Equity Walk Reflection

Jillian Konsor

I found the opportunity to engage in an activity like this to be fascinating! The teacher
we observed is highly respected and approaching, if not already at, legendary status in his school.
He is outspoken and professional at building and district meetings and has indicated a desire to
continuing learning and growing as a professional. The fact he was willing to allow five of his
coworkers into his room to observe and be highly critical of his craft speaks well to that fact.
Instructionally he was strong, as was stated by the two elementary instructional coaches that
attended this equity walk with us. He is innovative, particularly with technology and uses sound
pedagogical practices. However, we were not there to look through an instructional lens, but a
cultural one.
We arrived in the classroom right at the beginning of English and whole group
instructional time. It was noted that the visuals around the classroom did not reflect the student
population but agreed upon that it should not be part of the feedback to the teacher as it is not his
room, nor even the school in which he normally teaches. The white students dominated not only
the whole group discussion, but also the two small group discussions we observed. This went
entirely unchecked by the teacher. There were no clear expectations for when to raise hands, the
first answer shouted out led the rest of the discussion. This led to visible frustration from one
student (black male) who was raising his hand to provide a prediction, wasnt seen (as the
position of the teacher made it so that the student was behind him), so shouted out I have a great
idea! and was shut down by the teacher who immediately ended prediction making. Both small
groups (2 white girls and 1 boy of color in each) played out exactly the same way. The two girls
drove the entire conversation, the teacher was completely engaged with them so much so as to

direct his body language away from the boy of color who was given very little attention during
the group conversation. In neither group did the white students engage the other boy.
This whole interaction was surprising to me. I do not think it was malicious or
intentional. I immediately internalized it to think back on my interactions with students. It is fun
to get excited about the subject matter with the students. I can see myself getting engaged with a
couple kids without being intentional with what is going on for the rest of them, or considering
how that conversation is being perceived. It also makes me wonder, if I had someone carefully
watching me, would there be a pattern around the students I engaged? Do I encourage all
students to have a voice in my room? Do I promote leadership and interaction for my students?
As a school leader, how do I create a culture for my staff where they feel safe to participate in an
activity like this? I would like to make equity walks a common occurrence in my school. I want
all of the teachers to get specific feedback regarding their interactions with the students about
whom we are most concerned with changing their educational story.