Diversity+and+Equity

V. **Diversity and Equity** - The PDS supports equitable involvement of PreK-16 faculty/staff and interns to support equitable outcomes for diverse learners. A. -- The IHE provides all interns equitable access to an extensive internship of at least 100 days over two consecutive semesters in a PDS; B. -- Interns demonstrate skill in working with diverse student, parent and staff populations; C. -- Interns demonstrate the ability to work with students with special needs and collaborate with special educators. || **Continuing Professional Development** A. -- PDS partners provide equitable opportunities for stakeholder participation in PDS activities; B. -- PDS partners participate in, assess and refine training to support knowledge, skills and dispositions surrounding equity issues; C. -- PDS partners represent diverse backgrounds. || **Research and Inquiry** A. -- PDS partners plan and conduct action research/inquiry with attention to issues of equity; B. -- PDS partners disseminate research findings related to student equity and use these for program improvement || **Student Achievement** A. -- PDS partners work with parents and community members in support of student learning; B. -- PDS partners collaborate to ensure that all education is multicultural; C. -- PDS partners focus on meeting the needs of diverse learners to eliminate achievement gaps. ||  || The PDS partnership hosted an after school artifact party to assist teachers with their evaluation. Interns and teachers were invited. ||  || (A) PDS secured an in house banker through Banking on our Future (BOOF) to teach the 4th graders at Laurel Woods Elementary about financial literacy. ||  ||
 * **Teacher Preparation**
 * **Artifacts** || **Artifacts** || **Artifacts** || **Artifacts** ||  ||
 * || (A)
 * || * This documents shows collaboration between HCPSS, BCPS schools and UMBC. We are using it to highlight Continuing Professional Development and to show how we all work toward a common goal. We had one school in HCPSS and one in BCPS interested in strategy outlined in the Book 1,2,3 Magic for Teachers. We had 3 HCPSS schools already implemented the strategy as part of their PBIS. UMBC purchased books for BCPS and shared resources from HCPSS schools, UMBC offered to connect educators to BCPS over the summer or have BCPS teachers visit their school. In HCPSS, we had several threads of collaboration. First, we had teachers from Guilford e-mailing key stakeholders at Thunder Hill to make recommendations for their pilot program. Then, we had teachers and interns from THES go see teachers and interns at Laurel Woods implementing 1,2,3 Magic. These teachers spent some time together answering questions and remained in contact via e-mail through the trial program. UMBC sat on the THES committee that implemented the trial and provided books for those teachers interested. We believe this shows our commitment to continuing professional development, providing equitable opportunities for all stakeholder participation and shows collaboration across sites toward this goal.
 * ||  || UMBC Interns, parents, Talbott Springs staff and community members worked together to create an outdoor learning environment for students.(Green Apple Day of Service)[[image:DSCN2877.JPG width="354" height="266"]] ||   ||
 * || ====UMBC hosted an on campus book talk on the book:====

T he Guide for White Women who Teach Black Boys. This book focused on scenarios around diversity and equity. Our partnership is planning a book study around this book.
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