Reference no: EM133247236

Dimension 1: Teacher/Educator Quality Equity

Examples of Possible indicators include: Mobility, Master's +, Average Experience, Not Certified

Dimension 2: Programmatic Equity

Examples of Possible indicators include: Special Education, Gifted & Talented Education, Bilingual Education, Student Discipline

Dimension 3: Achievement Equity

Examples of Possible indicators include: 5) State achievement test results, 6) Dropout rates, 7) High school graduation tracks, 8) SAT/ACT/AP/IB results

Section 1: Introduction

Describe your school (the teacher/educator staffing structure, programs offered, and how achievement is measured).

Section 2: Teacher Quality Equity

Identify a minimum of three data and indicator sources available in your learning context [school} that provide meaningful information about teacher quality equity. Explain when and how each of the data sources is collected and how each is an indicator of culturally responsive education practices relevant to your specific context [ school].

Section 3: Programmatic Equity

Identify a minimum of three data and indicator sources available in your learning context that provide meaningful information about program equity. Explain when and how each of the data sources is collected. Explain how each is an indicator of culturally responsive education practices relevant to your specific context [school].

Section 4: Achievement Equity

Identify a minimum of three data and indicator sources available in the learning context that provide meaningful information about achievement equity. Explain when and how each of the data sources is collected. Explain how each is an indicator of culturally responsive education practices relevant to your specific context.

Section 5: Operationalizing Equity Audits

Describe how to approach each of the following six steps for operationalizing the equity audit in the context (Skrla et al., 2010): 1. Creating a committee of relevant stakeholders, 2. Presenting the data to the committee and have everyone graph the data, 3. Discussing the meaning of the data, possible use of experts, led by a facilitator, 4. Discussing potential solutions, possible use of experts, led by a facilitator, 5. Implementing solution(s), 6. Monitoring and evaluating results.

Section 6: Reflection

Explain what was learned from developing the Equity Audit Tool. How might you apply this learning in your current and future practice as a change leader? What advice, based on what was learned, might you give to other change leaders? What challenges are foresee in the work you hope as a leader committed to positive social change? What ways might you modify the Equity Audit Tool to meet the needs of your context while maintaining its purpose of recognizing significant and persistent patterns of inequity?