Diversity, Equity, Inclusion, & Belonging
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Pillar 3: Equity Centered Schools and Classroom Practices
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Welcome to a five-part special series of 203 in 2:03. My name is Jayne Willard and I am the Assistant Superintendent of Curriculum and Instruction. Today, I will address our third pillar in the Comprehensive Equity Plan Pillar 3: Equity Centered Schools and Classroom Practices.
Through this pillar, teachers set high expectations for all student groups regardless of culture, race, identity, neurodiversity and ableism. It is our goal to create curriculum, implement instruction, and select resources that all students can access. Meaning that all students have entrance into, involvement with, and full participation within the school context. Equity-centered classrooms begin with inclusive environments that promote respectful and authentic relationships between teachers and students and among students. Our SEL curriculum sets the foundation for creating a positive school culture and classroom environment.
Each student must have the opportunity to meaningfully participate, have agency and voice in the school context, and see themselves represented in the learning, discussions and resources. Educators set high outcomes for all students, building every students’ capacity to achieve at high levels.
Educators evaluate and select instructional resources and learning experiences that are culturally responsive and inclusive of all students. It is essential that curriculum is designed to provide students with mirrors and windows. Mirrors meaning our students should see themselves reflected in instructional materials, content and classroom discussions. Windows meaning our instructional materials, content and discussions expose students to the contributions, accomplishments, struggles, perspectives and lived experiences of others. When we know the stories of each other, we embrace our shared humanity. When we know the stories of our cultural groups, we become affirmed and empowered.
Equity centered curriculum and classroom practices are aligned to content based learning standards and encourage diversity of thought. This happens through thoughtful questioning and student engagement. Naperville District 203 is committed to ensuring that every student in our schools feel safe, welcomed, represented and connected to our learning environments.
