Presenters

Christina Spears
Lauryn Mascareñaz
WCPSS Office of Equity Affairs Overview
MariaRosa Rangel
NC State Board of Education Rodney Trice
Wednesday, June 5, 2019
Teresa Bunner
THE BUXE Company Pam Gales
 Desired Outcomes

• To provide the Board with an overview of the Office of

Equity Affairs.
• To highlight the fundamental work of the office.

THE BUXE Company 2

Presentation Overview

Formation of WCPSS Structure & Function

Future Direction
Equity Affairs Office of Equity Affairs

THE BUXE Company 3

 Leadership & Support

Overview of OEA
Leadership &
Support

THE BUXE Company 4

 OEA FORMATION

THE BUXE Company 5

 OEA Formation

• Established: July 2013

• Assistant Superintendent Appointed: July 2014
• WCPSS Board Retreat: February 2015

THE BUXE Company 6

 OEA Formation
Our Why

Purpose: ensure equal and equitable opportunity is a

priority at all levels of our organization, and that all
students, parents, teachers, administrators, and staff
have full access to the benefits provided by the Wake
2015 Board Retreat County Public School System.

Mission: influence policies, practices, and beliefs to

secure a transformative schooling experience for
students and families that have been traditionally and
historically marginalized.

THE BUXE Company 7

 OEA Formation

2015 Board Retreat

THE BUXE Company 8

 OEA Formation

OEA Service Delivery Model

Level I: All Schools & Departments

2015 Board Retreat Level II: All Schools & Departments by Request
(Equity Coaching)

Level III: All Schools & Departments as Assigned

(Equity Coaching)

THE BUXE Company 9

 OEA STRUCTURE & FUNCTION

THE BUXE Company 10

 OEA Structure & Function

• Courageous Conversations
• Color Consciousness
Equity Leadership
Framework • Identity Development
• Culturally Relevant Teaching
• Examining Privilege

THE BUXE Company 11

 OEA Structure & Function

Adaptive Leadership for Educational Equity

ü New learning around equity
OEA Departmental challenges
Philosophy ü Change mindsets/attitudes toward
equity challenge
ü Partner with those closest to the
equity challenge to solve problems

THE BUXE Company 12

OEA Structure & Function

WCPSS Cultural
Responsiveness
Framework

THE BUXE Company 13

 OEA Structure & Function

Our aim is to transform school and district culture to

ensure equity work is a routine and natural part of our
conversation and practice.

THE BUXE Company 14

OEA Structure & Function

Family Coaching & Student

Engagement Leadership Engagement
(MariaRosa Rangel) (Lauryn Mascareñaz) (Teresa Bunner)

Minority and State &

Teacher Women-Owned Federal
Support Business Enterprise
(Christina Spears) (MWBE) Compliance
(Pam Gales) (Rodney Trice)

THE BUXE Company 15

 Future Direction

STUDENT ENGAGEMENT CROSS-DEPARTMENT CAPACITY BUILDING

ü Expansion of WCPSS COLLABORATION
Mentoring Programs ü Expand Cross-Departmental
ü Increase Enrichment Instructional and Non-
Experiences for Instructional Focus
Underrepresented Student ü Departmental Equity Goal
Populations Setting
ü Student/Family Support ü Collaborative Equity Projects
Asset Mapping & Initiatives
ü Adoption of District Equity
Policy
THE BUXE Company
ü OEA Foundational
Onboarding Experiences
for School Leaders and
Teachers
ü Equity Leaders Cohort
ü OEA Staff Development
Plan
16
OFFICE OF EQUITY AFFAIRS
WAKE COUNTY PUBLIC SCHOOL SYSTEM

EQUITY LEADERSHIP & SUPPORT

2018 - 2020
 “The teacher is of course an artist, but being an artist does
not mean that he or she can make the profile, can shape the
students. What the educator does in teaching is to make it
possible for the students to become themselves.”
Paulo Freire
 Equity Leadership
Our Why
Across the United States and in the Wake County Public School System, student achievement outcomes can be
predicted by special education status, family income, and race. The predictability of achievement represents the
most consistent and persistent challenge in education today. For this reason, Wake County Public School System
educators will be guided by the following principles of equity:
• Educators will work to socialize intelligence and effort among all students in every school, every
classroom, every day.
• Educators will be intentional about interrupting beliefs and practices that serve as barriers to
student achievement.
• Leaders will model and advance courageous conversations about special education status, family
income, and race, and how these attributes shape teaching and learning experiences in schools
and classrooms.

From the principles of equity, the Office of Equity Affairs draws its purpose of ensuring that equal and equitable
opportunity is a priority at all levels of our organization, and that all students, parents, teachers, administrators, and
staff have full access to the benefits provided by the Wake County Public School System.
Our purpose informs our mission of influencing policies, practices, and beliefs to secure a transformative schooling
experience for students and families that have been traditionally and historically marginalized.

Equity Leadership lives beyond typical forms of leadership by calling on educators to dismantle systemic inequi-
ties that limit the possibilities of children. Equity challenges rarely, if ever, yield to traditional measures of leader-
ship ability or authority. Interrupting the predictability of student achievement outcomes based on social and
cultural factors requires a practice grounded in changing attitudes toward equity challenges, creating time and
space for new learning, and welcoming students and families as full partners in solution-making efforts. More
specifically, equity leaders:
• have a compelling vision for the impact they want to have with students and families concerning
issues of equity and can communicate their vision in a way that inspires direct action;

• are committed to long-term systemic change efforts and willing to make critical decisions that
demonstrate a commitment to interrupting educational inequity;

• value the experiences and leadership of the students and families they serve and build power
through relationships to nurture a collective voice for change in their school communities;

• reflect on their experiences to better understand their identity and practice and how it impacts
their ability to dismantle educational inequities; and

• have the confidence to take risks and make difficult decisions that are rooted in their values.
Even in the face of opposition, equity leaders can draw on a heartfelt conviction for what is best
for students and families.

Enclosed in this document is an overview of the theoretical underpinnings that defines WCPSS "equity work."
Additionally, this document summarizes the 2018-2020 equity support systems provided by the Office of Equity
Affairs to assist educators in expanding their capacity for equity practice and leadership. For more information
about our programs contact us at (919) 694-0524 or equityaffairs@wcpss.net.
“Teachers who really care for students honor their
humanity, hold them in high esteem, expect high
performance from them, and use strategies to
fulfill their expectations.”
Geneva Gay
 Equity Leadership Framework
The WCPSS Equity Leadership Framework provides the theoretical and content basis for advancing equity work
in schools and classrooms. The framework is constructed around five focus areas: Courageous Conversations,
Color Consciousness, Identity Development, Culturally Relevant Teaching, and Examining Privilege. Effective eq-
uity leaders work to increase their knowledge, understanding, and practice in these areas over time. The Office of
Equity Affairs is available to support school and district leaders in this journey through coaching and consultation,
professional learning opportunities, and sharing of equity resources and tools.

COURAGEOUS CONVERSATIONS COLOR CONSCIOUSNESS

Strategies for engaging in meaningful conversations about Awareness and knowledge of how race and racism operate
inequity in education. in our society and our educational systems.
Essential Learning Essential Learning
• Four Agreements & Six Conditions (Beyond Diversity) • Foundations of Race & Racism
• Equity Compass (Beyond Diversity) • Equity and Social Justice
• WCPSS Cultural Responsiveness Framework • Institutionalized Racism
• WCPSS Principles of Equity • Anti-Racist Identity and Action

IDENTITY DEVELOPMENT CULTURALLY RELEVANT TEACHING

The process by which people come to understand their Theories and strategies for engaging students through
identity and how it impacts their personal experiences their cultural background.
and role in society, particularly as applied to their ability Essential Learning
to succeed in school. • Motivation Theory
Essential Learning • Cultural Exploration Frameworks
• Stages of Identity Development • Stereotype Threat
• Identity Development for People of Color • Language Acquisition Theories
• Multi-racial Identity Development
• Strange Other (Identity Assignment)
KNOWLEDGE & SKILL CONTINUUM
• Third-Culture & Cross-Cultural Children The schematic below serves as a tool to determine command of the
• Sexuality & Gender Identity Development essential learnings in the Equity Leadership Framework.

Oblivion
I have no knowledge
EXAMINING PRIVILEGE of what this means.
Using a philosophical and practical lens to explore how the
dominant culture impacts the experiences of all people. Awareness
Essential Learning I’ve heard something about
this and know what it means.
• Intersections of Power and Privilege
• Internalized Inferiority
Understanding
• Limits of Superiority I know a lot
• Critical Race Theory about this and can
talk about it with others.

Application
I regularly apply
this in my practice.

Teach/Coach
I am capable of
presenting this to others.
“We do not really see through our eyes or hear
through our ears, but through our beliefs.”
Lisa Delpit
 ADAPTIVE LEADERSHIP FRAMEWORK
Equity Focused Leadership
Technical Problems Adaptive Challenges
• Can be solved • Must be managed
• Easy to identify & difficult to deny • Difficult to identify and easy to deny
• Often lend themselves to a quick and easy fix • Managing the challenge requires time
• Cut-and-dry solution • Must be managed by those who are touched by it
• Often can be solved by an authority or expert • May require changes in values, belief systems,
• Solutions can be implemented relatively quickly relationships and approaches to work.
• Method isn’t as important as the end result • Requires change in multiple ways and places
• Requires change in just one or a few places • It can feel like a long-term wicked reality
• It is controllable • The method of management is critical
Examples Examples
Building a school, Fixing a broken computer, Brain surgery Poverty, Reforming public education, Health reform

Adapted from: Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Cambridge, MA: Harvard Business Press.
“Deliberately choose to teach in ways that further
the interest of democracy, of justice.”
bell hooks
 Cultural Responsiveness Framework

Cultural responsiveness confronts adaptive challenges by supporting

the academic achievement of all students, affirming students' cultural
identities, and giving students space and opportunity to impact the
social and cultural context of their education.

To facilitate adaptive change, equity leaders must be willing to see in-

equities wherever they exist, understand inequities from the perspec-
tive of those most impacted, and be full partners with those closest to
the gaps in solution-making.
 “Equity work is specific and intentional. If your
language and practice only centers ALL students,
it’s probably not deep equity work.”
Rodney Trice
 Equity Leadership Supports
Beyond Diversity is a transformative two-day seminar de-
signed to help educators, students, parents, and administra-
tors understand the impact of race on student learning and
investigate the role it plays in institutionalizing academic
achievement disparities. Participants practice using strate-
gies for identifying and addressing policies, programs, and
practices that serve as barriers to ALL students receiving a
world-class education.
Equity Leadership Coaching (One-on-One) provides school
and district leaders a safe and confidential space to expand
their capacity for equity leadership by using school-based
or department-based equity challenges as the cornerstone
for practice. Equity coaches from the Office of Equity Af-
fairs are available to support leaders with increasing their
awareness of equity concepts and skills, problem-solving,
and implementation of strategies that interrupt inequities.
WCPSS Equity Workshops The Office of Equity Affairs de-
signs and delivers customized equity workshops for schools
and departments throughout the school year. Workshops
focus on practices that support academic achievement
among at-promise students, culturally responsive instruc-
tion, supporting parents and families, and elevating the
voices and experiences of at-promise students.
Equity Innovators Forum Educators around the country are
working to eliminate the predictability of student achieve-
ment outcomes. The Equity Innovators Forum provides an
open space for equity innovators to share their work and
practice with WCPSS educators by leveraging the use of
webinar technology platforms.
Available Fall 2019
Equity Resources & Tools The Office of Equity Affairs
provides learning resources and group facilitation tools
that educators can use in their schools and departments to
advance equity work and courageous conversations. These
resources and tools include articles, book study outlines,
activity protocols, online learning modules, and mini-lessons
on various equity topics.
Available Fall 2018
For more information contact the Office of Equity Affairs at (919) 694-0524 or equityaffairs@wcpss.net
The Racial Equity Institute's Phase One Seminar is aimed
at deepening understanding of the historical, cultural,
structural and institutional analysis of race in society. With
a clear understanding of how institutions and systems are
producing unjust and inequitable outcomes, participants in
this two-day seminar will leave with a new mindset toward
social transformation and racial justice.
Equity Leadership Coaching (Equity Teams) Equity work
is inherently a practice of resistance to institutional norms
that create and maintain inequities. Equity coaches from
the Office of Equity Affairs will assist school and district
leaders with creating space and opportunity for a core
group of educators to expand their awareness of equity
concepts and skills in service to eliminating student oppor-
tunity gaps.
WCPSS Equity Micro Courses are open to any educa-
tor interested in deepening their understanding, practice,
and leadership around equity concepts and skills. Micro
courses allow educators to receive a wealth of information
and experience in a short time frame. The Office of Equity
Affairs uses its CARE model (Courageous Action Research
for Educational Equity) as the foundation of Equity Micro
Courses.
Available Fall 2018
Student Equity Teams It is important that students clos-
est to equity challenges are full partners in designing and
implementing solutions to meet those challenges. The
Office of Equity Affairs provides guidance and direction to
student leadership teams committed to expanding opportu-
nities for greater diversity, equity and inclusion throughout
the school community.
Available Fall 2018
Other Equity Conferences & Workshops The Office of
Equity Affairs supports school and district leaders' partici-
pation in a number of national, regional and local equity
conferences and workshops. Opportunities are typically
shared with educators that are directly engaged with coach-
ing support or enrolled in courses established by the Equity
Affairs office.
 “That's at the core of equity: understanding who your
kids are and how to meet their needs. You are still
focused on outcomes, but the path to get there may not
be the same for each one.”
Pedro Noguera
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“I have never encoun-
tered any children in
any group who are
not geniuses. There is
no mystery on how to
teach them. The first
thing you do is treat
them like human be-
ings and the second
thing you do is love
them.”

Asa Hilliard