![]() Inclusion – We promote an appreciation for diversity that empowers us to serve as education advocates for students who have been marginalized.Ĭollaboration – We work to inform and engage students, parents, school leaders, and communities in our collaborative efforts to ensure Kentucky achieves excellence in education. It was originally developed Singleton (M.Ed., Stanford) to support adults in having the conversations necessary to make progress on difficult subjects such as race, racism, ethnicity, and privilege. Policies – We are committed to policies that strongly encourage courageous conversations which promote culturally-responsive actions from early childhood through postsecondary education that ensures educational success for students who have been marginalized in Kentucky. Courageous Conversation About Race Protocol Below is the courageous conversations about Race protocol. Equitable resources and transparency are critical components for the success of Kentucky’s students who have been marginalized. By describing three central principles to Courageous Conversation leadership, this seminar will introduce a protocol to discuss race, build racial consciousness, and promote the type of equity. Persistent demographics in the teaching profession create a. The school district’s database of vendors included a contract with Pacific Educational Group to provide its Courageous Conversations About Race Certificate Program training, as described in the Scope of Work, incorporated herein by reference, to Board of Education District 3 Director, Jumoke Hinton Hodge, for the term Decem. ![]() Singleton is a great resource for thinking about how to structures these conversations. Accountability – We promote educational excellence through robust standards and strong accountability regarding progress for all groups of students. Courageous Conversations About Race by Glen E. this guide sheds light on why courageous conversations are so di'icult to have, and provides a 3-part guide to having these conversations e'ectively.
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