Goal 1: Education

Action Step 1

Dedicate professional learning time as a priority.

Strategies to Support Action Step 1

Strategy 1

Faculty meeting time was reallocated for mandatory monthly professional learning workshops devoted to the school’s equity competencies. Faculty participated in seven 2-hour sessions throughout the 21-22 school year led by Instructional Coaches and the Equity Design Team. The sessions focused on developing the skills to apply an equity lens to teaching and learning, and on understanding Catlin Gabel’s expectations for equitable teaching practices.

Strategy 2

Each staff department met with the Director of Community Engagement to discuss their team’s professional learning needs around equity and inclusion. These discussions will inform a staff professional learning plan in design during the 22-23 school year.

Strategy 3

An Equity Instructional Coach was added to the existing Instructional Coaching Team and Equity and Inclusion Department. The Equity Instructional Coach leads the Equity Design Team in developing equity-focused faculty professional learning that deepens practice and continued engagement with competencies.

Action Step 2

Establish teaching competencies for equity-based instruction and create a professional learning plan for teachers to apply equity lens to teaching practices.

Strategies to Support Action Step 2

Strategy 1

Established three Equity Focused Teaching Competencies, which were used and continue to be used, to determine the scope and necessary content for professional learning. These competencies are intended to become part of curriculum development and teacher evaluations beginning in 2023-24.

Building understanding, capacity, and teaching skills that reflect the competencies in practice is an ongoing and essential professional development goal for all teachers. Professional learning is focused on both helping faculty members meet a standard equity-based instruction competency and on supporting them to grow in their integration of equity into their practice.

Strategy 2

Established an Equity Design Team—a team of faculty responsible for supporting the design of professional learning sessions with attention to scope and sequence and competencies—in collaboration with Instructional Coaches.

Strategy 3

Partnered with the Equity Literacy Institute for racial equity facilitator training and for key content and skills presentations used in professional learning sessions.

Strategy 4

As part of the seven 2-hour faculty sessions (action step 1, strategy 1), faculty worked with small group facilitators on applying an equity lens to teaching and learning, and “re-seeing” their curriculum and classroom practices. This also served as an opportunity to establish an understanding of expectations for equity-focused teaching practices at Catlin Gabel.

Action Step 1

Dedicate professional learning time to continue implementation of teaching competencies for equity-based instruction.

Action Step 2

Develop plan to incorporate equity-based teaching competencies into faculty evaluation process for 2023-24.

Action Step 3

Create onboarding process for new teachers to understand and learn expectations for equity-based instruction.

Action Step 4

Outline curricular review process for 2023-24.

Action Step 1

Dedicate professional learning time as a priority.

Action Step 2

Incorporate equity-based teaching competencies into faculty evaluation process starting September 2023.

Action Step 3

Launch curricular review process September 2023.