FIPSE LSDL Modules

 

Post Assessment: Module 5

Post Assessment

Element Participant Instructions Instructor/Facilitator Notes

Purpose

To reflect on key learnings from the exposure to the module experiences.

 

At the beginning of the module, you assumed the role of the incoming principal of Catonsville School. In response to a request from a reporter, you filmed a digital clip outlining your beliefs about the causes of the academic achievement gaps between racial groups and your suggested approaches to reduce or eliminate these gaps. For the post assessment you will compose a written reflection on your current beliefs regarding the causes of the achievement gap and what has contributed to any shifts in your beliefs.

After completing this module, each participant is invited to reflect on the beliefs that she/he held before the module and note shifts, if any, in his/her perspectives, that have occurred since engaging with the learning experiences. Again, we recommend that this be an ungraded assignment and that participants be encouraged to reflect deeply without concerns that this final piece will be included in an evaluation.

Reflective Journaling

Respond in writing to the following questions:

  1. What is your current response as to the causes of the achievement gap seen in schools between white students and students of color?
  2. What do you base these beliefs on?
  3. What are some strategies you would suggest be used to reduce or eliminate the academic achievement gap between racial groups?
  4. View the digital clip you produced earlier
  5. What do you notice as you view this clip?
  6. If there were changes in what you noted as the causes of the achievement gap, or suggested strategies –  to what do you attribute these changes?
  7. What might you want to be mindful of as you continue in your journey as a leader?
  8. How has this process of reflecting on a pre-assessment and post-assessment response contributed to your growth as a leader?
 
 
Assessments Level One  

Using the pre-assessment interview clip and the student’s final reflective piece, compare where each student appeared prior to beginning the modules on the following continua and where the participant appears to be currently. Racism is embedded in our deep and reference structures. While some participant’s beliefs may appear unchanged, others may have experienced significant shifts in beliefs regarding the causes of the achievement gaps and/or their approach to reducing or eliminating achievement gaps. Among all participants you will still likely find considerable variance in attitudes, beliefs, and behaviors regarding race. Some participants may identify institutional and societal variables that contribute to achievement gaps that include deficit thinking, low teacher expectations, high turnover of teachers in schools that serve large percentages of students of color, limited access to rigorous coursework through exclusive class placement practices such as tracking, etc. Other participant responses may still assert achievement gaps are the result of parents’ disinterest in education, limited financial resources of the family, inadequate academic skills that require extensive remediation, etc.

As stated earlier, racism is deeply embedded in the fabric of society and both conscious and unconscious attitudes, behaviors and beliefs. It cannot be overcome in a single experience, single module, or even single lifetime. Becoming an anti-racist leader is a lifelong process. While some participants may show remarkable growth in expressed attitudes and beliefs and may feel changed and enlightened by this process, it is the everyday behaviors, decisions, internal dialogue as well as unconscious ways of knowing that impact our abilities to interrupt racist beliefs and behaviors in our selves.

Extended Activity