Page 53 - EdViewptsSpring2020

Engaged and Inspired Our students articulated their hopes Conclusion: An Equity-
Learners and dreams at the beginning of the focused Mindset
school year and revisited them mid-
At the top of the taxonomy pyramid is year. They engaged in an inquiry- Through the lens of a comprehensive
the ultimate goal: engaged and inspired based approach to STEM learning. definition and the Building Equity
learners. Here is where students take As readers, writers, and researchers, taxonomy, I experienced a paradigm
ownership of their learning: academi- students explored topics that mattered shift that deepened my understanding.
cally, socially, and emotionally. The goal to them. Classroom rules and our An equity-focused mindset centers on
is for all students to get to this point, in schoolwide constitution included more than academic targets. It starts
hopes that they continue to learn and student input. The schoolwide morning with a commitment to viewing diversity
grow as they move forward in their routine was student-led. Students took as an asset, then taking ownership
educational journeys. ownership for their learning and our for providing all students access to
school community. the educational opportunities they
need. It requires a school community
to learn, grow, and work together
to seize opportunities to learn from
our mistakes and each other. Our
students’ futures depend on it.

References
ARHasanEdS. (2019, March 11). We are calling for presenters for NJDOE’s first Statewide Professional Learning
Conference: “Equity for All!” [Tweet]. Retrieved from https://twitter.com/ARHasanEdS/status/1105260534415441920?s=09
Costa, A.L., & Kallick, B. (2009). Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers.
Alexandria, VA: ASCD.
Denton, P. (2014). The Power of Our Words: Teacher Language That Helps Children Learn. 2nd ed. Turner Falls, MA:
Northeast Foundation for Children.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed. New York: Teachers College Press.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among
Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin Press.
Kriete, R. & Davis, C. (2014). The Morning Meeting Book. 3rd ed. Turner Falls, MA: Northeast Foundation for Children.
Ladson-Billings, G. (2009). The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San
Francisco, CA: Jossey-Bass.
Milner, IV, H. R. (2010). Start Where You Are, but Don't Stay There. Cambridge, MA: Harvard Educational Publishing Group.
Milner, IV, H. R. (2012). Beyond a Test Score: Explaining Opportunity Gaps in Educational Practice. Journal of Black
Studies, 43 (6), 693-718.
Smith, D., Fisher, D., & Frey, N. (2015). Better Than Carrots or Sticks: Restorative Practices for Positive Classroom
Management. Alexandria, VA: ASCD.
Smith,D., Frey, N., Pumpian, I., & Fisher, D. (2017). Building Equity: Policies and Practices to Empower All Learners.
Alexandria, VA: ASCD.
What Is SEL? (n.d.). Retrieved January 12, 2020, from https://casel.org/what-is-sel/.

About the Author

George E. Jackson, Ed.D. is an equity-minded professional with over two decades of experience in
both urban and suburban school settings. He holds a Doctorate of Education from Rutgers University
where his dissertation focused on Interdisciplinary Middle School Teams as Professional Learning
Communities. Dr. Jackson is currently a Principal in Mount Laurel, NJ. @GEJacksonJr at Twitter

Educational Viewpoints -51- Spring 2020