Tonight we shifted gears a little to focus less on the nuts-and-bolts of teaching in Camas to consider some of the guiding philosophies behind what we do. Specifically, we talked about what it means to "see and serve every student," particularly when we might bring our own biases to the table.
To frame this, we examined OSPI's data for the Camas School District when it comes to exclusionary discipline. Examining this data through a lens of student equity, we discovered that certain subgroups were receiving exlcusionary discipline (suspensions and expulsions) at a rate more than double what should be the case as compared to the general population. This led us to consider how individual teacher-to-student interactions are the "first link" in the causal chain that soemtimes leads to escalated discipline.
We focused on how as individual teachers, the way we communicate expectations for kids shapes whether they recieve equitable access to an education. "Communicating expectations," however, isn't about our learning target or project rubric; Rather, we communicate our expectations for kids every day through our interactions, affect, questioning strategies, and interpersonal communciation.
This file includes two "Mental Protocols" that we examined to consider both how we plan for equitable classrooms, as well as how we mindfully react to student behavior.
That mindfulness is key! Consider these reflection questions from one of the Mental Protocols: