Advocacy
Journal
Exploring Your Motivations to be an Advocate
May 22, 2022
1. The source of fire for child advocacy is to provide equitable learning opportunities for all students in early childhood. My first-grade classroom is made up of diverse learning levels, as an educator, I believe that all students and families have the right to obtain accessible, high-quality educational opportunities, to make sure they have children a successful educational career. As seen in “The Raising of America,” all students are full of tremendous potential, but environmental factors prohibit children's ability to be resilient, strong, confident, and capable (2015). When adults provide consistent exposure to positive learning experiences in early childhood, children are ensured to receive key support during early development promoting self-regulating skills that help them feel safe and secure to learn, play, and grow (Sheehan, 2021).
2. My long-term goal for my advocacy work is to ensure all students are provided with a whole-child teaching and learning approach that supports and nurtures all areas of children's development and learning from social-emotional and cognitive skills to literacy, math, and science understanding. The goal is to encourage children’s learning and thinking by being responsive to children’s understandings, interests, and abilities, allowing them to deepen their natural curiosity and their eagerness to want to discover and learn in first grade and throughout elementary school, and develop healthy and positive approaches to lifelong learning. In order for students to succeed in the classroom, they must be motivated to learn. When all levels of Maslow's Hierarchy of Needs are met and have stable routines, they are able to advance to safety, love, esteem, and self-actualization, and are at their full potential for learning (Wright & Jaffee, 2013).
3. The context for my advocacy work is at the local level with reaching my small island community of learners and progress to larger communities to promote the importance of providing quality and equitable learning approaches and opportunities. My approach is initially through a case advocacy lens to support providing equitable learning opportunities for my first-grade learners with future hopes to advocate for larger communities and populations through policy changes within the workplace and other agencies (Wright & Jaffee, 2013). Bronfenbrenner’s ecological model views child development as a complex system of interconnected networks of relationships affected by multiple levels of their surrounding environments that begin with those closest to the child and extend to the national and even international level (Wright & Jaffee, 2013, p. 14).
4. The types of challenges that are likely to occur include receiving proper training in support programs to enhance learning strategies and approaches, access to quality curriculum, and receiving administrative, district, and family support to advocate for equitable learning opportunities in the classroom. Policy changes play a critical role in the process to distribute resources and funding according to school and student needs. Understanding the importance of policies in education create standards of quality for learning and teaching, (Wright & Jaffee, 2013). As a member of my district Equity Committee, I hope to more progress toward implementing more equitable learning policies to provide support for all students in my community to receive the resources they need so they graduate prepared for success after high school. I can control my attitude, purpose, and mission for ensuring equitable learning is attainable. I can be mindful of acknowledging the barriers that are present and be open to potential perspectives to provide alternative support. Things I can let go of throughout this process are understanding that not everything can be achieved in one year, “no’s” are to be expected, and disagreements aren’t personal attacks on my intent within this goal (Wright & Jaffee, 2013).
5. Keeping focused on the purpose and intent of my goal will help me persist in going forward with my advocacy work. The importance of providing students with the resources they need to be successful lifelong learners gives me the inspiration to support policy changes in our education system. I’m inspired to promote equity in education because it means teachers are able to give individualized support to students that address possible barriers, like poverty or limited transportation. Promoting equity in education is less about the introduction of particular techniques or new organizational arrangements, and much more about processes of social learning within particular contexts to make sure each student is prepared to reach their potential (Ainscow, 2020). The inspiration to continue to support changes for equitable learning calls for coordinated and sustained efforts among contributors that want to see all children achieve learning success. Being a partner in the starting point to coordinate efforts with policy-makers and educators to understand the benefits of equity in education policies and increasing their sense of accountability to ignite change inspires me to move forward in my advocacy goal.
6. Working collaboratively is important to share ideas, views, and perspectives on how best to approach our advocacy goal. Collaborative efforts highlight individual strengths and allow the ability for groups to accomplish more as a team. Reaching out to fellow colleagues, administration, families, and community members can help develop a team with similar goals to help support my mission and vision for students learning. Seeking partnerships with other advocacy groups with like-minded goals can help facilitate activities and provide guidance in developing policy changes. Learning from others is key to discovering avenues that worked well for them and understanding and researching current policies and processes in progress.
7. To help combat burnout, my methods for self-care include setting boundaries between work and personal life and understanding that I need to take time for myself to disconnect and recharge. I ensure that I carve out time to connect with loved ones, exercise and move, go outside and take walks with my dogs, and be alone and care for myself with scheduled haircuts and facials to help me be present and meet my personal needs. It is important to understand that one should not feel guilty about taking care of yourself so that you can be healthy, you can be well, can do your job, you can help and care for others, and you can do all the things you need to and want to accomplish in a day. Maintaining self-care is key for individuals to better cope with daily stressors present in their daily lives.
References
Christine Herbes-Sommers, California Newsreel, & Vital Pictures (Producers), & Christine
Herbes-Sommers (Director). (2015). The Raising Of America. [Video/DVD] California Newsreel. Retrieved from https://video.alexanderstreet.com/watch/the-raising-of-america
Mel Ainscow (2020) Promoting inclusion and equity in education: lessons from international experiences, Nordic Journal of Studies in Educational Policy, 6:1, 7-16, DOI: 10.1080/20020317.2020.1729587
Sheehan, S. M. and J. (2021, February 2). Building positive learning environments for
young children starts with you. ECLKC. Retrieved May 22, 2022, from https://eclkc.ohs.acf.hhs.gov/blog/building-positive-learning-environments-young-children-starts-you#:~:text=Positive%20early%20learning%20environments%20start,their%20needs%20will%20be%20met.
Advocacy initial
Summary Sheet
June 5, 2022
1. Informative Title: The need to address how inequalities in education can affect the health, child development, and educational opportunities of young children.
2. Statement of problem: Racial, gender preference, and socioeconomic inequalities within school districts put families and students at risk of not having equal opportunities and/or access to educational tools for student success. Racial and gender preference representation in school staff is underrepresented to help identify with the student body of various cultures within the school. Students and families may not be able to fully identify with school and/or teachers due to the lack of connection due to culture or racial boundaries that can be present.
3. Need for change: The prevalence of the social problem is that many families may not have access to quality equitable learning opportunities and experiences due to family circumstances. Some families and students face socioeconomic risks which prohibit them from having equal opportunities and/or access to educational tools for student success. Students with disabilities may not be receiving high-quality education due to a lack of resources, funding, and trained staff to provide appropriate care to support their learning paths. Developing diversity, equity, and inclusion committee/task forces for school districts to provide education, training, and resources for their students, families, and community members to bring about the cultural, and possibly ethical, changes necessary for creating diverse, equitable, and inclusive learning environments and opportunities. The impact of developing a plan for the school districts to form committees/task forces to acknowledge the inequities present within schools and communities provide the support frameworks necessary to encourage district administration to increase support, resources, and opportunities to learn how to have respectful, meaningful conversations across the various student ability, cultural, demographic, and identity differences.
4. Description of Proposed Solutions: Currently equity and inclusion committees/task forces are formed with the goal to collaboratively work together to educate, encourage and pair with action that whether about race, religion, language, immigration status, culture, sexual orientation, gender identity, class, or disability, or a combination of these, we know that students & families deserve to be honored and respected for who they are. When school districts are committed to providing a safe, equitable, and inclusive working and learning community for all. The problem of equity and inclusion has been prevalent for decades. The advocacy for ensuring each student has equal access to public education without discrimination began with the federal law, Individuals with Disabilities Education Act (IDEA) which supports special education and related service programming for children and youth with disabilities passed in 1975. As we enter a new era of possibility for our nation, education must be at the forefront of our recovery, rebuilding, and resiliency efforts the U.S. Department of Education has proposed the Agency Equity Plan related to Executive Order 13985 to support states, districts, schools, institutions of higher education, educators, families and, ultimately, on promoting student achievement and preparation for global competitiveness by fostering educational excellence and embed equity throughout its operations and mission to meet the needs of every learner. Locally, Washington state has recently passed ESSB 5044 (which created a new section of 28.345 RCW) relating to equity, cultural competency, and dismantling institutional racism in the public school system. In April 2021, the bill passed that requires Washington State School Districts to identify or develop and periodically update governance training programs that align with Cultural Competency, Diversity, Equity, and Inclusion standards for school director governance. HB 1426 - 2021-22 was also passed in Washington State specifying minimum continuing education requirements for administrator and teacher certificate renewals that focus on equity-based school and classroom practices. Developing task forces/committees commit to providing a safe, equitable, and inclusive working and learning community for all.
5. Supporting Organizations and Key Individuals: Students, faculty, administration, school district, families, community members, local health facilities, Opportunity Council Conservation Education Program, United Way, and Readiness to Learn Organization
6. Outcomes of the proposed solutions are implemented: A diversity, equity, and inclusion committee/task force can provide opportunities for families, students, community members, faculty, and administration to collaboratively work together to help bring about the cultural, and possibly ethical, changes necessary to create quality, equitable, and inclusive learning environments. This group can work with community organizations, businesses, other school districts, and other partners to help develop collaborative relationships and the surrounding community, both in and out of the classroom.
References
Advocating equity in schools and society. (n.d.). Retrieved February 07, 2021, from http://edchange.org/
Anderson, A. (2020, June 25). Talking to children about racial bias. Retrieved February 07, 2021, from
https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resili ence/Pages/Talking-to-Children-About-Racial-Bias.aspx?utm_source=marketingcloud& utm_medium=email&utm_campaign=Ed%2Blab%2B06042020_6_4_2020&utm_term=
Butler, A. (n.d.). Ethnic and racial identity development. Retrieved February 07, 2021, from http://actforyouth.net/adolescence/ethnic_racial.cfm
Hillman, A. (n.d.). The Seattle Times. Retrieved February 06, 2021, from https://view.email.seattletimes.com/?qs=1b2cc584a149da5a374b3bf251e25cc08fbacc da0945bf94478f269ab59573523646dacf42161e39e2ea766c103185a7e83e3412a22db47d 748cec4fd2c22f58daffe6fcd4996b09b8064c8ab44599b9
How racism can affect child development. (2020, November 24). Retrieved February 07, 2021, from https://developingchild.harvard.edu/resources/racism-and-ecd/
Advocacy Plan Outline
May 29, 2022
1. The goal of my advocacy project focuses on the mezzo level in the community by ensuring the NAEYC Code of Ethical Conduct: P-1.1 of ensuring children are not harmed and educators do not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. Students deserve to have safe, diverse, and inclusive spaces to learn. Fostering inclusion and awareness around multicultural education while taking a culturally responsive approach to teaching benefits all students. Creating a greater multicultural awareness and inclusion help students with varying backgrounds and abilities to succeed, encourages acceptance, and helps prepare students to thrive in a diverse world.
2. Developing programs that are focused on social, emotional, and behavioral wellness provides quality opportunities for educators to learn how to create positive classroom environments that can serve as a foundation for understanding how to promote diversity in the classroom setting. It is important for schools to recognize that inequity is built into the fabric of our society. While it is an academic goal to teach individual students at their optimal rate of challenge, it is imperative that schools and districts establish programs that provide ongoing support to creating, maintaining, and building a more equitable educational environment encouraging student empowerment: making sure all students have what they need to succeed in the classroom and beyond.
3. Activities necessary to achieve advocacy goals being with school districts assuming a collective responsibility to learn about student cultures and communities. Collaboratively with school districts in continuing with ensuring the commitment to the Ethical Code of Conduct, schools and districts need to accept the duty to devote time, dedication, energy, and resources to develop a more inclusive, welcoming environment for students, families, and staff. Educators need to have an equitable curriculum that focuses on the student experience, as well as response to current events, societal trends, and the social-emotional impact of these on students by providing classrooms that represent and affirm student identities. Districts should aim to find a curriculum that identifies ways to improve support for diverse students and increase awareness of unconscious bias to effectively educate students from diverse backgrounds. School districts have to become more aware of ways to provide opportunities to become more aware and focused on important racial, cultural, and social-emotional issues by understanding the importance of hiring practices that reduce barriers to recruiting qualified applicants in a diverse and inclusive way. Building more awareness and providing training to district hiring committees on how to reduce implicit bias in the interview process, expand pipelines for recruitment of teachers and leaders, and incorporate other best practices for enhancing diverse and inclusive work environments. It is also crucial that districts ensure schools have a more diverse workforce of teachers who identify as people of color, LGBTQ+, or differently-abled in order to provide students with an affirmative environment in which to learn, grow and achieve.
4. We will partner with advocacy groups, local officials, community members, policymakers, and education leaders to help accomplish this goal. Organizations like the Center for Racial Justice in Education and Racial Equity Tools’ mission is to train and empower educators to disrupt and dismantle racism in their classrooms, communities, and homes. Both organizations aren’t blind to the patterns of racism and injustice that exist in schools and communities and can provide school districts with resources that are designed to support individuals and groups working to achieve racial equity at every level – in systems, organizations, communities, and the culture at large.
5. Time Frame for Advocacy Goals
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The time frame for conducting these advocacy activities is approximately three to five years in the planning and execution phase.
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Identifying and analyzing key issues around advocacy goals can be around two to four months.
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Conducting research and preparing for advocacy meetings can take ten to twelve months.
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Gain agreement from key decision-makers on presenting a final plan to stakeholders to roll out programs instilling social, emotional, and behavioral wellness programs for children and families locally and statewide can take approximately one to two years.
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Conduct thank you effort for decision-makers, national non-governmental organizations, and government leadership for their partnership can be around one to two months.
6. Milestones to observe to ensure that goals are being achieved include the progression in the development of plans and a summary of research findings to see further steps that need to be taken. Continuous connection and collaboration with stakeholders involved in the project to monitor proposed solutions that outline action steps, increase support from local policymakers and decision-makers, conduct community informational and supportive events to gain support and awareness to share information and gather and collaborate with supporters, hold events with the local governor or city officials to obtain more interest and awareness, and show appreciation to events for the involved and invested parties for their support. These are observable milestones that indicate goals and objectives are successful.
7. Significant funding will be needed to achieve this advocacy goal. Looking to the Fiscal Policy Institute states educational equity requires an adequate school budget. According to the Fiscal Policy Institute, the education budget is consistently below the recommended level in the DC Education Adequacy Study, the cumulative gap reported over the past seven fiscal years is over $740 million dollars (2022). The education budget for many school districts has failed to grow in pace with rising costs to implement programs that benefit children's social-emotional, and behavioral needs. Educational reforms should commit to a plan to close the seven percent gap between current funding and the recommendations of the Adequacy Study over the next few years (2022). Policymakers need to build a better budget for Education in order to play a role in securing an adequate education budget and distributing funds equitably to establish social-emotional and behavioral programming and training. The Education Trust reports that in 2012, the poorest districts in the nation received $1,200 less per pupil than the wealthiest, in order to provide equitable educational opportunities for all students (2016). The equity issues addressed in the advocacy goal require funding for high-level curriculum, resources, training, good teachers, and discipline policies represent a small portion of an exhaustive list. Other important resources for assuring equity include extra academic support for low-performing students; access to technology both in school and at home; comprehensive family services; mentorships and trained counselors, which require additional funding for already lower school education budgets. Most experts agree that an equitable distribution of education dollars would take into account the extra costs involved in districts with high proportions of low-income students or students with special needs such as disabilities or English language learners (Augenblick et al, 1997). “Weighted funding formulas” count pupils based on need in order to achieve equity. Funding for districts can vary depending on school needs.
8. Funding sources may include community, local, state, and federal policymakers' support through proposed levies and bills, donations, partnerships, and budgets. In order to adequately raise financial support for the development of the advocacy goals, the following six steps should be adhered to to raise financial support.
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Knowing your issue and being able to define the issue and explain who is responsible.
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Conduct research for background and impact and suggest possible solutions
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Prepare effective materials to spread awareness
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Develop a letter of intent to serve as the initial contract with the funder
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Secure funding and conduct productive meetings with strategic follow-up
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Reinforce successful outcomes for the final step will be critical to fundraising for advocacy (Wright & Jaffee, 2013). Successful fundraising occurs when donors pledge more than asked for, seek out information, or join other supporters.
9. Evaluating the success of the advocacy project in terms of goals and objectives relies on conducting internal evaluations or surveys through meetings with involved members, planning monthly or bi-monthly meetings with stakeholders, monitoring community awareness of new programs with in-person meetings and surveys for concerns and changing interest, assess satisfaction or progress through focus groups with community members, families, students, and faculty, and conduct an external evaluation each year to report on outcomes of new programs (Wright & Jaffee, 2013).
References
Adelman, L. (Director). (2015). The Signature Hour: Are We Crazy About Our Kids? [Motion picture]. USA: California News Reel.
Augenblick, John G., Myers & Anderson, Equity and Adequacy in School Funding, 1997, The Future of Children, Financing Schools.
Educational equity requires an adequate school budget. DC Fiscal Policy Institute. (2022, May 5). Retrieved May 29, 2022, from https://www.dcfpi.org/all/educational-equity-requires-an-adequate-school-budget/
Educational equity research brief - national school boards association. Center For Public Education. (2016, January). Retrieved May 30, 2022, from https://www.nsba.org/-/media/NSBA/File/cpe-educational-equity-research-brief-january-2016.pdf