Expand your school or school organization’s ability to achieve its vision around diversity, equity, and integration through an institute where teams engage in collaborative work, make strategic, evidence-based decisions, and progress through cycles of improvement.
As individual schools and school districts begin the important work of advancing outcomes for diversity, equity, and integration, key questions often emerge. How can academic performance and a sense of belonging be improved for ALL students? How can schools and districts foster a strong commitment to dismantle systems and structures of oppression and to the appreciation of diverse people and perspectives?
To help schools and school organizations become truly integrated places characterized by high levels of learning, a strong sense of belonging, a deep respect for other cultures, and a commitment to dismantle racism, Professional Education at the Harvard Graduate School of Education (HGSE) has introduced a new institute, Reimagining Integration: Diverse and Equitable Schools (RIDES).
Encompassing clear processes, expert data support, capacity building, best practices, and coaching, this full school-year program enables participating teams to identify specific areas of equity improvement and provides the support needed for successful planning and implementation at the school or district level.
Facilitated by HGSE and RIDES faculty and coaching staff, this interactive institute is built around a six-step Equity Improvement Cycle that concentrates learning on three levels – the self, the team, and the school or school system. The Institute helps schools and districts identify and develop the “personal and team equity culture” that is necessary to do any meaningful work on race, equity, and integration. Specific activities that will take place over the year include:
- A three-day on-campus institute (November), where participants will be able to diagnose and improve their personal and team equity culture, to engage with RIDES faculty and fellow cohort members and get an overview of the Equity Improvement Cycle. They will assess their school or district needs and pick an equity improvement area that is important at their own site, on which they wish to work this year.
- Monthly virtual meetings and webinars (December - May), where cohort members will learn new content specific to each step of the RIDES Equity Improvement Cycle and have opportunities to give and get feedback from other sites on their progress.
- Monthly coaching check-in calls (December - May), where team leads will connect with RIDES faculty and coaches and discuss progress at their individual sites
- Individual site work, which takes place between meetings and webinars
- Utilize RIDES digital assets – including articles, videos, case studies, and white papers – that promote learning and exploration
- Documentation and communication of team progress in conjunction with work on Equity Improvement Cycles with support from RIDES Fellows
- Closing day program (April): Cohort members have an opportunity to return to campus or participate virtually to reflect on and/or share their learning from their equity improvement cycles.
- Utilize tools, processes, and assessments to help teams gain a deeper understanding of how equitable practice can work in individual school communities
- Cultivate the ability of participating teams to reflect on equity and diversity, as well as collectively experience the power of transformative moments around race and inclusion
- Demonstrate one cycle of data-driven improvement by the program’s conclusion, tailored to the goals of individual school communities in:
- Generating better academic outcomes and fostering a sense of belonging for ALL students
- Committing to combat and dismantle racism and oppression
- Helping students, families, and staff more fully appreciate diversity and its impact within the school setting
- Foster a school culture that values transformative changes and the impact these changes bring to the school setting
- Develop a community of practice where teams can learn from cohort members, as well as RIDES faculty and coaches