Equity & Diversity Online Summit

Big Ideas: What Does It Mean to Be an Anti-Racist Educator?

How to Address Racism in Schools
This event occurred on October 22, 2020 2:30 PM EDT and is only accessible to those who originally registered.
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The ongoing pandemic has exposed the deep fault lines in our nation’s public education system. Whatever schools were doing and however they were doing it up until spring of this year will need to be reconsidered in big and innovative ways. But the reality is that a growing number of Americans are ready to address the existing inequities in this country, beginning with our K-12 schools.

Today, roughly 80 percent of the nation’s teachers, principals, and districts leaders are white, but more than half of their K-12 students are not. In a nationally representative survey, conducted the EdWeek Research Center in June, 87 percent of teachers, principals, and district leaders agreed that Black students face higher rates of school discipline than their white peers due to discrimination.

In spite of this consensus, some educators do not feel comfortable or adequately informed or prepared to address racism or racist policies that have created and then furthered academic disparities between Black and white students. In a recent, nationally representative EWRC survey, although more than 80 percent of respondents—teachers, principals, and district leaders—said they were willing to teach or support, respectively, the implementation of anti-racist curriculum, about 60 percent said they had neither the training nor the resources to do so.

The Big Ideas Summit will offer the Education Week audience opportunities to engage directly with the reporters on this project—and their guests, including possibly students, school leaders, researchers, and policymakers—to discuss proactive steps that educators, school and district leaders, educator preparation programs, policymakers and advocates can take to make a difference in the lives of our nation’s Black students.

Agenda

1:00–2:30 p.m. ET | Discussions Open
1:00–2:30 p.m. ET

What Does America’s Public Education System Owe Black Americans?

1:00–2:30 p.m. ET

The Digital Divide Is a Civil Rights Crisis. America Needs to Treat It Like One

1:00–2:30 p.m. ET

Diversity, Equity, and Inclusion Training in Schools Is No Longer Enough

1:00–2:30 p.m. ET

Are the Strained Relations Between Black Teenagers and Law Enforcement, Including School Police Officers, a Problem That Can Be Solved?

1:00–2:30 p.m. ET

Principals Need Help Building Anti-Racist Schools

1:00–2:30 p.m. ET

EWRC Survey: What Do Teachers, Principals, and District Leaders Believe Is Missing From Their Preparation Programs When It Comes to Anti-Racist Training?

Speakers
Dawn Brooks-DeCosta
Principal Thurgood Marshall Academy Lower School (TMALS), N.Y.
Lakayana Drury
Executive Director Word is Bond
Mark Anthony Gooden
Contributor
Kim Haddow
Director Local Solutions Support Center (LSSC)
Khalilah M. Harris
Contributor
LaGarrett King
Associate Professor of Social Studies Education College of Education, University of Missouri
Yolanda Sealey-Ruiz
Associate Professor Teachers College, Columbia University
Moderators
Daarel Burnette II is an assistant managing editor for Education Week.
Holly Kurtz is the director of the EdWeek Research Center.
Mark Lieberman is a reporter for Education Week who covers school finance.
Sterling Lloyd manages the development of surveys and data analyses for the Education Week Research Center.
Corey Mitchell was an associate editor who covered special education, English-language learners and other special populations.
Sarah Schwartz is a reporter for Education Week who covers curriculum and instruction.
Denisa R. Superville is an assistant editor at Education Week who focuses on principals and school leadership.
Madeline Will is a reporter for Education Week who covers the teaching profession.
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Education Week can provide 1 hour of Professional Development credit for online summits if the educator attends live. A Certificate of Completion will be emailed to you shortly after the summit has ended. On demand viewing of a summit cannot be used for credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the online summit that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent’s office.