Education Week - October 14, 2020 - 9

Responsive Literacy.
Muhammad believes high-quality, culturally
relevant teaching must include students' identity
and history, train them to think critically and prepare
them to engage with the concepts of power and
oppression. Brooks-DeCosta assigned a teacher
to work with Muhammad and then to model
those teaching techniques for other teachers. The
school also held a book study on culturally relevant
teaching, not just for teachers, but also for parents,
so they knew what to expect.
Danica Goyens-Ward, the school's 4th-grade data
coach and peer collaborative teacher, trained with
Muhammad for more than three years and set up
a model classroom at the school. Teachers would
visit during 90-minute blocks and observe GoyensWard, ask questions, chat with students about how
much they were learning, review the writing pieces
students produced, and then try out what they saw
in their own classrooms. Teachers gave GoyensWard feedback on what they saw. Goyens-Ward
visited their classrooms and did the same.
"The hardest part was getting teachers to see that
when you get to know our children and our history,
the grades will get better," said Goyens-Ward, who
is Black.
Giving Voice to Students

Student voice is an essential part of anti-racist
schools. Although Thurgood Marshall Academy
Lower School was founded on social justice and
students had participated in marches on gun
violence and Black Lives Matter, Brooks-DeCosta
wanted them to be more engaged in becoming
change makers-seeing themselves as part of the

solution to pressing social problems.
It can be close-to-home issues like writing to the
department of education to let the top brass know that
they did not like the changes to the school lunches
when healthier meals debuted.
In Louisville, Carmichael-Murphy noticed there
were few activities for students to participate in besides
athletics. She interviewed students to ask about
other activities they'd like, and surveys probed their
connectedness to the school. In talking to them, she
found that students of color did not have a strong sense
of belonging in the school. On the flip side, neither did
white students, particularly white boys.
She got rid of the student council and replaced it
with a student voice team.
"I wanted kids to be able to have some hand in
school leadership," she said.

of school administrators
and teachers said they
have not received any
training on how to work
with students who've
experienced racism.

VOICES

The school leaders said schools cannot successfully
be anti-racist without a strong social-emotional
program in place for both staff and students. School
leaders need to create safe space for both students
and adults to feel they would be listened to and be
able to share, they said.
Getting buy-in from staff can be a difficult. But
Anjalé Welton, a professor in the educational
leadership and policy analysis department at the
University of Wisconsin-Madison, said principals
should be firm about their vision
"Let the staff know this is not a debate," Welton said.
"You want to support staff learning-that they are still
questioning and examining their racial attitudes. But at
the same time, you don't want that to delay the work.
That kind of blunt approach is what Carmichael-

nYes n No
74%

Students from low-income families
English-learners/emerging bilinguals

70

54

Students who have experienced racism

46

54

40
30

-Danica Goyens-Ward,
teacher, Thurgood Marshall
Academy Lower School,
New York City

"If someone says, 'I don't
see color,' that's the
wrong answer."
-Marcia Carmichael-Murphy,
principal, Coleridge-Taylor
Montessori Elementary
School, Louisville, Ky.

30

46

LGBTQ students

"The hardest part was
getting teachers to see
that when you get
to know our children
and our history, the
grades will get better."

26%

Immigrant students

Principals

54%

Anti-Racist 'Party of One'

Have you received training on sensitively and effectively working
with the following groups of students?

Students who have experienced sexism

SURVEY HIGHLIGHT

60
70

SOURCE: EdWeek Research Center, 2020
GETTING SCHOOL CLIMATE RIGHT: A GUIDE FOR PRINCIPALS | 9



Education Week - October 14, 2020

Table of Contents for the Digital Edition of Education Week - October 14, 2020

Education Week - October 14, 2020
The Essential Traits Of a Positive School Climate
Exclusive Survey: What Educators Say About the Climate in Their Schools
To Root Out Racism in Schools, Start With Who You Hire
5 Ways Principals Can Establish a Strong School Climate
Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - CW1
Education Week - October 14, 2020 - CW2
Education Week - October 14, 2020 - Education Week - October 14, 2020
Education Week - October 14, 2020 - C2
Education Week - October 14, 2020 - 1
Education Week - October 14, 2020 - 2
Education Week - October 14, 2020 - The Essential Traits Of a Positive School Climate
Education Week - October 14, 2020 - Exclusive Survey: What Educators Say About the Climate in Their Schools
Education Week - October 14, 2020 - 5
Education Week - October 14, 2020 - 6
Education Week - October 14, 2020 - To Root Out Racism in Schools, Start With Who You Hire
Education Week - October 14, 2020 - 8
Education Week - October 14, 2020 - S1
Education Week - October 14, 2020 - S2
Education Week - October 14, 2020 - S3
Education Week - October 14, 2020 - S4
Education Week - October 14, 2020 - 9
Education Week - October 14, 2020 - 10
Education Week - October 14, 2020 - 5 Ways Principals Can Establish a Strong School Climate
Education Week - October 14, 2020 - 12
Education Week - October 14, 2020 - 13
Education Week - October 14, 2020 - Opinion: What an Anti-Racist Principal Must Do
Education Week - October 14, 2020 - 15
Education Week - October 14, 2020 - 16
Education Week - October 14, 2020 - 17
Education Week - October 14, 2020 - C4
Education Week - October 14, 2020 - CW3
Education Week - October 14, 2020 - CW4
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