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Welcome

I have customized this workshop for the Board of Directors of MAST and MSELA. During our time together, she will lead a discussion that will focus on how organizational leadership can support diversity, equity, inclusion and antiracism (DEIA) initiatives.

Welcome, everyone. This is the third in the 3 part series on DEIA for MAST and MSeLA DEIA workshops

This workshop will focus on leadership. I would like to workshop to be interactive and more of a conversation. Hopefully , we an learn from each others successes and challenges

However, I do have a few slides related to Deia leadership before our conversation.

Althought I would like to have each of you introduce yourself verbally in the interest of time I would ask you to introduce yourself in the chat, with your name, title, and why you are here today.

AS a reminder you an get more detailed info on the rationale for DEIA in STEM, challenges in the field, pedagogical approaches and the role of ant-racism. These resouurces should be on the MAST Website.

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During our time together, I will lead a discussion that will focus on how organizational leadership can support diversity, equity, inclusion and antiracism (DEIA) initiatives, particularly as they relate to some of the challenges and opportunities that you highlighted in the survey�

This Photo by Unknown Author is licensed under CC BY-NC

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Objectives for the Workshop

Address and/or highlight the following:

Areas of challenge to address DEIA in general and as a leader.

Recruitment and retention
Integrating STEM in the everyday science classroom
Creating a Pipeline
Learning Communities
Community Engagement

Resources needed to address DEIA in science education
Additional Questions

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It is About a Mindset

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Quote from US. Representative John Lewis

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Equity Focused Capacity Building

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REFLECTION QUESTIONS

How will you show your leadership and commitment to DEIA?
What are your short- and long-term goals in promoting diversity, equity, inclusion and anti-racism in your organization? What are possible next steps?

What resources do you need to do this work and what can you do to obtain those resources?
What can you do to support each other to better attend STEM Equity in your organizations and communities you serve?
How are you engaging diverse communities in your school and in MAST and MSELA

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Recognize Oppression: Who else is impacted

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Systematic Oppression

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Recruitment and Retention of Diverse Workforce and Leaders

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Research/Stats on TOC

Research indicates that not only do students of color in preK–12 settings benefit academically from having teachers of color and teachers who look like them, but White students also benefit from the pedagogical practices and rich cultural backgrounds of teachers of color (Gershenson et al. 2018).

Though the pool of teachers of color is increasing, change has been slow: only from 12% to 30% over the past three decades. The pool of Native American or Indigenous and Black teachers is declining (Carver-Thomas 2018). Furthermore, only 2% of teachers of color are Black males (Dizon et al. 2019).

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Black Men In STEM

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Professional Learning Communities and STEM

“This STEM Learning community was a great way for busy instructors to examine some of the relevant issues that affect our classroom communities and to think about and discuss ideas of how to address them in a guided format. Having a regular time set aside really helped us cover a lot of target areas that we would have struggled to explore in our own time. It was especially helpful to participate in these conversations on Inclusive Teaching with a group of faculty who are all coming from STEM backgrounds so that it was easier for us to get to the “how to do this” in these particular courses. Highly recommend!” – Kristen Bushell, Neuroscience
“This is an opportunity to reflect on how you as an instructor influence the ways in which students learn (or don’t) and to consider more directly how to make your classroom a more inclusive place to learn. The weekly sessions created a space for me to critically examine various aspects of my own teaching that I would never have made the time for otherwise. I would highly recommend participation in the STEM Learning Community. There were so many valuable topics covered that needed further ‘unpacking’ that I would sign up again if I could!” – Andrea Mercurio, Psychological and Brain Sciences

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Equity In Science Education

https://www.exploratorium.edu/sites/default/files/pdfs/connectedcollection_equity.pdf

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Case Studies

These seven case studies of diverse student groups accompany Appendix D and provide examples of strategies classroom teachers can use to ensure that the NGSS are accessible to all students:

Case Study 1: Economically Disadvantaged

Case Study 2: Race and Ethnicity

Case Study 3: Students with Disabilities

Case Study 4: English Language Learners

Case Study 5: Girls

Case Study 6: Alternative Education

Case Study 7: Gifted and Talented Students

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Developing and supporting a strong, diverse science teaching workforce

Call to Action for Science Education (National Academies of Sciences, and one of them is developing and supporting a strong, diverse science teaching workforce

The four questions are

(1) Have you had an African American teacher during your K–12 education?

(2) Am I your first African American college professor?

(3) Am I your first African American science teacher/professor?

(4) Am I your first African American female science teacher/professor?

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Equity leadership Team Protocol

https://educationnorthwest.org/resources/equity-leadership-team-protocol

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Four Dimensions of Instructional Leadership

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resources

https://www.nationalequityproject.org/webinar-recordings

https://www.youtube.com/watch?v=WyYYNec2tzE

https://lternet.edu/network-organization/diversity-resources/
https://www.pathwaystoscience.org/faculty.aspx
https://www.nsta.org/connected-science-learning/connected-science-learning-november-december-2021/broadening-equity
https://stemteachingtools.org/pd/playlist-equity

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Liberatory Design Mindsets

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Strategies for Recruitment

Encourage and create career pathways for high school Indigenous students and students of color to consider science teaching, support them from college to career, and provide incentives for them to return to their communities as science teachers.

Offer and support Indigenous teacher candidates and teacher candidates of color with scholarships, grants, and loan forgiveness for teaching science in especially hard-to-staff school districts.

Invest in early career Indigenous teachers and teachers of color by providing professional development opportunities, including funding to attend conferences and obtain other credentials and certificates, and offer chances for career advancement from early career through retirement.

Develop consistent community-oriented experiences, or affinity spaces, in which Indigenous teachers and teachers of color can gather to offer emotional, pedagogical, and professional support to one another and provide mentorship along the career trajectory for leadership roles at local, state, and national levels.

Focus on intentional pathways and programs that are established to work with local community members, paraprofessionals, and volunteers who may become substitute teachers, and provide opportunities for them to earn full-time teaching credentials.

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