Advancing Equity Through System Change: Designing Professional Development for Inclusive Teaching Practices

Outline

Welcome, Context, and Purpose
Time: 5 minutes
Process:
Welcome participants, introduce presenters, and session objectives.

Share the context of WW-P and why advancing equity through system change is critical.

Quick poll or “raise hand if…” to surface attendees’ roles (admin, coach, teacher leader).

Framing the Work: The Leadership Checklist & Vision
Time: 10 minutes
Process:
Present the Leadership Checklist (Justin Reich) focusing on:

1. Define a Vision
2. Be the Example
3. Support Teacher Development
4. Support Teacher-to-Teacher Learning
5. Plan for Scale
6. Celebrate Faculty
7. Assess Progress

Share WW-P’s Vision for Equity in Mathematics as an example.

Mentimeter word cloud:

Prompt: “If there are equitable practices, all students will…” (slide link provided in deck).

Challenging the System & Strength-Based Shifts
Time: 10 minutes
Process:
Share data and district challenges (mental health, over-scheduling, inequitable access).

Discuss shifting language and beliefs:
Kobett & Karp on Strengths-Based Instruction
Peter Johnston’s “Choosing words, choosing worlds.”

Turn-and-talk:
“What is one phrase you want to retire and one you want to amplify in your system to advance equity?”

Designing Professional Learning for System Change
Time: 15 minutes
Process:
Share Math Institutes and Multi-Level Course Institute models:
Backwards design, targeted PD, microteaching, and student voice.

Leveraging existing resources (instructional coaches, PD cycles, common planning).

Discuss examples of:
Student grade report analysis
Teacher and student feedback
Long-term impacts on AP/honors enrollment.
Table groups/partners:
“What existing structures in your district could you leverage to advance equitable practices?”

Collect examples via Mentimeter or chart paper.

Leveraging Resources for Sustainable Change
Time: 10 minutes
Process:
Discuss fiscal and non-fiscal resources:
District teams, building leadership, teacher-to-teacher PD, PLC structures, power hours.
Share shifts in teacher capacity building and community partnerships.

Brainstorm individually:
“List 1-2 resources you can leverage immediately in your role.”

Next Steps: Reflection and Commitment
Time: 5 minutes
Process:
Review session highlights.

Share “Next Steps” framing: What is one action you can take?

Individual reflection and commitment card (or digital exit slip).

Optional: Share in pairs or post on a commitment wall.

Closing and Contact
Time: 5 minutes
Process:
Thank participants.

Share contact information for follow-up.

Invite participants to continue the conversation during ASCD or via email.

Final Mentimeter poll:

“One word describing how you feel about advancing equity in your system now.”

Supporting research

Creating the Capacity for Change Resources
(Updated Fall 2024)

A Leadership Checklist: Getting Beyond Pockets of Excellence – Justin Reich, Founder EdTechTeacher
Leadership Checklist Presentation Link: https://tinyurl.com/leadchecklist
Justin Reich Blog: http://www.edtechresearcher.com/

Book Resources
Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. NCTM.

Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2024). Impact of Identity in K–12 Mathematics: Rethinking Equity-Based Practices, Expanded Edition. NCTM.

Bay-Williams, J., & Kling, G. (2019). Math fact fluency: 60+ games and assessment tools to support learning and retention. Ascd.

Bay-Williams, J. M., & SanGiovanni, J. J. (2021). Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8: Moving Beyond Basic Facts and Memorization. Corwin.

Blankstein, A. M., & Noguera, P. (2016). Excellence through equity: Five principles of courageous leadership to guide achievement for every student. ASCD.

Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. Jossey-Bass.

Boaler, J. (2019). Limitless mind: Learn, lead, and live without barriers. HarperOne.

Dweck, C. (2006). Mindset: The new psychology of success. Ballantine.

Fergus, E. (2017). Solving disproportionality and achieving equity: A leader’s guide to using data to change hearts and minds. Corwin.

Gutiérrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. A. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education: Theories, practices, and policies (Vol. 55, pp. 17–33). Springer.

Harlacher, J. E., Potter, J., Collins, A. (2024). Untangling data-based decision making: A problem-solving model to enhance MTSS. Marzano Resources.

Hattie, J. (2017). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Mathematics.

Horn, I. S. (2012). Strength in numbers. NCTM.

Leinwand, S. (2012). Sensible mathematics: A guide for school leaders in the era of common core state standards. Heinemann.

Lempp, J. (2017). Math workshop: Five steps to implementing guided math, learning stations, reflection, and more. Math Solutions.

National Council of Teachers of Mathematics (2014). Principles to actions: ensuring mathematical success for all. NCTM.

National Council of Teachers of Mathematics (NCTM). (2020). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations. NCTM.

O'Connell, S., & SanGiovanni, J. (2016). Math in practice: A guide for administrators. Heinemann.

O’Connell, S., SanGiovanni, J. Myers, M., Hunovice, L., Peet, A., Akers, C., Sammons, K.B., & Tellish, J. P. (2016). Math in practice (grades K-5). Heinemann.

O'Connell, S., & SanGiovanni, J. (2013). Putting the practices into action: Implementing the common core standards for mathematical practice, K-8. Heinemann.

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies, grades K-5. Math Solutions.

Parrish, S. & Dominick, A. (2016). Number talks: Fractions, decimals, and percentages. Math Solutions.

SanGiovanni, J. (2016). Mine the gap for mathematical understanding: Common holes and misconceptions and what to do about them. Corwin. (Available K-2 and 3-5)

SanGiovanni, J. (2020). Daily routines to jump-start math class: Engage students, improve number sense, and practice reasoning. Corwin.

SanGiovanni, J. (2023). Daily routines to jump-start problem solving, Grades K-8. Corwin.

Seda, P. & Brown, K. (2021). Choosing to see: A framework for equity in the math classroom. Dave Burgess Consulting.

Smith, M. S. (2011). 5 practices for orchestrating productive mathematics discussions. National Council of Teachers of Mathematics; Corwin.

Van de Walle, J. A., Karp, K., Lovin, L. A., & Bay-Williams, J. M. (2014). Teaching student-centered mathematics. Developmentally appropriate instruction for grades 3-5. Boston: Pearson. (Available PreK-2 & 6-8 also)

Articles
Boaler, J. (2008). Promoting 'relational equity' and high mathematics achievement through an innovative mixed ability approach. British Educational Research Journal, 34(2), 167-194.

Boaler, J & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers’ College Record, 10(3), 608-645.

Burris, C., Heubert, J., & Levin, H. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 105-136. Retrieved from http://www.jstor.org/stable/3699404

Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. [Doctoral Dissertation, Loyola University of Chicago].

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf

Karp, K., Bush, S., & Dougherty, B. (2015). 12 Math rules that expire in the middle grades. Mathematics Teaching in Middle School, 21(4), 208-215. Retrieved from https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol21/Issue4/12-Math-Rules-That-Expire-in-the-Middle-Grades/

Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14(9), 548-556.
Sullivan, P., Mousley, J. & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4(1), pp 117–143. Retrieved from: https://doi.org/10.1007/s10763-005-9002-y
Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.

Presentation News Media Links:

Superintendent Letter: https://tinyurl.com/wwpsuperletter2015

NY Times Article:
https://tinyurl.com/wwpnytimes