Leaders will model and advance courageous conversations about special education status, family
income, and race, and how these attributes shape teaching and learning experiences in schools
and classrooms.

From the principles of equity, the Office of Equity Affairs draws its purpose of ensuring that equal and equitable
opportunity is a priority at all levels of our organization, and that all students, parents, teachers, administrators, and
staff have full access to the benefits provided by the Wake County Public School System.
Our purpose informs our mission of influencing policies, practices, and beliefs to secure a transformative schooling
experience for students and families that have been traditionally and historically marginalized.

Equity Leadership lives beyond typical forms of leadership by calling on educators to dismantle systemic inequi-
ties that limit the possibilities of children. Equity challenges rarely, if ever, yield to traditional measures of leader-
ship ability or authority. Interrupting the predictability of student achievement outcomes based on social and
cultural factors requires a practice grounded in changing attitudes toward equity challenges, creating time and
space for new learning, and welcoming students and families as full partners in solution-making efforts. More
specifically, equity leaders:
• have a compelling vision for the impact they want to have with students and families concerning
issues of equity and can communicate their vision in a way that inspires direct action;

• are committed to long-term systemic change efforts and willing to make critical decisions that
demonstrate a commitment to interrupting educational inequity;

• value the experiences and leadership of the students and families they serve and build power
through relationships to nurture a collective voice for change in their school communities;

• reflect on their experiences to better understand their identity and practice and how it impacts
their ability to dismantle educational inequities; and

• have the confidence to take risks and make difficult decisions that are rooted in their values.
Even in the face of opposition, equity leaders can draw on a heartfelt conviction for what is best
for students and families.

Enclosed in this document is an overview of the theoretical underpinnings that defines WCPSS "equity work."
Additionally, this document summarizes the 2018-2020 equity support systems provided by the Office of Equity
Affairs to assist educators in expanding their capacity for equity practice and leadership. For more information
about our programs contact us at (919) 694-0524 or equityaffairs@wcpss.net.
“Teachers who really care for students honor their
humanity, hold them in high esteem, expect high
performance from them, and use strategies to
fulfill their expectations.”
Geneva Gay
Equity Leadership Framework
The WCPSS Equity Leadership Framework provides the theoretical and content basis for advancing equity work
in schools and classrooms. The framework is constructed around five focus areas: Courageous Conversations,
Color Consciousness, Identity Development, Culturally Relevant Teaching, and Examining Privilege. Effective eq-
uity leaders work to increase their knowledge, understanding, and practice in these areas over time. The Office of
Equity Affairs is available to support school and district leaders in this journey through coaching and consultation,
professional learning opportunities, and sharing of equity resources and tools.

COURAGEOUS CONVERSATIONS COLOR CONSCIOUSNESS


Strategies for engaging in meaningful conversations about Awareness and knowledge of how race and racism operate
inequity in education. in our society and our educational systems.
Essential Learning Essential Learning
• Four Agreements & Six Conditions (Beyond Diversity) • Foundations of Race & Racism
• Equity Compass (Beyond Diversity) • Equity and Social Justice
• WCPSS Cultural Responsiveness Framework • Institutionalized Racism
• WCPSS Principles of Equity • Anti-Racist Identity and Action

IDENTITY DEVELOPMENT CULTURALLY RELEVANT TEACHING


The process by which people come to understand their Theories and strategies for engaging students through
identity and how it impacts their personal experiences their cultural background.
and role in society, particularly as applied to their ability Essential Learning
to succeed in school. • Motivation Theory
Essential Learning • Cultural Exploration Frameworks
• Stages of Identity Development • Stereotype Threat
• Identity Development for People of Color • Language Acquisition Theories
• Multi-racial Identity Development
• Strange Other (Identity Assignment)
KNOWLEDGE & SKILL CONTINUUM
• Third-Culture & Cross-Cultural Children The schematic below serves as a tool to determine command of the
• Sexuality & Gender Identity Development essential learnings in the Equity Leadership Framework.

Oblivion
I have no knowledge
EXAMINING PRIVILEGE of what this means.
Using a philosophical and practical lens to explore how the
dominant culture impacts the experiences of all people. Awareness
Essential Learning I’ve heard something about
this and know what it means.
• Intersections of Power and Privilege
• Internalized Inferiority
Understanding
• Limits of Superiority I know a lot
• Critical Race Theory about this and can
talk about it with others.

Application
I regularly apply
this in my practice.

Teach/Coach
I am capable of
presenting this to others.
“We do not really see through our eyes or hear
through our ears, but through our beliefs.”
Lisa Delpit
ADAPTIVE LEADERSHIP FRAMEWORK
Equity Focused Leadership
Technical Problems Adaptive Challenges
• Can be solved • Must be managed
• Easy to identify & difficult to deny • Difficult to identify and easy to deny
• Often lend themselves to a quick and easy fix • Managing the challenge requires time
• Cut-and-dry solution • Must be managed by those who are touched by it
• Often can be solved by an authority or expert • May require changes in values, belief systems,
• Solutions can be implemented relatively quickly relationships and approaches to work.
• Method isn’t as important as the end result • Requires change in multiple ways and places
• Requires change in just one or a few places • It can feel like a long-term wicked reality
• It is controllable • The method of management is critical
Examples Examples
Building a school, Fixing a broken computer, Brain surgery Poverty, Reforming public education, Health reform

Adapted from: Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Cambridge, MA: Harvard Business Press.
“Deliberately choose to teach in ways that further
the interest of democracy, of justice.”
bell hooks
Cultural Responsiveness Framework

Cultural responsiveness confronts adaptive challenges by supporting


the academic achievement of all students, affirming students' cultural
identities, and giving students space and opportunity to impact the
social and cultural context of their education.

To facilitate adaptive change, equity leaders must be willing to see in-


equities wherever they exist, understand inequities from the perspec-
tive of those most impacted, and be full partners with those closest to
the gaps in solution-making.
“Equity work is specific and intentional. If your
language and practice only centers ALL students,
it’s probably not deep equity work.”
Rodney Trice
Equity Leadership Supports
Beyond Diversity is a transformative two-day seminar de- The Racial Equity Institute's Phase One Seminar is aimed
signed to help educators, students, parents, and administra- at deepening understanding of the historical, cultural,
tors understand the impact of race on student learning and structural and institutional analysis of race in society. With
investigate the role it plays in institutionalizing academic a clear understanding of how institutions and systems are
achievement disparities. Participants practice using strate- producing unjust and inequitable outcomes, participants in
gies for identifying and addressing policies, programs, and this two-day seminar will leave with a new mindset toward
practices that serve as barriers to ALL students receiving a social transformation and racial justice.
world-class education.

Equity Leadership Coaching (One-on-One) provides school Equity Leadership Coaching (Equity Teams) Equity work
and district leaders a safe and confidential space to expand is inherently a practice of resistance to institutional norms
their capacity for equity leadership by using school-based that create and maintain inequities. Equity coaches from
or department-based equity challenges as the cornerstone the Office of Equity Affairs will assist school and district
for practice. Equity coaches from the Office of Equity Af- leaders with creating space and opportunity for a core
fairs are available to support leaders with increasing their group of educators to expand their awareness of equity
awareness of equity concepts and skills, problem-solving, concepts and skills in service to eliminating student oppor-
and implementation of strategies that interrupt inequities. tunity gaps.

WCPSS Equity Workshops The Office of Equity Affairs de- WCPSS Equity Micro Courses are open to any educa-
signs and delivers customized equity workshops for schools tor interested in deepening their understanding, practice,
and departments throughout the school year. Workshops and leadership around equity concepts and skills. Micro
focus on practices that support academic achievement courses allow educators to receive a wealth of information
among at-promise students, culturally responsive instruc- and experience in a short time frame. The Office of Equity
tion, supporting parents and families, and elevating the Affairs uses its CARE model (Courageous Action Research
voices and experiences of at-promise students. for Educational Equity) as the foundation of Equity Micro
Courses.
Available Fall 2018

Equity Innovators Forum Educators around the country are Student Equity Teams It is important that students clos-
working to eliminate the predictability of student achieve- est to equity challenges are full partners in designing and
ment outcomes. The Equity Innovators Forum provides an implementing solutions to meet those challenges. The
open space for equity innovators to share their work and Office of Equity Affairs provides guidance and direction to
practice with WCPSS educators by leveraging the use of student leadership teams committed to expanding opportu-
webinar technology platforms. nities for greater diversity, equity and inclusion throughout
Available Fall 2019 the school community.
Available Fall 2018

Equity Resources & Tools The Office of Equity Affairs Other Equity Conferences & Workshops The Office of
provides learning resources and group facilitation tools Equity Affairs supports school and district leaders' partici-
that educators can use in their schools and departments to pation in a number of national, regional and local equity
advance equity work and courageous conversations. These conferences and workshops. Opportunities are typically
resources and tools include articles, book study outlines, shared with educators that are directly engaged with coach-
activity protocols, online learning modules, and mini-lessons ing support or enrolled in courses established by the Equity
on various equity topics. Affairs office.
Available Fall 2018

For more information contact the Office of Equity Affairs at (919) 694-0524 or equityaffairs@wcpss.net
“That's at the core of equity: understanding who your
kids are and how to meet their needs. You are still
focused on outcomes, but the path to get there may not
be the same for each one.”
Pedro Noguera
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“I have never encoun-
tered any children in
any group who are
not geniuses. There is
no mystery on how to
teach them. The first
thing you do is treat
them like human be-
ings and the second
thing you do is love
them.”

Asa Hilliard