Permission to Talk...and Listen
Before you continue reading, I want to ask permission to discuss a very important and potentially sensitive topic. I promise you in advance that my intent is only pure, but I also recognize this may be a difficult topic to share. I also ask for forgiveness if I offend anyone. Over the last year as I've been writing this blog, so many people have shared supportive comments. Today's topic will be potentially challenging for us. I trust our community, however, to listen, reflect, and take action...for our kids.
As a young teacher in Indiana I was deeply impacted and involved with my community's efforts to deter the racist efforts of the Ku Klux Klan. This organization has a long history of advocating for hate, racism, segregation, and fear. It was easy for our community to unite to stand against the KKK's form of racism.
Now, however, our generation is faced with another form of racism. While this form of racism is not blant and intentional like the KKK, it is no less real. Quite simply, there is an achievement gap between our African American students and other students in our schools. Perhaps you've read about these gaps? (While I know Wikipedia is not a scholarly journal, I encourage you to review the information shared on this page for an introductory discussion of achievement gaps based on race and other characteristics. In fact, our district has gaps between other ethnicities as well.) Unfortunately, these gaps are a national, state, and local trend. The causes for the gaps are complex and not fully understood. In some cases researchers feel like the gaps start even before children enter school. The gaps seem to be not as noticeable in the lower grades, but they become more obvious as the students get older and progress through the educational system.
I was made aware of the gaps in our district and county when I first became a principal about 7 years ago. While sitting in a workshop about how to better use data, I was in disbelief. "This couldn't be happening in my district...not in my school..not in my classroom. I'm not racist." This workshop was the beginning of an ongoing journey self-exploration, education, and reflection on my own attitudes and beliefs.
I believe our students' achievement is impacted by the unconscious racial attitudes and sensitivities brought to school by each person in an entire community--black, white, or any other color. As a whole, I believe our country is not comfortable discussing race on a personal level. We say things like, "I don't see color," or "I treat everyone the same." And yet statistics would say otherwise. All of the students in our schools are not treated the same--at least as measured by academic achievement. Are all students afforded the same, high expectations? If we say, "We do not see color," do we really see the student--or do we project our personal experience on a student without fully understanding that student's background?" If we don't see the student, do we understand the student? Are we able to have a relationship built on trust with that student? These are difficult questions to answer. I know. I/we struggle with them each day.
While we don't know exactly what will close these gaps, I do know what doesn't work. Most of all, apathy is dangerous. Trying to think these gaps are not real or that someone else is responsible will not make a difference. There is room for every person in our community to be engaged to help every student be successful. Placing blame or feeling guilty does not help move us forward. Being critical or attacking will also not work. If we only point fingers and don't listen to learn from our mistakes--conscious or unconscious--then gaps persist. Hiring practices to ensure we have teachers of color to match the diversity of the student body does not work. From what I understand, having students in classes with a teacher of their race is not the deciding factor in a student's achievement. (On a personal note, I do believe we should work to be more inclusive in our hiring practices, but I do not feel like this is to close achievement gaps. Rather, a more diverse staff should mirror our community.) Stereotyping individuals does not help. We must remember that each student-of any color-is unique and does not represent all that is negative or positive in any statistic. Finally, fear does not help; fear of being called a racist or even fear of offending someone. I am embarrassed to say that in the past I avoided making much-needed statements to help specific students because I worried I would be called a racist. In fact, by treating kids differently and having different standards, I probably was being racist.
So, what should we do to make a difference in these gaps? First, it's important to set clear goals. It's cliche to say it, but without setting goals you don't know where you're going. As noted in the following links, our district and county have set goals to close achievement gaps. These goals drive our practices:
...practices like partnering with parents. Our school district partners with many amazing parent groups and organizations, but Parents of African American Students in Novi is an official support organization as recognized by our Board of Education and is dedicated to helping all students achieve in our district.
...practices like committing to teaching our community that each person has a voice. We call this the social justice pillar in our district. As part of this pillar, our K-6 schools are actively teaching students Covey's Seven Habits of Highly Effective People. Additionally, our high school students have opportunities to participate in youth dialogues on race as facilitated by the University of Michigan. Also, our staff has opportunities to receive intensive development as facilitated by the University of Michigan's School of Social Work. These series of capacity building workshops have transformed how many of our staff view themselves and our students. Our superintendent recently wrote a column for our local newspaper regarding our district's commitment to social justice and diversity.
...practices like ensuring each student has a teacher or teacher who is using research-based instruction to teach and assess a rigorous curriculum. Our district has recently aligned our curriculum. Knowing what we are supposed to teach and making sure our teachers are as effective as possible is crucial to our students' success. In addition to the regular support teachers receive from each other and their principals principals, our district has an instructional coaching staff who are dedicated to working with teachers to become even better teachers.
Most importantly, in addition to our goal-driven practices, what I believe our district and community needs to do more of:
For anyone near my school community of Novi, Michigan, please feel free to contact me if you are interested in ways to engage more in these conversations. I have a shelf of books and articles that may interest you, and I am happy to share. I am also connected through our school district with other professionals and community members who are working to talk, listen, and understand. You can email me at dascher@novischools.net
A couple of titles that are great resources:
As a young teacher in Indiana I was deeply impacted and involved with my community's efforts to deter the racist efforts of the Ku Klux Klan. This organization has a long history of advocating for hate, racism, segregation, and fear. It was easy for our community to unite to stand against the KKK's form of racism.
Now, however, our generation is faced with another form of racism. While this form of racism is not blant and intentional like the KKK, it is no less real. Quite simply, there is an achievement gap between our African American students and other students in our schools. Perhaps you've read about these gaps? (While I know Wikipedia is not a scholarly journal, I encourage you to review the information shared on this page for an introductory discussion of achievement gaps based on race and other characteristics. In fact, our district has gaps between other ethnicities as well.) Unfortunately, these gaps are a national, state, and local trend. The causes for the gaps are complex and not fully understood. In some cases researchers feel like the gaps start even before children enter school. The gaps seem to be not as noticeable in the lower grades, but they become more obvious as the students get older and progress through the educational system.
I was made aware of the gaps in our district and county when I first became a principal about 7 years ago. While sitting in a workshop about how to better use data, I was in disbelief. "This couldn't be happening in my district...not in my school..not in my classroom. I'm not racist." This workshop was the beginning of an ongoing journey self-exploration, education, and reflection on my own attitudes and beliefs.
I believe our students' achievement is impacted by the unconscious racial attitudes and sensitivities brought to school by each person in an entire community--black, white, or any other color. As a whole, I believe our country is not comfortable discussing race on a personal level. We say things like, "I don't see color," or "I treat everyone the same." And yet statistics would say otherwise. All of the students in our schools are not treated the same--at least as measured by academic achievement. Are all students afforded the same, high expectations? If we say, "We do not see color," do we really see the student--or do we project our personal experience on a student without fully understanding that student's background?" If we don't see the student, do we understand the student? Are we able to have a relationship built on trust with that student? These are difficult questions to answer. I know. I/we struggle with them each day.
While we don't know exactly what will close these gaps, I do know what doesn't work. Most of all, apathy is dangerous. Trying to think these gaps are not real or that someone else is responsible will not make a difference. There is room for every person in our community to be engaged to help every student be successful. Placing blame or feeling guilty does not help move us forward. Being critical or attacking will also not work. If we only point fingers and don't listen to learn from our mistakes--conscious or unconscious--then gaps persist. Hiring practices to ensure we have teachers of color to match the diversity of the student body does not work. From what I understand, having students in classes with a teacher of their race is not the deciding factor in a student's achievement. (On a personal note, I do believe we should work to be more inclusive in our hiring practices, but I do not feel like this is to close achievement gaps. Rather, a more diverse staff should mirror our community.) Stereotyping individuals does not help. We must remember that each student-of any color-is unique and does not represent all that is negative or positive in any statistic. Finally, fear does not help; fear of being called a racist or even fear of offending someone. I am embarrassed to say that in the past I avoided making much-needed statements to help specific students because I worried I would be called a racist. In fact, by treating kids differently and having different standards, I probably was being racist.
So, what should we do to make a difference in these gaps? First, it's important to set clear goals. It's cliche to say it, but without setting goals you don't know where you're going. As noted in the following links, our district and county have set goals to close achievement gaps. These goals drive our practices:
...practices like partnering with parents. Our school district partners with many amazing parent groups and organizations, but Parents of African American Students in Novi is an official support organization as recognized by our Board of Education and is dedicated to helping all students achieve in our district.
...practices like ensuring each student has a teacher or teacher who is using research-based instruction to teach and assess a rigorous curriculum. Our district has recently aligned our curriculum. Knowing what we are supposed to teach and making sure our teachers are as effective as possible is crucial to our students' success. In addition to the regular support teachers receive from each other and their principals principals, our district has an instructional coaching staff who are dedicated to working with teachers to become even better teachers.
Most importantly, in addition to our goal-driven practices, what I believe our district and community needs to do more of:
- We must talk.
- We must listen.
- We must understand.
For anyone near my school community of Novi, Michigan, please feel free to contact me if you are interested in ways to engage more in these conversations. I have a shelf of books and articles that may interest you, and I am happy to share. I am also connected through our school district with other professionals and community members who are working to talk, listen, and understand. You can email me at dascher@novischools.net
A couple of titles that are great resources:
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