Chapter 1

The Moral Imperative

Go to Work and Look for Trouble

Learning Targets

After reading chapter 1, you will understand that the most significant barrier for students with poor academic success is the adult belief system that holds different expectations for various student groups.
After reading chapter 1, you will understand that to be an equity leader, you must alter your mind-set about your role as a leader and interrupt the status quo to create a more equitable system for ALL students.
After reading chapter 1, you will understand that some will see inequities easily while for others, inequities may be invisible or ignored. For those who cannot see inequity, a mentor will be needed to help explicitly identify inequities, engage in reflective discussion, and develop equity vision, mindset, and disposition.

Equity Concepts

The Inevitability Assumption: The notion that, by virtue of conditions outside of the control of schooling, some students will prosper and others will struggle. It is the mistaken belief that demographics determine destiny.
The Normalization of Failure: When the lack of success of an individual or group is so common that it no longer causes pause of any sort, failure has been normalized in the culture or institution.
Equity Disposition: Equity Leaders adopt the stance that every part of everyday is an opportunity to seek out inequities and to disrupt systems that limit success for groups of students.
Equity Muscle: The courage and adeptness to address inequities which strengthen each time a leader works through an equity issue.

Main Ideas

Equity leaders are grounded in the belief that ALL students, regardless of zip code or demographic, have a right to a premium schooling experience that currently, only some students experience.
Equity leaders engage in actions that change external structures and systems which strengthens the equity disposition of the leader.
Equity leaders use data to describe and question: They harness the team to look for trouble and opportunities to find and interrupt inequitable practices.

Our Common Goal

To create inclusive and equitable learning environments for all

Our Call to Action:

Continue to reflect on your own mindset regarding race and privilege.
Begin to dismantle inequities for all students and staff (policies, practices, procedures).
Listen to the voices of students, families, and employees (what are their stories?).
Go out and ACT NOW!

Activity from Shattering Inequities-Operationalize an Equity Mindset

Call to Action Focus: Number 2, dismantle inequities

Equity Practice: This activity will help equity leaders experience learning from the perspective of another and look for what can be improved today.

Sit where you can see a vulnerable student (or staff member) and experience learning or working from his/her seat.

Questions to Ask as You Observe:

Does the student or staff member work with confidence?
Is the work engaging?
Are interactions instructive, procedural, behavioral/corrective?
Does the student or staff member seek help?
Is the person seated in a place where they are included?
What kinds of questions are being asked? Who is doing the asking?

Guiding Questions

Reflect on your beliefs as an equity leader. How do you demonstrate your beliefs to your staff, students, and/or school community?
In an effort to “get comfortable” with the idea that something could be improved each day for our most vulnerable clients, students, or staff, how will you begin the improvement process?
Practice watching and listening to your staff, students, and/or community as you look for trouble. How will you challenge (disrupt) the normalization of failure?
Dig deep and determine if your “equity heart” and “moral imperative” have been clear to your staff. Step back and consider what drives the work that you do. Are you clear? Do your daily activities and words always align?

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