Assignment: A2 The Equity Audit Tool

The purpose of an Equity Audit Tool is to assist you, as a leader for positive social change, in recognizing significant and persistent patterns of inequity withinyour school or district.

To prepare for this Assignmentreview the module reading “Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools.”

Instructions:

Your Equity Audit Tool must address the following three dimensions:

Dimension 1: Teacher/Educator Quality Equity

Possible indicators include:

oMobility

oMaster’s +

oAverage Experience

oNot Certified

Dimension 2: Programmatic Equity

Possible indicators include:

• Special Education
• Gifted & Talented Education
• Bilingual Education
• Student Discipline

Dimension 3: Achievement Equity

Possible indicators include:

• 5) State achievement test results
• 6) Dropout rates
• 7) High school graduation tracks
• 8) SAT/ACT/AP/IB results

Note:The dimensions and indicators above may differ depending on the learning context. For the purposes of this assignment, use the three dimensions identified. You may vary the indicators under each dimension as long as there is a data source from which to analyze culturally responsive practices.

Your paper should include the following five sections:

Section 1: Introduction

Describe your learning context (e.g., the teacher/educator staffing structure, programs offered, and how achievement is measured).

Section 2: Teacher Quality Equity

Identify a minimum of three data/indicator sources available in your learning context that provide meaningful information about teacher quality equity. Explain when and how each of the data sources is collected and how each is an indicator of culturally responsive education practices relevant to your specific context. Use and cite the literature and Learning Resources from this module and your own readings.

Section 3: Programmatic Equity

Identify a minimum of three data/indicator sources available in your learning context that provide meaningful information about program equity. Explain when and how each of the data sources is collected.

Briefly explain how each is an indicator of culturally responsive education practices relevant to your specific context. Use and cite the literature and Learning Resources from this module, and your own readings, in your response.

Section 4: Achievement Equity

Identify a minimum of three data/indicator sources available in your learning context that provide meaningful information about achievement equity. Explain when and how each of the data sources is collected.

Briefly explain how each is an indicator of culturally responsive education practices relevant to your specific context. Use and cite the literature and Learning Resources from this module, and your own readings, in your response.

Section 5: Operationalizing Equity Audits

Describe how you would approach each of the following six steps for operationalizing your equity audit in your context (Skrla et al., 2010):

1. Creating a committee of relevant stakeholders.

2. Presenting the data to the committee and have everyone graph the data.

3. Discussing the meaning of the data, possible use of experts, led by a facilitator.

4. Discussing potential solutions, possible use of experts, led by a facilitator.

5. Implementing solution(s).

6. Monitoring and evaluating results.

Section 6: Reflection

Explain what you learned from developing your Equity Audit Tool. How might you apply this learning in your current and future practice as a change leader? What advice, based on what you learned, might you give to other change leaders? What challenges do you foresee in the work you hope to do as a leader committed to positive social change? What ways might you modify the Equity Audit Tool to meet the needs of your context while maintaining its purpose of recognizing significant and persistent patterns of inequity?

Answer preview

Section 1: Introduction

                The learning context in the school includes integrating learners to the current issues in society while focusing on completing the high school curriculum. In these learning contexts students attends to multiple subjects for different teachers. The child expects to have an interaction with an individual teacher in all the fields; sciences, mathematics, English and social sciences. Learners engage actively in classwork and field programs to relate the knowledge acquired in school to their environment. Headteacher with a deputy’s head leads the learning context. Each of the learning fields has a head assisted by subject leaders. The institution has two programs; middle school and high school. Majority of the teachers are of average age, and there is a mix up of Blacks and Hispanic, white students. …

 

(1600 words)