{"id":2073,"date":"2023-11-15T14:08:51","date_gmt":"2023-11-15T14:08:51","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=2073"},"modified":"2024-06-07T20:16:51","modified_gmt":"2024-06-07T20:16:51","slug":"the-power-of-teacher-reflection-to-sustain-equitable-math-learning-communities","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/the-power-of-teacher-reflection-to-sustain-equitable-math-learning-communities\/","title":{"rendered":"The Power of Teacher Reflection to Sustain Equitable Math Learning Communities"},"content":{"rendered":"\n

by Lynne Godfrey<\/a>
November 15, 2023<\/p>\n\n\n

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\"A<\/figure>\n<\/div>\n\n\n


Reflection? Who has time for reflection? I\u2019m learning a new curriculum! My students have missed a year+ of school! We\u2019re exhausted. I\u2019m doing the best I can<\/em>. These are the laments we have heard from teachers as they returned to their classrooms to begin another school year.<\/p>\n\n\n\n

All valid. All too real. And yet, despite these challenges, teachers remain committed to doing their best for all of their students and are especially concerned about the students in front of them who have been historically marginalized and may not see the math classroom as theirs. Many teachers and districts are (re)-committing to equity goals, and they are all too aware that the aspects of equitable teaching and learning require “more substantive and sustained changes to mindset and belief over time.” (Boston Public Schools, 2023.)  <\/p>\n\n\n\n

For example, Minnesota expects school leaders to \u201censure culturally responsive practices are embedded into the curriculum and instructional process\u201d and professional development, and that educators \u201cdevelop increasing consciousness of the ways in which learning, experiences and consciousness of racial and cultural identities impact and influence planning, curricula and delivery of instruction.\u201d (The Minnesota Every Student Succeeds Act Equity Leadership Learning Community, 2023.)<\/p>\n\n\n\n

Although many districts have clearly stated goals and priorities, the resources and tools that school leaders and teachers need to achieve these goals aren\u2019t always readily available. The what<\/em> has been identified, but the how<\/em> is not apparent. Educators might ask, \u201cHow do I develop increasing consciousness of the ways in which learning, experiences and consciousness can impact my planning, what I teach and how I teach?\u201d and coaches might ask, \u201cHow do I ensure culturally responsive practices are embedded into the curriculum and instructional process?\u201d<\/p>\n\n\n\n

As noted in Using Teacher Self Reflection to Foster Equitable Learning Communities<\/em><\/a>, <\/em>self-reflection can be a powerful tool for teachers and school leaders. It can be implemented immediately and regularly to help us focus on instructional practices, uncover beliefs and values that may impact how our students see themselves in the math classroom, and move us to take action to create more inclusive learning communities. Given the challenges stated above, our equity goals can be more integrated into our daily practice if done in collaboration with colleagues, students, and coaches. We don\u2019t have to wait for a \u201cdirective\u201d or a designated day of the school year to get started.<\/p>\n\n\n

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\"Two<\/figure>\n<\/div>\n\n\n

Getting Started: Collecting and Reflecting on the Data<\/h3>\n\n\n\n

There is no one place to begin. The important thing is to decide on a question related to equity and consider how and when to collect that data. Enlisting the help of a colleague, students, a coach, or use of a video recorder can make data collection more manageable.<\/p>\n\n\n\n

Adding one or two questions to our toolbox can be an efficient and accessible way to collect and reflect on our role in students\u2019 participation and can easily be incorporated into collaborative data collection. For example:<\/p>\n\n\n\n