• TRANSFORMATIVE RACIAL EQUITY LEADERS

  • Student development is not linear. Although the Developmental Continuum acknowledges the importance of developmental appropriateness, developmental indicators are not explicitly associated with specific age- or grade-related benchmarks.

    Examples of student indicators presented in this document are organized from Emerging through Extending and are arranged in a horizontal developmental progression as students build towards these competencies over time. For the full description of each Graduate Portrait element, please see pages 20-22 of the PPS Vision.

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    EMERGING

    DEVELOPING

    REFINING

    EXTENDING

    Understand and Respect Identities

    I learn about what identity means (the qualities, beliefs, personality traits, appearance, and/or expressions that characterize a person or how they see themselves).

    I acknowledge my classmates as individuals with similarities and differences contributing to each person's identity, for example, by saying my pronouns and asking for and using others' preferred pronouns.

    I discuss all of the parts of my identity, including analyzing and naming the parts of my intersectional identify.

    I make connections between my identity and other identities, and what I'm learning and seeing in school and in my community.

    I learn about the various identity markers (e.g., race, gender, age, religion, culture, socioeconomic status) and am familiar with holidays, events, histories, and traditions that impact different groups of people.

    I recognize and accept similarities and differences in identity markers, including diverse racial and cultural backgrounds. 

    I respectfully discuss, compare and contrast perspectives from different identities and communities, while demonstrating empathy, compassion, and concern for the feelings of others.

    I respect the various experiences and perspectives of other identities and seek out multiple perspectives of students and adults with identities that are similar and different from my own.

    Deconstruct the Dominant Narrative

    I learn about the meaning of dominant narrative (stories we tell ourselves, learn, or share with others, whether consciously or unconsciously, that also uphold existing power dynamics).

    I recognize the formation of the dominant narrative and see the uniqueness in each person's narrative.

    I deconstruct the dominant narrative by questioning assumptions and biases.

    I deconstruct the dominant narrative and name where I contribute to institutional racism by upholding the dominant narrative.

    I learn about different perspectives and cultures through literature and through my classmates' lived experiences.

    I recognize when there are missing voices and perspectives and call this out for my classmates.

    I contribute to eliminating institutional racism by uplifting and ensuring voices are included that are underrepresented.

    I collaborate with peers and adults to challenge the dominant narrative and change it to a more balanced and inclusive one.

    Interrupt Oppressive Systems and Racial Injustice

    I share what feels fair and just to me and set boundaries for myself with peers.

    I recognize imbalances of power and stand up for my peers when they are not being treated fairly.

    I recognize racial injustice and do my part to stop it, knowing that my voice matters.

    I recognize and interrupt racial injustice.

    I learn about systems of oppression (e.g. systemic racism, sexism heterosexism, ableism, classism, ageism, anti-Semitism) and that they are woven into the foundation of American society and laws.

    I learn about racial equity as I begin to interact, play, and collaborate with others from diverse backgrounds respectuflly.

    I communicate with my teachers if I don't see my own or my peers' race(s) and culture(s) represented in what I am learning at school and in my classroom environment.

    I employ critical thinking strategies to identify, challenge, and change oppressive systems, imbalances of power, assumptions, and biases to contribute positively toward a more racially just community.

    Implement Social Justice Solutions

    I learn about the meaning of social justice (the view that everyone deserves equal economic, political and social rights and opportunities).

    I ask questions, share my opinions, and listen to the opinions of others about how to make my community more socially just.

    I advocate for social justice issues when I interact in the classroom, recognizing that there is value in all perspectives.

    I engage in community conversations about social justice issues and help develop racial-equity driven solutions.

    I engage using all my senses when I interact and collaborate with peers that look similar to and different from me.

    I establish and maintain healthy and supportive relationships and navigate settings with diverse individuals and groups.

    I use reacial-equity driven awareness to critically examine social inequities.

    I partner with others to implement racial-equity driven solutions to social justice issues that respect and include the perspectives and cultures of others to make my community more just..

  • ALIGNED INSTRUCTIONAL FRAMEWORK INDICATOR(S)¹

  • Culturally Affirming

    2.6 Students see themselves reflected in their classroom environments and make personal and cross-cultural connections to their learning experiences.

    2.7 Students establish and maintain healthy relationships with diverse peers and adults to cultivate their own social, emotional, and cultural competence.

  • 2.8 Students seek out perspectives of peers and adults from diverse racial and cultural backgrounds in order to understand and act upon multiple truths.

    2.9Students read and think critically and ask questions about dominant narratives to critique social inequities and take action in their communities.