How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).

Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science. 

This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.

This OER was made possible through the support of the Academic Senate for California Community Colleges Open Educational Resources Initiative (ASCCC OERI). This textbook was developed with the intention to support customizability and allow instructors to adopt and adapt the materials to fit their own course needs through the use of an open license and open resources. Because of this, this textbook can be transferred fully or as chapters (modules). It is meant to be used as you (the instructor) see fit. Alignment to Library Support Staff Certification (LSSC): At the beginning of each module chapter, learning objectives and LSSC competency sets are listed that the content aligns to. This is done to provide further insight into how the material can best support your course. In the appendixes, you will also find perspectives from students and professionals that can be incorporated into your classroom discussions about the profession. These insights were gathered by alumni of LSS certificate programs, advisory board members of LSS programs, and other library community members. This text was also written with the intention to not just highlight EDI efforts and priorities for libraries, but also with EDI practice in mind - meaning, we wanted to use and incorporate resources that provided a diverse range of experiences and perspectives as well. This includes checking for accessibility and usability.

This resource is an overview of an asynchronous professional learning experience for educators. Through reviewing resources and participating in discussion forums, teachers learn about the importance of highlighting BIPOC scientists and community leaders. They then explore the BIPOC Voices resources, including video interviews and an activity guide, and implement learning activities with their students. If you are interested in participating in this learning experience, we encourage you to check out the EarthGen pdEnroller page to learn about upcoming opportunities to join a cohort!

The shift from apartheid to a constitutional democracy in South Africa brought with it a plethora of questions concerning ideas of nationhood, citizenship, and organisational transformation. Integrally caught up in the revolution, the South African Police Service (SAPS) faces transformative challenges on scales far larger than most other organisations in the country. From being the strong arm of the oppressive elite, it has had to restructure and rearticulate its function, while simultaneously attempting to maintain law and order. Like many other corporations and organisations, the SAPS has engaged in interventions aimed at aiding the fluidity of this process. This report is an analysis of one such intervention. It attempts to ascertain the extent to which members are changing as a result of particular diversity workshops conducted in a region of the Western Cape. The analysis focuses on members at one particular station.

The pandemic has highlighted major inequalities that existed before, in the "normal.” In the news, there is talk of a return to "normal", but for many in marginalized communities"normal" was not justice. This project outlines three areas of local and global opportunity in our community: education, racial equity, and climate change.Through investigation, students will examine multiple perspectives, ask critical questions, analyze information, and act on what they learn. Their project is not only about the end product, but also the process.

This article provides an overview of how teachers can use bibliotherapy to help students deal with social, emotional, and behavioral issues.

The Building Equity Awareness and Capacity strategy contains tools to help teachers explore their perceptions about students and then learn about what it means to be an equitable educator.

The CSforCA CS Equity Guide is designed for administrators interested in
implementing equity-minded computer science (CS) in K-12 schools, districts, or
counties.

This page provides access to the presentations and materials offered throughout the 2018 California Safety Organized Practice Conference, which was hosted by the Northern California Training Academy at the University of California, Davis June 26-27. The statewide conference provided an opportunity for counties implementing Safety Organized Practice (SOP) to explore strategies for rigor and depth of practice across the case continuum, and to share strengths, challenges and successes around implementation and sustainability.

We are concurrently experiencing two global crises - the climate crisis and COVID-19. What are connections between the two? Why are BIPOC (Black, Indigenous, People of Color) communities disproportionately affected by both? This asynchronous Canvas course explores these questions and more. The course includes recordings from two guest speakers. Dr. Isabel Carrera Zamanillo from Stanford University presents on climate justice connections. Dr. Carrie Tzou, Professor and Director of the Goodlad Institute for Educational Renewal at UW Bothell, shares strategies and instructional resources for teaching about COVID-19. 

This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section.

This resource provides access to the Northern California Training Academy's Core for Social Workers Module 1 training materials.. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

This article provides an overview of Teaching Tolerance, a project of the Southern Poverty Law Center that provides educators with free resources around the areas of equity, justice, and tolerance.

This article discusses the importance of student feedback in creating a respectful, equitable classroom.

The toolkit contains a high-level overview of the facilitated conversation, with individual PowerPoint presentations and materials containing detailed notes, resources, and activities that will help you move through each part of the conversation. Educators are encouraged to modify these presentations so they work for your school community.

In this virtual professional development opportunity designed for teachers, EarthGen explores two global crises taking place concurrently - the climate crisis and COVID-19. What are the connections between the two? Why are BIPOC (Black, Indigenous, People of Color) communities disproportionately affected by both? Educators receive foundational information around climate justice, analyze the variables associated with vulnerability, exposure, and risk, and explore educational resources to bring this content into their classrooms.Contact EarthGen at info@earthgenwa.org for more information.

The Educator & Staff Professional Learning Plan is one component of the K-12 Voices for Open OER - DEIA Action Planning Guide.  This plan, and the entire guide, is intended as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.