Equity in Education

The Center for Education in Small Urban Communities has as one of its missions a focus on enhancing teaching and learning through long-term collaborative partnerships with teachers and schools in our local community. Two connected goals we share with our collaborative partners are the use of assessment data as a driving force for instruction and the development and implementation of effective culturally relevant literacy instruction. In our increasingly diverse small urban context, a focus on equity takes a front-and-center role in both of these goals.

Professor Donna Ford, the featured speaker at our 2008 Chancellor’s Academy dinner, draws on work in the field of differentiated instruction in her endeavor to enhance educational equity. She masterfully connects these two concepts in what she describes as the “six dimensions of multicultural teaching.” The six dimensions Dr. Ford shared related to educators, students, families, curriculum, instruction, and assessment. When we teach from both a differentiated and a culturally relevant instructional standpoint, we consider the connection between the knowledge, skills, beliefs, practices and experiences of educators, students, and students’ families. We also focus on the cultural relevance and pedagogical choices made locally and at other governmental levels about curriculum, instruction, and assessment.

From a focus on equity in education, differentiated instruction is a powerful tool. A differentiated instruction approach asks all educators to consider the role of the teacher in meeting all students’ needs by adjusting what and how he or she teaches according to the identified needs of students while considering their multifaceted backgrounds, learning styles, and interests. It helps us consider key questions as we plan instruction to meet the needs of all students. It asks us to think about the language students use and the language teachers use with students. It spurs us to reflect deeply on our work, asking: What do we teach? How do we teach? How do we connect content to students’ lives and experiences? How do we assess? What do we learn from the results of assessments that may help us teach each student and all students more effectively?

Focusing on equity and excellence in education is a complicated and rewarding process. The Center for Education in Small Urban Communities and our Teacher Collaborator Project staff are honored to be a part of this process in our local community. Please explore our website and join us in our collaborative outreach and learning opportunities throughout the year. Additionally, please find below a list of resources the Center recommends if you wish to read more on equity in education:

Readings focused on understanding and teaching productively across differences:

• Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms by Gloria Ladson Billings
• Dreamkeepers: Successful Teachers of African American Students by Gloria Ladson Billings
• “Closing the Achievement Gap” by Donna Ford (In Gifted Child Today, 2006, volume 29, issue 4)
• Affirming Diversity: The Sociopolitical Context of Multicultural Education (5th edition) by Sonia Nieto

Readings focused on differentiating instruction as model for impactful teaching:

• How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson
• The differentiated classroom: Responding to the needs of all learners by Carol Ann Tomlinson
• Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching by Carol Ann Tomlinson

Readings focused on language use by students and teachers:

• Literacy and Bilingualism: A Handbook for All Teachers (2nd Edition) by Maria Estela Brisk and Margaret M. Harrington
• The Skin that We Speak: Thoughts on Language and Culture in the Classroom edited by Lisa Delpit
• Choice Words: How Our Language Affects Children’s Learning by Peter Johnston

Spotlight on Professional Engagement

Chancellor's Academy 2008: Enhancing Learning through Differentiated Instruction

Broadening its focus of the first three years, which highlighted literacy practices, the emphasis on this summer's Chancellor's Academy was differentiated instruction across the grade levels and content areas. Differentiated instruction is a way of teaching that enhances teaching and learning of required content by means of proactive, student-centered instructional practices that are informed by assessment of students’ specific educational needs. Responding to a range of learner needs proactively by means of instruction based on meaningful, ongoing assessment and on a deep understanding of individual students’ educational needs, interests and learning styles is a common goal for all involved. This is the basis of a “differentiated instruction” approach to teaching. Speakers and facilitators for the Academy included College of Education, district, and regional faculty members and experts in the field of differentiated instruction, along with nationally recognized experts.  The seven-day event included significant time for teachers to collaborate and plan in teams organized by school. Each school team was supported by the Center's Teacher Collaborators in the development of plans to tailor the information for the application of their respective schools. More detailed Chancellor's Academy information (include the agenda and evaluation) can be found by visiting the Chancellor's Academy link on the Center's webpage.

Collaborative Teacher Inquiry Groups on Differentiated Instruction

As a follow-up learning opportunity to this year's Chancellor's Academy and with funding from the College of Education's Hardie Fellowship, Nancy Hertzog (faculty in the Department of Special Education) will lead Collaborative Teacher Inquiry Groups on Differentiated Instruction . The groups are scheduled to meet throughout this fall and are open to all teachers in both USD 116 and Unit 4 across grades K-12. In addition, participants will have the opportunity to earn board credit. Dr. Hertzog designed the inquiry groups to empower teachers to make instructional decisions based on what their students are learning. Specific attention will be given to ways in which teachers individualize and differentiate instruction to address the diversity of learning styles, readiness levels, and strengths of their students. More importantly, the emphasis on teachers as inquirers will support teachers in their on-going efforts to consistently question, examine, and improve teaching practices in their own classrooms. For more information or to sign up to participate in a Teacher Inquiry Group, please contact Nancy Hertzog at nhertzog@illinois.edu

"Award for Excellence in Teaching"- Golden Apple of Central Illinois Accepting Nominations

Do you know an outstanding teacher who deserves recognition? Would you like to see teachers honored like Hollywood Stars at the Academy Awards? Red carpet, flashbulbs, TV coverage? Ten teachers in Central Illinois will receive the prestigious Golden Apple Award for Excellence In Teaching at a black-tie awards Gala that some consider “The Academy Awards for Teachers.” Nominations are open September 1 through December 12 for the 2009 Golden Apple Awards for Excellence in Teaching. Nominations can be submitted either online or by calling 217-244-9110. Award winners will receive a paid sabbatical to study tuition-free at the University of Illinois, Urbana-Champaign, a laptop computer, $3,000, induction into the Golden Apple Central Illinois Academy of Educators, and public recognition on a one-hour WILL TV special.

College of Education Launches New Online Degrees and Endorsements

The College of Education is pleased to announce our new online degree and endorsement programs. These programs include opportunities for educators to study a variety of fields relevant and responsive to the unique needs of today's classrooms including: Educational Leadership, Diversity and Equity, Middle Grades Endorsement, Critical Thinking, and New Learning/Multimodal Literacy.  With nine different online master's degree programs in Education to choose from, you're just a decision away from becoming a part of the University of Illinois. For more information, please visit us online.

Community Calendar

For teachers, families, caregivers, and mentors, included here is a listing of both classroom relevant and family focused community events!

Wednesdays at the Urbana Free Library

SOLHOT: Saving Out Lives, Hear Our Truths

October 27, 2008

Family Reading Night

October 30-31, 2008

Annual Book Sale

November 1, 2008

Bringing the Lincoln Bicentennial into the K-12 Curriculum

November 6, 2008

Restorative Justice: What it is, why it works, and what it can do for us

November 11, 2008

The World’s Longest Street: How Sesame Street is Working to Meet a Diversity of Children’s Needs Across the Globe

November 24, 2008

Family Reading Night