Learning Forward
Equity and excellence in teaching and learning.
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Thinking routines help educators develop an equity lens
By Rachel Bello, Tarima Levine and Matty Lau
Categories: Continuous improvement, Reaching all studentsApril 2023
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Bank Street’s grounding beliefs
Bank Street’s work is grounded in a set of core beliefs about teaching and learning. These are beliefs about the importance of relationships, taking a developmental approach, being strengths-based, maintaining equity-mindedness, focusing on the instructional core, and leveraging the power of observations, recording, and reflection.
Although all of these beliefs influence the thinking routines we discuss in this article, equity-mindedness is particularly important. This belief is used as a lens to disrupt instructional, institutional, and sociohistorical patterns of exclusionary practices and racism to drive our work on behalf of students.
References
Aguilar, E. (2020). Coaching for equity: Conversations that change practice. John Wiley & Sons.
Singleton, G.E. (2014). Courageous conversations about race: A field guide for achieving equity in schools. Corwin Press.
Rachel Bello (rbello@bankstreet. edu) is senior director of design and development at Bank Street College of Education.
Tarima Levine (tlevine@ bankstreet.edu) is senior director of content and strategic design at Bank Street College of Education.
Matty Lau (mlau2@bankstreet.edu) is associate director, NSIs learning strategy at Bank Street College of Education.
Categories: Continuous improvement, Reaching all students
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