Why Do Schools Need to Hire a Racially Diverse Teaching Staff?

As part of the recent “Black Lives Matter at School” movement, we’ve seen many opinion pieces published about why various educators believe schools need better representation of people of color among their teaching staff. But is there any evidence that having a racially diverse group of teachers actually benefits students? Let’s take a look at how race impacts student achievement, and how your school can develop a racially and ethnically diverse staff. How does a diverse teaching force affect student…

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Black Lives Matter: How Exclusionary Discipline Harms Black and Brown Students (Plus Some Solutions!)

Black lives matter, and not just when Black people become adults. Currently, the public eye is very focused on police brutality against Black adults, but as school leaders, we must also take a look at how black lives matter in the classroom. Last week on our blog, we outlined some of the most glaring inequities of the US education system. This week, we want to explain how exclusionary discipline practices negatively impact Black and Brown students. We’ll also offer some restorative solutions…

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MTSS and Culturally Responsive PBIS promotes equity and reduces the opportunity gap

Growing evidence supports Multi-tiered Systems of Support (MTSS) and Culturally Responsive Positive Behavioral Interventions and Supports (PBIS) as practical evidence-based approaches to promote equitable outcomes for your students to reduce opportunity gaps. Educational leaders are responsible for ensuring that teachers are trained about creating classroom environments that address the academic and behavioral needs of all students to prevent some of them from falling through the cracks. How does a Multi-tiered Systems of Support (MTSS)/Culturally Responsive Positive Behavioral Interventions and Supports…

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Enrichment versus Acceleration: Equity and excellence for gifted learners (Part One)

Most school systems recognize the need to offer more challenging programming for high achieving students, and many offer some form of higher level activities for gifted students. Without proper stimulation, these students can become disengaged in class and miss opportunities to thrive. When administrators work to find and implement appropriate programs for gifted learners, they often hear about “enrichment” and “acceleration” approaches. How do enrichment and acceleration programs contribute to equitable outcomes? We often think about equity in terms of race, class,…

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