Mandy Levine: Recognizing and Responding to Microaggressions
In this class, we explore microaggressions: the everyday verbal and nonverbal slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based upon marginalized group membership. Together we will distinguish between the often positive intent of the speaker of the microaggression and the typically negative impact on the target. We will explore many different types of microaggressions directed at different identity groups and explore how these microaggressions can impact us both personally and professionally. I’ll provide participants with practical ways to respond to microaggressions, whether in real time or after the fact, and whether they are the target or whether they are intervening as an ally to someone else. The class concludes by providing participants the opportunity to explore together a series of scenarios that could realistically arise in the workplace and to consider different ways to respond.
The Frontier Regional and Union 38 Administrative Staff, from Building & Grounds to the Health Office and from IT to Principals, participated in Dr. Liza Talusan’s three-part training on Identity Conscious Hiring.
“Recruitment, retention, and support for diversity, equity, and inclusion are achieved when a community understands why it is important, when structures are created to reduce bias, and when leaders understand how to hold others accountable for an inclusive process.This series is designed to support change at the organizational level through culturally-centered recruitment, retention, and responsibility.”
The Responsive Classroom approach to teaching is comprised of a set of well-designed practices intended to create safe, joyful, and engaging classrooms and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs. Our elementary teachers are immersed in Responsive Classroom professional development this year and are using: Guiding Principles and Teaching Practices
For more information, please visit the Responsive Classroom Website
The Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (DESE) and the Massachusetts Commission on LGBTQ Youth. Founded in 1993 in response to concerns about LGBTQ youth suicides and other risk factors, the program now offers a range of services designed to help schools implement state laws impacting LGBTQ students, including the state's anti-bullying law, gender identity law, and student anti-discrimination law.
Enchanted Circle professional development will support teachers in integrating the performing and visual arts with academic and social curricula to improve student achievement and social emotional health. This work fosters creative and critical thinking and bridges arts, education, and social services and strengthens our commitment to equity, inclusion and socially-just practices.
link mtss website
Through group work using Liza A. Talusan's book The Identity Conscious Educator: Building Habits and Skills for a More Inclusive School, we are:
Discovering how identity affects both personal and professional lives.
Reviewing a framework for building habits and skills of identity-conscious teaching and learning.
Building knowledge of five different identity categories and experiences—race, social class, sexual orientation, gender, and disability—and then act for positive change.
Reviewing practical, research-based strategies, and activities for having difficult conversations and creating more inclusive communities.
Reflecting with peers.