[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586723-105":59,"doc-detail-586723-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","practice-brief-fostering-equity-literacy-with-in-service-teachers","PRACTICE BRIEF - Fostering Equity Literacy with In-Service Teachers","","Practice brief focused on fostering equity literacy among in-service teachers and school leaders to address discriminatory policies and practices that create persistent opportunity gaps. Emphasizes equitable access for students across race, ethnicity, language, citizenship status, socioeconomic status, gender, sexual orientation, religion, and ability. Outlines why schools must move beyond overt incidents to examine systemic conditions, using examples from Delaware’s statewide equity efforts and initiatives to guide district-level professional learning.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practice-brief-fostering-equity-literacy-with-in-service-teachers/586723/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practice-brief-fostering-equity-literacy-with-in-service-teachers/586723.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the central goal of fostering equity literacy in schools?","Question",{"text":111,"@type":112},"To ensure every student can access opportunities to thrive by addressing discriminatory policies and practices that perpetuate inequitable learning access.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why does the brief emphasize examining both overt and less visible discrimination?",{"text":116,"@type":112},"Because discriminatory policies and practices can sustain opportunity gaps even when racism or bias is not always obvious, disproportionately affecting historically marginalized groups.",{"name":118,"@type":109,"acceptedAnswer":119},"What starting approach does the brief suggest for district and school leaders?",{"text":120,"@type":112},"Begin equity-oriented professional learning with consideration-based guidance derived from research-based best practices and experiences engaging equity learning with in-service teachers and administrators.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},586723,1792079794,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PRACTICE BRIEF  \nFostering Equity Literacy with In-Service Teachers  \nErin Baugher, MA  \nAssistant Director of the Partnership for Public Education  \nChanelle Wilson, EdD  \nLecturer of Education,  \nBryn Mawr College  \nElizabeth Soslau, PhD  \nAssociate Professor of Education,  \nUniversity of Delaware  \nA commitment to equity in our schools ensures that every student has the access and opportunity necessary to thrive in school, regardless of race, ethnicity, language, citizenship status, socioeconomic status, gender, sexual orientation, religion, ability, and so on. Creating and sustaining equitable spaces requires examination of the discriminatory policies and practices that perpetuate inequitable access to learning opportunities. The most common question we receive from school leaders: how do we begin this work? The following points of consideration and resources – based on researchbased best practices and experiential knowledge gained from engaging in equity-learning with in-service teachers – are intended to serve as a guide for district and school leaders looking to begin or further equity-oriented professional learning in their spaces.  \nIntroduction:  \nSchools across the country are recognizing the need to address inequities in schooling policies and practices that sustain and further exacerbate opportunity gaps, preventing students’ full and equitable access to high quality curriculum, teachers, and opportunities for academic success. There is no shortage of news coverage of the egregious acts of racism, homophobia, transaggressions, and bigotry in schools, but equally alarming, albeit less overt, are the discriminatory policies and practices which perpetuate inequitable access to learning opportunities. These inequitable policies and practices disproportionately affect historically marginalized populations and perpetuate generally low expectations and deficit-orientations toward minoritized populations. Additionally, traditional Euro-centric school curricula do not reflect diverse histories and populations and whitewash the realities of social injustice.  \nConsistent with national trends, Delaware’s Department of Education, state legislature, and community stakeholders have recently undertaken a series of statewide efforts which center educational equity. Delaware is one of nine states participating in the Council of Chief State School Officers’ (CCSSO)“Diverse and Learner Ready Teacher Initiative” – striving to ensure all educators are “culturally responsive in practice by 2020,” as well as working to diversify the educator workforce.1 In June 2018, the Delaware State General Assembly passed Senate Bill  \n85, recognizing the disproportionality of out-of-school suspensions among Black and disabled students and advocating the adoption of restorative practices.2 Also in 2018, The TeachDE Initiative – a coalition of teachers, local education agency leaders, representatives from institutions of higher education teacher preparation programs, and other community stakeholders – released a series of  \n[udel.edu/ppe](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)[ ppe-info@udel.edu](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)  @UDPPE  \nFostering Equity Literacy in our Schools  \nImage designed by KRW Creative, [kellyrwalker.com](kellyrwalker.com)  \nrecommendations intended to address many of the same concerns of ethnoracial teacher diversity and equityliteracy among pre-and in-service teachers in Delaware. Among the recommendations, the TeachDE advisory council recommended “establish[ing] equity-literacy as across-cutting theme of education preparatory programs and professional learning.”3  \nA commitment to equity in our schools ensures that every student has the access and opportunity necessary to thrive in school, regardless of race, ethnicity, language, citizenship status, socioeconomic status, gender, sexual orientation, religion, ability, and so on. This requires t","cbCaiiaJycKQGKud","https://ap.wps.com/l/cbCaiiaJycKQGKud","pdf",1631802,"English","# Introduction\n## Delaware’s statewide equity efforts\n# Fostering Equity Literacy in our Schools\n# Points for Consideration\n## Developing Collective Commitment and Fostering Leadership","[{\"question\":\"What is the central goal of fostering equity literacy in schools?\",\"answer\":\"To ensure every student can access opportunities to thrive by addressing discriminatory policies and practices that perpetuate inequitable learning access.\"},{\"question\":\"Why does the brief emphasize examining both overt and less visible discrimination?\",\"answer\":\"Because discriminatory policies and practices can sustain opportunity gaps even when racism or bias is not always obvious, disproportionately affecting historically marginalized groups.\"},{\"question\":\"What starting approach does the brief suggest for district and school leaders?\",\"answer\":\"Begin equity-oriented professional learning with consideration-based guidance derived from research-based best practices and experiences engaging equity learning with in-service teachers and administrators.\"}]","PRACTICE BRIEF - Fostering Equity Literacy with In-Service Teachers | PDF",1792059083,15]