Nice to Do’s, Have to Do’s

I’ve written in the past about my doubts that our public school system can achieve equity across the board for all their learners – especially black, brown, and poor learners. So I don’t know why I signed up for a recent ASCD webinar titled “Walking the Talk: A Practical Framework for Leading Your School to Equity,” but I did.

The webinar was presented by Dwayne Chism, the Dean of the School of Education at Peru State College, and was based on Chism’s book “Leading Your School Toward Equity: A Practical Framework for Walking the Talk.”

I won’t cover all 42 PowerPoint slides Chism delivered during the webinar, but I will try to hit the highlights.

On Slide #5, Chism listed what he sees as four truths about equity work:

“It is not all about race, but race does matter.

It is not a one‐time process; it’s a continual and an intentional way in which to walk.

It requires educational equity allies‐ individuals who interrupt practices that incubate intolerance within their learning spaces.

It requires a boldness from leadership that moves beyond simply ‘doing equity.’”

Slide #7 introduced the webinar participants to “The Equity Leadership Framework,” which one would have to assume comes from Chism himself. The framework presented the following four points:

“Define & Clarify Equity‐ Build consensus around a standard definition and vision of equity.

Create Discomfort‐ Promote intentional and constructive continual dialogue about equity (inclusive of race).

Build Efficacy‐ Establish a unified culture with high individual and collective efficacy. 

Normalize Action‐ Operationalize action inside the classroom and throughout the school.”

Slide #15 provided more detail on how to define and clarify equity. Chism introduced three questions that are designed to help schools arrive at their definition of equity. Those questions are:

“Why equity?

What’s our responsibility?

What actions are needed?”

Chism encouraged school leadership and staff to use six structures that support a culture of constructive discomfort: virtual learning groups, staff meetings, teacher common planning time, professional learning communities, workshops, and coaching/evaluation.

To build efficacy, Chism offered a list of “not to do’s.” They include:

“Few opportunities for students to turn and talk with peers

Teachers rescuing students too soon when they struggle with problem solving

Little wait time offered

Little specific feedback provided

More punitive consequences for social behavior, as opposed to reteaching

Overuse of worksheets

Little patience with academic struggles

Teacher lecturing/carrying the academic load”

Finally, Chism encouraged webinar participants to normalize action toward greater equity by offering these suggestions:

“Take the time to define and clarify equity.

Acknowledge issues with culture and race despite discomfort.

Keep working to build and support efficacy through intentional leadership.

Establish normalized actions around data and instruction that encourage an equity lens.

Accept the challenges of being an equity‐driven leader.

Continue to keep in mind the definitive role you play in creating success.

Take steps that embolden a sense of purpose in those you lead.

Increase equity efforts through deliberate shared experiences.

Open an environment where all voices are solicited and heard.

Never forget that although times can be rough, where all hope is lost, hope is found in you”

There’s a management model I learned years ago titled “Nice To Do, Have To Do.” The model suggests that many of us spend most of our time leading the “nice to do’s,” at the expense of the “have to do’s.”

It seems Chism, and his equity suggestions, at least during this ASCD webinar, fall into the category of “nice to do’s.”

For me, Chism’s learner equity suggestions are just too wishy washy. Chism exists in the world of beliefs, while true equity demands action.

In fairness to Chism, he did attempt to connect beliefs with actions when he stated on Slide #18: “An equity vision statement that is not coupled with action is useless.”

But he doesn’t offer enough action suggestions for my taste.

Let me take a shot at providing a list of “have to do’s” when it comes to developing authentic learner equity. I’d start with four actions:

First, I would look at whatever budget has been developed to support the learning of those young learners who are members of the learning group.

Budgets don’t lie when they paint a picture of what types of support young learners are receiving, or not receiving, regarding their learning goals.

How money is spent will determine whether black, brown, and poor learners receive the same opportunities, support, and feedback than others who might fall into the high-performing category.

Second, I would develop individual learning plans for every young learner. Each learning plan should be personalized. Instead of young learners all working on the same task together, learning plans allow for each learner to work on defining, planning, executing, and evaluating their own learning goals and activities.

Third, I would start a parent university so that families learn what is equitable when it comes to their children’s learning and what is not.

Fourth, I would start training a new adult learning leader, let’s call them learning coaches, to possess skills that help young learners define, plan, execute, and evaluate their own learning goals and activities – with equity in mind always.

In my opinion, once these four steps are accomplished, then maybe Dwight Chism’s webinar will make more sense.

But not before.

Til tomorrow. SVB