53rd DST National Convention

Transforming Education

by Shifting PerspectivesFacilitated by:

Delta Teacher Efficacy Campaign (DTEC)

OPENING

INTRODUCTIONS

DTEC National Team

DTEC Change Agents

WHO IS HERE?

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Dr. Crystal Adams

Darcell Dance

Joe Ann Oatis

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Education: It’s A Heart Matter®E-Course Participants

TODAY’S AGENDA & OUTCOMES

You will have the opportunity to…

Identify individual implicit biases and stereotypes and how

they manifest in educational arenas (classrooms, schools,

districts and communities)

Maker deeper connections to the awareness and the need to

be culturally relevant in application and teaching the whole

child.

Discuss and implement new strategies to reach and teach all

children while advocating within their circler of influence.

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OUR “SAFE SPACE” AGREEMENTS

LISTEN to understand, not to respond.

ENGAGE fully.

INTEGRATE new information.

OPEN your mind to diverse views.

SPEAK from the heart/take risks.

UTILIZE what you learn.

BE intentional

SHARE the “air”

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How have you dealt with biases in your life?

THE DTEC STORY

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Heart 2 Heart…

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®

PURPOSE

The purpose of the Delta Teacher Efficacy Campaign (DTEC) is an innovative and technology-centered professional development training, to enhance the effectiveness and efficacy of classroom teachers serving underprepared and underserved students in areas such as literacy and STEM (science, technology, engineering, and math) (DTEC Report, 2015).

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DTEC GOAL FOR TEACHER EFFICACY

“To increase

teachers’

confidence in

their ability to

promote

student

learning.”

DTEC,

2015

EFFICACY-CONFIDENCE

THROUGH LEARNING

Teacher efficacy has been described as teachers’

confidence in their ability to positively affect student

learning and behavior (Hoy, 2000)

An important factor in the determination of a teacher’s

sense of self-efficacy is experience through performance

accomplishment (Bandura, 1977). Bandura’s (1986)

social cognitive theory (SCT) posited an individual’s

perception of abilities has a major effect on self-efficacy,

which Bandura (1986) defined as, “what you believe that

you can do with what you have under a variety of

circumstances” (p.37).

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Culture Divide

OUR TEACHERS AND STUDENTS

Possible Impact 87% of teachers are

of European descent and female

1 of 3 students

enrolled in K-12 schools are students of color

(Griner and Stewart, 2012)

https://hub.jhu.edu/2016/03/30/racial-bias-teacher-expectations-black-white/

http://www.edweek.org/ew/articles/2017/01/25/black-students-more-likely-to-be-arrested.html?print=1

Griner, A. C. & Stewart, M. L (2012). Addressing the achievement gap and disproportionality through the use of

culturally responsive teaching practices

Our Students

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Racially, culturally, ethnically and linguistically

diverse (RCELD)

Historically underserved

Disproportionally:

Over represented in harsh discipline

Over represented in special education

Underrepresented in gifted programs

Burdened by stereotypes

and negative expectations

Lack of Efficacy-Confidence

Student Engagement

Classroom Management

Instructional Methods

Internal vs External Factors

Teacher efficacy vs students and

parents.*

Our Teachers

© Copyright 2016 Delta Research and Educational Foundation. All Rights Reserved. All trademarks and service marks are the properties of their respective owners.

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Focus on Internal (efficacy) vs External

Overall Objectives of Teacher Efficacy Academy (TEA):

Teachers understand that their efficacy plays a role in student achievement

Enhance teacher efficacy

Provide skills and strategies to apply in the class

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CRITICAL ANALYSIS OF CULTURAL ASSUMPTIONS

THE “TALK”

what resonated with them

What resonated with you?

Have you encountered bias of

any kind? What did you learn

from the experience?

How does “THE TALK”

correlate with the DTEC work?

THE “TALK”

DREF Sponsorship

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Creative by BBDO & EGAMI Consulting Group - insights that drove the creative

“noise in the mind”

“threat in the air”

When a characteristic (race, gender, disability, etc.) is emphasized, the outcome may be negatively affected by the fear of conforming to the stereotypes of one’s group.

Stereotype ThreatWho Is Affected

Stereotype Threat & Learning

➢ Focus➢ Self-control➢ Planning➢ Multiple Tasks

Diminishes Executive Resources

Persistence & Effort Reduced

Note-taking Skills Reduced

Feelings of Belonging Impaired

Masks Ability

Subtle Effects

Decreased Performance

Stereotype Threat Spillover

➢ Focus➢ Self-control➢ Planning➢ Multiple Tasks

Diminished Executive Resources

Persistence & Effort Reduced

Note-taking Skills Reduced

Feelings of Belonging Impaired

Masks Ability

Subtle Effects

Decreased Performance

Student Engagement

Classroom Management

Instructional Methods

Interventions

1. Emphasize growth in

intelligence

2. Normalize

3. “Wise” feedback

4. Self-affirmation of

values

Interventions

The effort to master

difficult material

actually increases

intellectual ability

Effort & Persistence

is the Key

Emphasize growth in intelligence – Growth Mindset

Interventions

It takes some time

for most people to

“get” this

Keep working on it

and it will click

I’ll help

Normalize

Interventions

“I’m being critical,

but I’m holding

you to a high

standard … I know

you can do it.”

Provide “Wise Feedback”

InterventionsAffirmations

Identify your most important value(s): E.g., relationships with

friends, family, being good at …

Write a short paragraph about why this value is important to you.

Confirm: “In general, I try to live up to these values.”

Success

The Bottom Line

Growth in Self-esteem

Belief in ability

Persistence in effort

Belongingness

Teacher Efficacy

The Bottom Line

Studies have shown Public Schools and inner cities

schools are attended by majority minorities. Yet are

issues that plague Public School systems like “No

Child Left Behind,” Poverty, Family Factors...and lack

of funding. What needs to happen to improve schools

attended by majority black and Hispanic students… .

What will happen if we don’t fix it?

OUR REALITY…

Create a 45-60 second commercial

bringing awareness and or solutions

to topics discussed today using “The

Talk” as an example. Utilize

“I CAN” and “I WILL”

Declarations.

“The Talk”Education Style

15 minutes to CREATE from THE HEART

Teacher Efficacy AcademyCELEBRATION

Dr. Crystal Adams

Darcell Dance

Joe Ann Oatis

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Education: It’s A Heart Matter®E-Course Completion Recognition

CLOSING

PUBLICATION• The 2016-17 edition of PHILLIS:

The Journal for Research on

African American Women focuses

on the Delta Teacher Efficacy

Campaign, the three-year initiative

on teacher effectiveness .

• The Journal includes scholarly

articles on teacher efficacy as it

relates to student achievement,

culturally responsive teaching,

urban education, pedagogy and

justice, activities and outcomes of

the DTEC project and other

topics. Personal narratives on

teacher effectiveness will be

published in the VOICES section. Order Copy Here

Review Objectives

Identify individual implicit biases and stereotypes and how

they manifest in educational arenas (classrooms, schools,

districts and communities)

Maker deeper connections to the awareness and the need to

be culturally relevant in application and teaching the whole

child.

Discuss and implement new strategies to reach and teach all

children while advocating within their circler of influence.

Connections (Learner Commitment Handout)

Q & A *

CLOSING