How EQUITABLE is Your Classroom? Checklists for You

Every so often I see an image circulating in the educational groups I am connected to. There’s a couple versions, but each of them is designed to highlight the difference between equality and equity.

If I’m being 100% honest, these aren’t concepts I completely understood in undergrad. Now as a seasoned counselor and grandmother of little boys with special needs the difference between equal and equitable is incredibly important.

The easiest way to describe equity, is that we each get exactly what we need to be equal. In many instances that means one person, or group will get what appears to be extra, in an attempt toward leveling an unlevel playing field.

In education, conversations about equity are critical, yet rarely are they focused on the practical ways to walk towards optimal conditions. It’s easy to say we want a welcoming and inclusive classroom culture, but how can we be sure that we are doing that? And more important how do we effectively teach doing that?

As always, I knew that with some attention there had to be a format, a checklist of sorts to help us assess and progress monitor these lofty goals. So as I was updating the School Based Session Planner with these I decided to share a few with you.

My suggestion is that this NOT be a punitive process, but instead becomes a learning tool. Start for example with having each individual self-score their classroom or practices using one of the tools included, then next have a blind review of spaces conducted. Of course you can also include some of this in routine observation and assessment of effectiveness, but again, the key here is growth, not punishment or even reward.

For teaching practices, I like this tool from the Great Lakes Equity Center, this handout gives a few more details about how each of the practices highlighted contrasts to less equitable standards. The MAEC Equity audit is super robust and takes on high level district and building level practices too. This is likely more helpful for a diversity team, but this would also make a great discussion point,.

For classroom environments, this was the best option I could find from Karen Matsumoto-Grah. With this I would brainstorm which specific exceptionalities and identities are hardest to find or include. Talking about ways to be more inclusionary in language and practice would make a wonderful professional development session. For many of us, especially in smaller towns or more rural or secluded areas, we may not routinely see students representing various backgrounds which can give the false perception that these populations shouldn’t be considered. With discussion, we can make sure that are students are truly prepared for life in whatever environment they choose to make home.

For schools who are involved in e-learning and concerned about how some students may be inevitably experiencing inequities, this toolkit is helpful.

Have you ever done an equity audit for your school? Sound off in the comments about some of the things we should consider including.