Instructional Focus

Instructional Focus

In Session 4 we had 3 specific topics that all emphasized different concerns that can affect equity in the classroom. This session focused on instruction. The Office of African, African American, Latino, Holocaust, and Gender Studies is part of the equity resource center run by Brian Knowles. LGBTQ+ 101 is about empowering educators to act in allyship with all students. This presentation was given by Pete Stewart, Health Education Specialist of the School District of Palm Beach County. Dr. Keasha Starks HR Program Manager for Professional Growth had us do a group exercise. This exercise gave us a breakdown of specific questions to answer in covering multiple different scenarios. These topics presented show the dedication and determination to have all our students succeed in the classroom.

The Office of African, African American, Latino, Holocaust, and Gender Studies

The goals and purpose of this office are to help student learning by creating an educational foundation where all students are validated. This is being done by normalizing the histories and cultures of all students within classroom instruction, curriculum transformation where students can develop an understanding of the unique experiences and perspectives of different racial, cultural, ethnic, religious, and gender groups, supporting educators in implementing pedagogical strategies that address the cultural norms and learning styles of the diverse student population, advocacy for historically marginalized students and those traumatized by forms of social exclusion, and building capacity with educators so they are able to create culturally affirming spaces.

FLORIDA STATUTE 1003.42 (g)(h)(p)(q) states

(g) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

(h) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. Instructional materials shall include the contributions of African Americans to American society.

(p)The study of Hispanic contributions to the United States.

(q) The study of women contributions to the United States.

The School District of Palm Beach County and The Office of African, African American, Latino, Holocaust, and Gender Studies have created some elective courses that can be taught in our district. Supported Secondary Elective Courses are:

• African History

• African American History

• Latin American History

• Latin American Studies

• Holocaust Studies

• Great Men and Women of Color Who Shaped World History

• Examining the African-American Experience in the 20th Century Through Music and Visual Arts

• Exploring Hip Hop as Literature

• The History of the Republic of Haiti in a Global Context

LGBTQ+ 101

Pete Stewart has been going above and beyond to educate administrators, teachers, and students about the effects bullying is having on our LGBTQ+ students. There is data that shows the effect this bullying is having on students. Here are some percentages in Palm Beach County. Percentage of students who did not go to school on 1 or more of the past 30 days because they felt they would be unsafe at school or on their way home from school: Total 15% LGB 20.3%. Percentage of students who had ever been bullied on school property during the past 12 months: Total 16.8% LGB 24.4%. Percentage of students who had ever been electronically

bullied during the past 12 months: Total 13.7 LGB 18.7%.

Pete is also teaching teachers about new gender expressions, identities, and orientations. Gender Expression – External appearance of one’s gender identity, usually expressed through behavior, clothing, haircut, or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or

Feminine. Gender Identity – One’s innermost concept of self as male, female, a

blend of both, or neither – how individuals perceive themselves and what they call themselves. One’s gender identity can be the same (cisgender) or different (transgender) from the sex assigned at birth. Sexual Orientation – One’s emotional, romantic, or sexual attraction to others.

LAW

There are some newer laws in place that apply to public spaces and gender identities.

Bathrooms (11th Circuit - Drew Adams v. St. Johns County School District – 8/10/2020, SCOTUS - Bostock v Clayton County – 6/15/2020) Also, other public spaces: Locker Rooms, changing facilities, overnight field trips, etc. Transgender students should be able to use the locker room, shower, and toilet facilities that are consistent with their gender identity. When requested by the transgender students, schools should provide private, separate changing, showering, and toilet facilities for the student’s use, but transgender students should not be required to use separate facilities. Florida State Statute 1000.05 prohibits discrimination against students and employees in the Florida K-20 public education system on the basis of race, ethnicity, national origin, gender, disability, or marital status. Florida State Statute 1006.147 (The Jeffrey Johnston

Stand Up for All Students Act) prohibits the bullying or harassment of any student or employee of a public K-12 educational institution; whether at school or a school event, on a school bus, or via electronic device. [May 6, 2008]

What can we do

First, Do No Harm! As a School Professional, it is your duty to help students. Regardless of your beliefs, you are still required to support all students and respond to them appropriately. Your priorities are the student’s health, well-being, and academic success. Create positive school climates for all students – this happens only through a deliberate, school-wide effort, and with the participation of families and communities. Be proactive and visible to LGBTQ+ youth – they cannot know they are supported, valued, and appreciated if the adults in the building aren’t there to tell them so. Identify “safe spaces,” such as counselors’ offices, designated classrooms, or student organizations, where LGBTQ+ youth can receive support from administrators, teachers, or other school staff. Encourage student-led and student-organized school clubs that promote a safe, welcoming, and accepting school environment (e.g., gay-straight alliances, which are school clubs open to youth of all sexual orientations).

Skills Needed

Dr. Keasha Starks gave us a presentation that focused on how to handle situations equitably. I noticed in our group exercise that the layout of the questions forced you to follow a specific skill set of thinking. All groups had different scenarios but by following this set of thinking and breaking down the situation into chunks we all could handle the issue at hand. A case study is a real scenario that outlines problems and challenges in a way that provides practical experience with how best to approach and solve them. It describes a situation and then raises questions to enhance a participant's understanding of the range of issues that need to be addressed. It permits the participant to propose and test solutions and strategies in a "safe" environment, one that does not have immediate and practical consequences. It improves a learning experience because they get the participants involved and encourage immediate use of newly acquired skills. They help participants develop skills that they can use in the workplace. The skillset may include Problem Identification and definition. Analyzing, understanding, and interpreting data. Analytical and critical thinking. Recognition of assumptions and interferences. Exercising judgment. Making and defending decisions. Understanding interpersonal ideas and opinions.