Who Are Your Influencers? Ed Trust’s Guides Help Advocates Identify Decisionmakers – The Education Trust
Who Are Your Influencers? Ed Trust’s Guides Help Advocates ... The Education Trust
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Advocating for Equity Across All Levels of Government
Introduction
This report aims to provide an overview of the “Advocating for Equity Across All Levels of Government” toolkit developed by The Education Trust and Education Resource Strategies. The toolkit is designed to help education advocates identify key players responsible for policy and implementation decisions related to advancing their communities’ priorities. This report will emphasize the importance of the Sustainable Development Goals (SDGs) throughout.
Understanding the Key Players
When advocating for education equity, it is crucial to know who to approach with specific requests. While many funding and policy decisions are made at the district level, there are additional decision-makers at various levels of government. The “Advocating for Equity Across All Levels of Government” toolkit provides guidance on identifying these key players.
Scenario 1: Adjusting School Schedules
In a scenario where district advocates want to adjust school schedules to offer targeted tutoring opportunities during the school day, it is important to know who has the authority to make this change. According to the toolkit’s Dimension 5: Instructional Time & Attention guide, both state and district leaders can provide guidance, but school leaders generally establish school schedules. Therefore, advocates should engage with their school’s principal and involve other parents and advocates in their efforts. If school leaders indicate that the district controls scheduling, advocates can redirect their advocacy towards district staff, including the superintendent.
Scenario 2: Retaining Teachers of Color
In another scenario, advocates have identified a need to focus on Dimension 2: Teaching Quality and Diversity. They want to ensure their district provides the necessary structures and supports to retain teachers of color. The toolkit’s corresponding guidebook states that while state and federal leaders facilitate building a strong pipeline of teachers of color, the responsibility for implementing practices to retain these teachers lies with district and school leaders. Advocates should therefore engage with principals to create welcoming and supportive school environments. Additionally, districts can partner with educator prep programs and audit hiring and personnel policies to ensure equitable and anti-bias practices.
Action Steps and Next Steps
Based on the insights provided by the toolkit, advocates can take action by engaging with the appropriate decision-makers at the district, school, and state levels. By focusing on principals, districts, and state leaders, advocates can work towards creating equitable education systems that align with the SDGs. It is crucial to use the summer period to understand who has authority over each issue and develop an effective advocacy agenda.
Conclusion
The “Advocating for Equity Across All Levels of Government” toolkit is a valuable resource for education advocates seeking to advance their communities’ priorities. By understanding the key players and taking targeted action, advocates can contribute to the achievement of the SDGs and create more equitable education systems. The toolkit builds upon existing frameworks and resources developed by the Alliance for Resource Equity, emphasizing the importance of resource equity in education.
Sources
- Advocating for Equity Across All Levels of Government toolkit
- Dimension of Equity: Teaching Quality and Diversity
- Dimension of Equity: Instructional Time & Attention
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
The article discusses the importance of equity in education, which aligns with SDG 4. It also mentions the need for diverse teachers and the benefits for students of color, which relates to SDG 5. Additionally, the article emphasizes the importance of addressing inequities and ensuring access to resources for all students, which is connected to SDG 10.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.5: Eliminate gender disparities in education
- Target 4.c: Increase the supply of qualified teachers
- Target 5.c: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making
- Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status
The article highlights the need for diverse teachers and mentions the challenges in retaining teachers of color, which aligns with Target 4.c. It also emphasizes the importance of ensuring equal opportunities for leadership at all levels of decision-making, which relates to Target 5.c. Additionally, the article discusses the need to address inequities and promote inclusion, which is connected to Target 10.2.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.c.1: Proportion of teachers in primary education who have received at least the minimum organized teacher training (implied)
- Indicator 5.c.1: Proportion of positions (by sex, age group, persons with disabilities, and population groups) in public and private institutions (including parliaments, civil service, judiciary, and leadership positions in the private sector) compared to national distributions
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities
The article implies the need for qualified teachers in primary education, which can be measured using Indicator 4.c.1. It also emphasizes the importance of equal opportunities for leadership positions, which can be measured using Indicator 5.c.1. Additionally, the article discusses the importance of reducing inequalities, which can be measured using Indicator 10.2.1.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.5: Eliminate gender disparities in education | Indicator 4.c.1: Proportion of teachers in primary education who have received at least the minimum organized teacher training (implied) |
| SDG 5: Gender Equality | Target 5.c: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making | Indicator 5.c.1: Proportion of positions (by sex, age group, persons with disabilities, and population groups) in public and private institutions (including parliaments, civil service, judiciary, and leadership positions in the private sector) compared to national distributions |
| Target 4.c: Increase the supply of qualified teachers | Indicator 4.c.1: Proportion of teachers in primary education who have received at least the minimum organized teacher training (implied) | |
| SDG 10: Reduced Inequalities | Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: edtrust.org
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