The Inviting Framework

The 6 Elements of Diversity Policy and Professional Development Plan

Objective: The purpose of this poster and professional development series is to support teachers
in providing students with daily equitable practices, and to create alignment in the Elements of
Diversity across disciplines.

Evidence: Increased student engagement and achievement will be demonstrated among all
subgroups of students as measured by student and teacher perception surveys, administration
observation data, and district assessment scores.
Equity

Equal Access and Opportunity ˜ Curriculum ˜ Placement

School Policy:
(1) Disproportionate representation of students of color in gifted or special education programs shall take
priority in School Improvement Plan.
(2) The principal, assistant principals, teachers, and other instructional staff are responsible for designing
and implementing rigorous instruction which includes higher order thinking skills to reach all student
populations represented in the school.
(3) All teachers and instructional staff are expected to provide high quality curriculum to all students by
eliminating tracking from education systems and providing opportunities for placement into special programs
for every student.

Professional Development

Quarter 1

˜ Opening Week: All staff members will participate in a half day equity retreat. The retreat will be comprised
of an opportunity for all participants to tell their story, an action-based activity symbolic of equity, article
exploration, and reflection.

˜ All school leaders will begin a year-long book study of Anti-racist School Leadership: Toward Equity in
Education for America’s Students by Jeffrey S. Brooks & Noelle Witherspoon Arnold.

˜ Administration will improve mission, vision, and values to represent all students in the school building.
Staff will align practices with the vision including, instruction, curriculum, scheduling, electives, and student
services.

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Expectation

Teacher lead expectations ˜ Preparation ˜ Peer Relations

School Policy:
(1) Teachers must demonstrate high expectations of all students in their speech and interactions with
students and staff members.
(2) Staff must display a proportionate amount of time, energy, and resources to all students when working
with each subgroup according to their need.
(3) Staff members are expected to hold all students to the expectation of peer encouragement and positive
interactions throughout the school.

Professional Development

Quarter 1

˜ Opening Week: Establish a house system for positive interactions among all students. Develop common
encouraging vocabulary that students will use with their peers as initiating and replacement terms.

˜ Create operating norms around adult to adult interactions, and adult to student interactions regarding high
expectations of all students.

˜Create a log and train teachers to document the resources and implementation of interventions and social
emotional learning.

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Enlistment

Policies and Procedures ˜ Student Voice ˜ Participation

School Policy:
(1) Policies and Procedures must be inclusive of all student groups both directly and indirectly. Any policy
that inadvertently creates disproportionality or segregation must be changed at the time of awareness.
(2) Students are expected to have a voice in the school and contribute to educational decisions.
(3) Staff members are expected to recruit students of underserved populations into honors and AP programs.

Professional Development

Quarter 2

˜ Train teachers on recruitment of honors and AP programs.

˜ Add students from each represented population to the School Improvement Team.

˜ Review and update school procedures to support underserved populations.

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Empowerment

Relationship ˜ Informative ˜ Confidence

School Policy:
(1) All staff is expected to build a positive relationship with the students they serve through positive
interaction and measurable support.
(2) Staff must provide all students with the information they need to make informed student decisions
regarding their education and future.
(3) Staff members are expected to proportionately suggest offerings from the school to all students. It is
expected that teachers will verbally acknowledge student potential in interactions and during instruction.

Professional Development

Quarter 2

˜ Implement Positivity Project and Restorative Practices.

˜ Organize placement and career information in a way that all students get the same information regarding
opportunities.

˜ Create norms for acknowledging student potential. Share positive outcomes.

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Encouragement

Long-term effects ˜ Tracking ˜ Success

School Policy:
(1) Staff members are expected to send inviting messages of encouragement to students.
(2) Staff must provide all students with the information to enroll in honors and AP courses.
(3) Staff members are expected to communicate high expectations, encouragement and support to all
students

Professional Development

Quarter 3

˜ Implement Positivity Project and Restorative Practices.

˜ Organize placement and career information in a way that all students get the same information regarding
opportunities.

˜ Hold a mini EdCamp to determine the difference between praise and encouragement. Create norms for
encouraging students. Share positive outcomes.

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Enjoyment

Positivity ˜ Inclusion ˜ Celebration

School Policy:
(1) Staff members are expected to comply to the programs implemented in the school to promote positive
relationships and reinforcement.
(2) Staff must provide all students with the information to enroll in honors and AP courses.
(3) Staff members are expected to celebrate all student success.

Professional Development

Quarter 3

˜ Implement Positivity Project and Restorative Practices.

˜ Organize placement and career information in a way that all students get the same information regarding
opportunities.

˜ Hold staff and student celebrations and awards ceremonies. Create a system to ensure all student groups
are represented in celebrations among all academic performance levels.

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References

Brooks, J. S., & Arnold, N. W. (2013) Antiracist school leadership: Toward equity in education
for Americas students introduction. Charlotte (N.C.): Information Age Publishing.

Brooks, Jeffrey & Witherspoon Arnold, Noelle & Brooks, Melanie. (2013). Educational
leadership and racism: Second-generation segregation in an urban high school. Teachers
College Record.

Brooks, J. S., & Arnold, N. W. (2013) Antiracist school leadership: Toward equity in education
for Americas students introduction. Charlotte (N.C.): Information Age Publishing.

Gooden, M. A., & Dantley, M. (2012). Centering Race in a Framework for Leadership
Preparation. Journal of Research on Leadership Education, 7(2), 237-253.
doi:10.1177/1942775112455266

Santamaria, Lorri J.. (2014) Critical Change for the Great Good: Multicultural Perceptions in
Educational Leadership Toward Social Justice and Equity. The University Council for
Educational Administration, 50(3), 362-380.
doi:10.1177/0013161X13505287