Strategies to Engage Black Males (STEBM)


This session reviews the best practices to support Black Males. We will share how CQC takes a holistic approach to better serving our Kings.

Learning Targets
  • Understand the mission of Critical Questioning Consulting (CQC)
  • Understand the partnership between the schools and CQC
  • Identify strategies to better serve Black Males in the classroom
  • Develop a belief mindset that all Black Males have capabilities and potential

Addressing Unconscious Bias (AUB)


Understand the reality of implicit bias/association, denial, stereotypes, assumptions, blind spots, and prejudices play in your classroom and its impact on Black Male student achievement.

Learning Targets
  • I can use my strengths to interrogate my personal bias.
  • I can explain the importance of interrogating unconscious bias.
  • I can use strategies to help students interrogate their lives and their environment for bias.
  • I can use strategies to help my colleagues understand unconscious bias.

Linking Black Families & Communities (LBF&C)


Learn collaborative processes that lead to greater Black family and community involvement for school readiness.

Learning Targets
  • Identify the strengths and resources in the local community, cultural events, agencies, institutions and key people that positively influence Black Males.
  • Identify the strategies to increase communication (listening & sharing) with Black Males and their families.
  • Identify the geographical & political boundaries, history of, and context of Black Males.

Becoming an Aunt/Uncle in the Classroom (BA/UC)


Reshape and refocus our educational efforts with Black Males, specific to relational engagement. It is our belief (CQC) that relationships must lead in the classroom setting for any true and meaningful learning to occur.

Learning Targets:
  • Consider/Discuss how Building/Creating family in the classroom setting may benefit Black Male students academically
  • Gain a sense of the current and developing research centered on effective strategies of classroom socialization and the production of culturally caring environments
  • Gain a deeper sense of the potential impact and intentionality relationships have in our classroom setting that lead towards academic success for Black Male students

Black Male Voices (BMV)


What can be more important than hearing directly from the mouths of our Black Males? You will read, watch, and hear from Black Males about their perspective on living in a society that has not been designed to uplift, benefit, or promotes their success.

Learning Targets:
  • I will gain a sense of the lived reality (research) of Black Males in our society
  • I will be able to identify ways to uplift the perspective of Black Males in your classroom and school
  • Understand what it means to be given the ”benefit of the doubt”

The Importance of Customer Service in Schools (CSS)


Let’s not forget that each child/family bring in funds in order for us to run our school districts. When we start treating our students and families like businesses treat their customers, especially those from marginalized communities we will see better engagement and trust.

Learning Targets:
  • Understand the importance of customer service and its effects on the school experience
  • Use our own experience with businesses to understand how we can better service our customers
  • Understanding that customer service is truly about building relationships with individuals

Avoiding Marginalization While Distance Learning


With distance learning being a new platform to teach our students, how are we as educators prepared to engage students from all backgrounds in a virtual learning experience? We need to pay close attention to those who have been traditionally marginalized by our system to ensure we are not widening the academic gap. It is our belief (CQC) that exhibiting care for our students is the most important factor we can lean on while we all navigate this uncharted territory.

Learning Targets:
  • Become more aware of the potential for marginalization of the marginalized
  • Increase knowledge of the many forms of learning outside of direct instruction
  • Creatively incorporating the 21st century skills into our distance learning plans
  • Understanding the power of caring and relationships when adaptive change is needed

Homework Prompts:

  • Identify an accountability partner for the school year. To check in with, bounce ideas off of—your safe person.
  • Identify at least two ideas from each session to implement. Reflect & record what have you noticed as a result of your efforts.

Strategies to Engage Black Males (STEBM)

This session reviews the best practices to support Black Males. We will share how CQC takes a holistic approach to better serving our Kings.

Learning Targets
  • Understand the mission of Critical Questioning Consulting (CQC)
  • Understand the partnership between the schools and CQC
  • Identify strategies to better serve Black Males in the classroom
  • Develop a belief mindset that all Black Males have capabilities and potential

Addressing Unconscious Bias (AUB)

Understand the reality of implicit bias/association, denial, stereotypes, assumptions, blind spots, and prejudices play in your classroom and its impact on Black Male student achievement.

Learning Targets
  • I can use my strengths to interrogate my personal bias.
  • I can explain the importance of interrogating unconscious bias.
  • I can use strategies to help students interrogate their lives and their environment for bias.
  • I can use strategies to help my colleagues understand unconscious bias.

Linking Black Families & Communities (LBF&C)

Learn collaborative processes that lead to greater Black family and community involvement for school readiness.

Learning Targets
  • Identify the strengths and resources in the local community, cultural events, agencies, institutions and key people that positively influence Black Males.
  • Identify the strategies to increase communication (listening & sharing) with Black Males and their families.
  • Identify the geographical & political boundaries, history of, and context of Black Males.

Becoming an Aunt/Uncle in the Classroom (BA/UC)

Reshape and refocus our educational efforts with Black Males, specific to relational engagement. It is our belief (CQC) that relationships must lead in the classroom setting for any true and meaningful learning to occur.

Learning Targets:
  • Consider/Discuss how Building/Creating family in the classroom setting may benefit Black Male students academically
  • Gain a sense of the current and developing research centered on effective strategies of classroom socialization and the production of culturally caring environments
  • Gain a deeper sense of the potential impact and intentionality relationships have in our classroom setting that lead towards academic success for Black Male students

Black Male Voices (BMV)

What can be more important than hearing directly from the mouths of our Black Males? You will read, watch, and hear from Black Males about their perspective on living in a society that has not been designed to uplift, benefit, or promotes their success.

Learning Targets:
  • I will gain a sense of the lived reality (research) of Black Males in our society
  • I will be able to identify ways to uplift the perspective of Black Males in your classroom and school
  • Understand what it means to be given the ”benefit of the doubt”

The Importance of Customer Service in Schools (CSS)

Let’s not forget that each child/family bring in funds in order for us to run our school districts. When we start treating our students and families like businesses treat their customers, especially those from marginalized communities we will see better engagement and trust.

Learning Targets:
  • Understand the importance of customer service and its effects on the school experience
  • Use our own experience with businesses to understand how we can better service our customers
  • Understanding that customer service is truly about building relationships with individuals

Avoiding Marginalization While Distance Learning

With distance learning being a new platform to teach our students, how are we as educators prepared to engage students from all backgrounds in a virtual learning experience? We need to pay close attention to those who have been traditionally marginalized by our system to ensure we are not widening the academic gap. It is our belief (CQC) that exhibiting care for our students is the most important factor we can lean on while we all navigate this uncharted territory.

Learning Targets:
  • Become more aware of the potential for marginalization of the marginalized
  • Increase knowledge of the many forms of learning outside of direct instruction
  • Creatively incorporating the 21st century skills into our distance learning plans
  • Understanding the power of caring and relationships when adaptive change is needed

Homework Prompts:

  • Identify an accountability partner for the school year. To check in with, bounce ideas off of—your safe person.
  • Identify at least two ideas from each session to implement. Reflect & record what have you noticed as a result of your efforts.

Work Strand

Activities

Indicators

Outcomes

Teacher Development

  • Professional Development
  • Training
  • Classroom Coaching
  • Number of sessions attended (look-fors are observed in classroom observations)

Short-Term: Change in instructional practices, implement train-the-trainer

Long-Term: Teachers teach in a culturally-relevant manner

Instruction With Students

  • BLACK curriculum
  • Number of students served
  • tracking of program dosage
  • Racial identity development

Short-Term: Increase in student attendance, engagement, GPA, essential skills, racial identity, and decrease in behavior incidents

Long-Term: Increase in graduation rate and college going. Decrease in achievement gap

Outreach & Engagement

  • Student strategy engagement
  • Family strategy engagement
  • Community strategy engagement
  • Track implementation and usage of engagement strategies

Short-Term: Students are more engaged in school, families of color and schools partner for the success of students

Long-Term: Student are engaged in school and families are engaged in the education system

Systems Change

  • Consultation
  • Implementation
  • Strategy
  • Tracking of stakeholder conversations, key themes, policies, and structures

Short-Term: Change in recruitment and hiring practices to increase staff of color, and develop long term implementation plan

Long-Term: Increased number of teachers of color and fully implemented organization plan for sustaining work

Continous Improvement

  • Data Support
  • Accountability Support
  • Evaluation Support
  • Track implementation of continuous improvement systems

Short-Term: Data and evaluation systems are in place to track and report on progress

Long-Term: Organization has evaluative mindset and capacity

Impact: Systematic and sustainable change for black male students and their families.