Participant Reflections from C3Be's Designing for Equity, Justice, and Innovation in Education Pilot Program
The Center for Certification and Competency-Based Education’s Designing for Equity, Justice, And Innovation in Education Pilot Program was a 14-week virtual professional development opportunity for educators serving middle and high school students. The pilot program introduced participants to the why, what, and how of three core competencies – Teaching for Justice, Grounding in the Science of Learning and Development, and Thinking Like a Designer.
Three participants shared their reflections and thoughts on the pilot program and how it helped them deepen their practices as educators.
- Nikki Blakeney-Earl
- Leayn Losh
- Jessica Toupin
How did you learn of the pilot program and what drew you to it?
Nikki Blakeney-Earl: At the time of the pilot program, I was a district-level instructional coach - I saw a digital flyer in a staff notice. What I originally thought was a workshop or class piqued my interest. I was very much interested in being aware of, challenging, and unlearning white supremacy culture while building a culturally sustaining space in my work. I attend AmplifyKC for educators of color annually, the occasional webinar, and my former district's DEI conference but that wasn't enough opportunities for me to learn and grow as an educator, so I applied when I saw the flyer.
Leayn Losh: I received an email from KU about the program. I am very interested in diversity education. I am on our school district's diversity team. I teach middle level 6-7-8 grade choir, theater, and debate. As an artist I feel and have witnessed that the arts are a great and safe place to encourage diversity education. We can address how to encourage the students to get along no matter what our differences may be. I thought this would be a wonderful area of study to further my diversity training as well.
Jessica Toupin: I learned about this program through the head of my math department at Arlington Public Schools, Matthew Coleman. I was drawn to the program because of what it was offering- a space to really reflect and learn about DEJIE in the classroom and finding actionable steps to work within an intentionally broken system.
How did this differ from other continuing education programs or workshops you may have participated in?
Nikki Blakeney-Earl: I usually attend a conference or webinar: I show up/log in, get information, and leave. I have the choice to apply new knowledge (or not). The DEJIE pilot was a class, a whole class (which I did not realize at the time - I didn't see that on the flyer and only figured it out when I saw the syllabus...the SYLLABUS!), and I was asked to create something and showcase that learning. I could not just be a passive listener.
Leayn Losh: It was so personal! It was a bit complicated at first until we really dove into the work. The set-up of the class and the required work was somewhat challenging at first. I grew so much as a person through this process and experiences, it was worth it in the end. It was like the curtain was up, no hiding, it was very much right in your face. Our professors were amazing and led us gracefully down our paths. Even though it was through Zoom we became close as a family. The other workshops were more of talking at you and not with you. This one had so many layers and levels. It was much more personal. The sharing was amazing! I like that it was not just here is the information and a booklet or package of worksheets. It made me look at how I was teaching in my classrooms. I could really take the information each week and actually apply it!
Jessica Toupin: I was only in my second year of teaching, but I knew this program was different (and incredibly meaningful) because of the community that was intentionally built, the mentorships that were fostered, and the challenges that were presented to us as educators.
Do you think the “showing what you know” approach (CBE) helps you understand the material better?
Nikki Blakeney-Earl: For me, the "showing what you know approach" helped me come out of my comfort zone - I shared my experiences (something I didn't do while a student at any level), asked questions, and actively participated. I welcomed adding to what I already knew. I also appreciated the design thinking model - retooling ideas, getting and giving feedback, building something until the lightbulb finally went off and I built something I later presented at a DEI conference.
Leayn Losh: Absolutely! It was a wonderfully creative way to engage in the information. By sharing about me I felt like I learned more about "me" through the lessons. At first I thought it was a great deal of information that could have been a bit more organized or organized in a different way. I kept having to remind myself that it was a pilot program, and I was part of growing the contents and applications of the program. That was very exciting and made me very proud to be a part of the growth of the program. Again, we had amazing professors leading us into and through this journey. What we shared was so important and created such a strong group. It was so refreshing. It was a safe place to share our lives, thoughts, and feelings. The growth that this type of class created was incredibly freeing! The discussions, sharing and showing our work was priceless. I felt challenged for a change and a bit timid at times to share. The way the material was presented and handled made it such a meaningful experience. It was also a joy and a privilege to be a part of the development of this program. I am so ok with the uncomfortable conversations now due to this class. Which makes me stronger and better at leading those conversations.
Jessica Toupin: Absolutely! The capstone project and check-ins along the way for gathering data made a huge difference for me. Oftentimes we learn lofty or unclear strategies as teachers and never implement them. My capstone project has redefined my classroom space, how I view collaborative learning, and has spread to other teachers in my department!
What does diversity, justice, equity, and inclusion mean for your practice? How did this pilot program help you to understand these concepts better?
Nikki Blakeney-Earl: At the time, DEI meant for me to use my seat, a district seat, to support teachers in using culturally sustaining practices, from what was taught, to how students were assessed, to how we spoke to our students, and how we invited student voice and culture into our spaces, to addressing/ challenging negative stereotypes that tend to permeate urban schools. This pilot solidified my choice to leave for a space where I could do that.
Leayn Losh: It means I can have more ways to share the many strategies with my students and the people I work with in my other actives.
Jessica Toupin: It means constantly examining my own beliefs and biases and questioning current systems. I am constantly learning about systems that may have benefited me as a white female that are actively suppressing students of other races and identities. I'm learning to be uncomfortable and to always be seeking new ideas and practices. Yosso's work particularly inspired and challenged me, as I thought about how to structure collaborative learning in an equitable way that celebrates diversity and centers justice. This pilot program helped me understand these concepts by providing ample resources (reading, podcasts, modules, etc.) and giving me the space each week to discuss and challenge my ideas with my classmates and mentors.
How have you applied what you learned in your practice since completing the program?
Nikki Blakeney-Earl: I've now presented part or all of my final project in multiple spaces. I am a building instructional coach for the district where I live, where my children attend school and still teach as an adjunct for a teacher prep program in my old district - I have the freedom to discuss related topics with prospective and current educators.
Leayn Losh: I use the strategies and experiences that I have received in the class with my students, friends, and colleagues. It has helped me grow as a person. I feel much more settled and able to discuss these challenging topics. It has opened my eyes to the many levels of diversity. I broke my arm last summer and became a physically challenged person. I learned how that felt. Due to all of the conversations about diversity I could handle what happened to me much better. My eyes were really opened. I could also apply the strategies to better work with my students and others in the challenges of handling the diversity in my classes. It led to many wonderful yet uncomfortable conversations at times. We all became better people because of those moments.
Jessica Toupin: I use the work I did in my capstone project daily in my classrooms now. I am working to foster a rigorous collaborative math environment that values all voices, and we do community agreements (the document and process of my capstone) to set those expectations and norms. I find students incredibly empowered when they score themselves on a rubric of how they met their community agreements that they set for themselves.
What was your overall experience going through a program like this?
Nikki Blakeney-Earl: It was a transformative experience for me - one I wish I could send others through. I've never liked or connected with school - even through earning my doctorate, but this was finally a school where I was seen and what I thought mattered. I hadn't felt that before or have I been thoughtfully pushed to really apply what I've learned.
Leayn Losh: Oh my goodness, it was life-changing! The professors, the other students which are now my friends, the challenging content was all just incredible! I now have so many resources to assist me in further growth. It is like I have been given a gift! I can phone a friend for support! I plan on using the strategies, resources and stories for many presentations, life experiences and just for personal growth. I will be forever grateful for this incredible gift! It was one of the most challenging, life changing and uncomfortable at times classes that I have had, and I am 64. The fact that I had to dive so deep into who I really am, what I really feel and how I handle diversity is so eye opening! The amazing growth one experiences during a class like this is just unreal! When I reflect back, I can't believe I did all of the work, had such amazing and challenging experiences and I made it to the end is earth shattering. It makes me want to keep going. What is next? I would like to be involved in the next level. I was so proud that I received my badges. It was so worth the time, the hard work. the pain and the rewards! My favorite lesson was our Who Am I presentation!
Jessica Toupin: It was a fantastic experience. I felt like I learned more on how to be a teacher (and a better human) from this program more than any other PD or training I've done. I miss the participants and mentors quite a bit- the program did a phenomenal job at creating a meaningful community that supported and really knew each other.
What is your main takeaway from this pilot program?
Nikki Blakeney-Earl: I would think building an authentic project that deals with acknowledging your/ own bias, creating psychologically safe learning environments, and/or disrupting harm to marginalized students (via policies, practices, curriculum, words, etc.) would be the goal of the program.
Leayn Losh: That I am human, that I have justified feelings about diverse subjects, and it is "ok" to be uncomfortable in order to grow or challenge others to grow. I know it is necessary to have conversations with others, to open up and be "real"! Bravo and thank you KU and our professors and crew for being brave enough to take this class on with all of us! Thanks to all my fellow students for the respect and joy in sharing our stories! Thank you for offering this incredible and life-changing experience to myself and others!
Jessica Toupin: You really need to know the people (or students) that you work with to best support them and reach meaningful goals together. Also, the process is NEVER done! Iterations will go on infinitely and isn't that the best gift of all.