Education Week - July 20, 2016 - 8

Schools Prepare to Confront Questions on Race, Policing
By Denisa R. Superville
As the nation responds to the aftermath of another spate of highprofile police-related shootings,
educators are wading, once again,
into thorny issues of police violence,
bias, and America's still unfinished
struggle with race.
Educators from superintendents
to classroom teachers-despite
most schools still being in summer
recess-are preparing to discuss
the tragic deaths and bigger issues
of race and policing as students
start to return to school over the
next few weeks. For many, it's a repeat of the summer of 2014 when
the shooting death of 18-year-old
Michael Brown by a police officer
in Ferguson, Mo., sparked a series
of national protests and helped
galvanize the Black Lives Matter
movement.
In the span of three days earlier
this month, three shooting incidents
in different states dominated national headlines.
* Alton Sterling, an African-American man, was shot and killed by a
white police officer July 5 in Baton
Rouge, La., after police responded to
a complaint that he had brandished
a gun.
* Philando Castile, a nutrition
services supervisor in the St. Paul,
Minn., school district, was shot and
killed July 6 by a Latino police officer during a traffic stop in Falcon
Heights, Minn.
* Five police officers were shot
and killed in Dallas on July 7 by
a black man who authorities said
wanted to harm white people, including police officers. The assault
unfolded near the culmination of a
protest calling for an end to police
killings of African-Americans.
With barely 24 hours passing
between each of the incidents, ordinary citizens of all races to pundits on television and social media
expressed fear that the nation was
in danger of returning to the deep
divisions and heightened racial tensions of the 1960s.
Speaking at a July 12 memorial
in Dallas for the five police officers,
President Barack Obama called
for healing and unity, but also for
understanding and compassion for
both law enforcement officials and
the people and communities they
police.

Close to Home
For the school districts with direct
connections to the recent shootings,
processing the events will be more
personal. Castile, 32, worked as
the cafeteria manager at J. J. Hill
Montessori School in the St. Paul
school system. Sterling's children
attend the East Baton Rouge school
district, and the district's students
organized one of the protests to the
governor's mansion that followed
his death. The Dallas school district's police force responded to the
shootings in that city and the chief
of that system is a former officer

with the Dallas city police.
Colleagues in St. Paul described
Castile as "cheerful" and "a team
player," according to a district statement. Superintendent Valeria Silva
called Castile, a district graduate,
"one of our own."
Parents and co-workers at the
school where Castile worked told
reporters that he cared about students and had memorized their food
allergies.
Cole Welhaven, the nutrition services coordinator for the district,
said Castile was known to students
as "Mr. Phil" and was a calm and
cool presence in the school who
kept a close eye on students' food
choices.
"He would laugh and joke with
them, and he made sure they took
their vegetables," he said. "When
kids came through the line, if they
didn't take any fruits or vegetables
... He would say, 'you have to go back
through the line.' He just related
very well with them."

Responding to Student Needs
Michelle Clayton, the deputy
superintendent in the East Baton
Rouge district, said Sterling's
death brought the national debate
about race and policing closer to
home.
"It creates a sense of urgency
around what's going on in our community because our students are
so directly impacted by what they
are seeing every day-whether
it's in the neighborhood, or on the
evening news, or whether they are
planning activities around it. That
changes the dialogue for us," Clayton said.
East Baton Rouge principals are
huddling with district administrators to develop plans to help teach-

Gerald Herbert/AP

Educators grapple with recent shootings

Cameron Sterling, 15, is
comforted at a vigil outside
the store in Baton Rouge,
La., where police shot and
killed his father Alton
Sterling on July 5.

New York City, and Chicago to find
out how they worked with students
and staff members in the wake
of similar incidents. District leaders also plan to meet with school
resource officers to discuss policing in schools, and to include students in those discussions "to see
where we can build relationships
and build trust between the school
law enforcement officers and our
students."
"As a district, we are really focused on our role in the healing process," she said.
Robyn Harris, a spokeswoman for
the Dallas school system, said psy-

"

As a district, we are really focused on our role
in the healing process."
MICHELLE CLAYTON
East Baton Rouge, La., school district

ers respond to students and their
needs when they return to school on
Aug. 10, including efforts to provide
resources to students who may want
to write or speak about race and policing as part of school assignments,
she said.
Each school will be required to
develop a plan to help students explore their core values, think about
what it means to have courage and
make the right decisions, and build
relationships with other adults and
students, Clayton said. The district
will also be looking at how teachers coach students and communicate with them and whether that
is being done in a meaningful and
respectful way, she said.
Clayton said the district will
contact educators in Ferguson,

8 | EDUCATION WEEK | July 20, 2016 | www.edweek.org

chologists at the district's familywellness clinics were available to
meet with anyone in the community.
The district has been emphasizing
social and emotional learning in recent years, and Harris said she expected that to be a key component
of the district's response when students return to school.
Dallas-area teachers have been
deeply affected by the events.
Stephanie Dixon, an elementary
teacher, said open conversations are
necessary to bridge the racial divide.
Dixon, who is white and married
to an African-American man, said
being with her husband has given
her a keener understanding of some
of the concerns voiced by AfricanAmericans.
"It's been like an 'aha' moment

for me to say 'this stuff is really
happening,' " she said.
But not everyone has that experience, she said.
"I don't think being sad is enough,"
she said. "There has to be a lot of
dialogue and conversations to break
down these barriers. ... If you don't
start that dialogue, nobody is going
to know that you face those issues
or you have fears of certain people.
Let's talk about why you have those
fears and see if they are even rational fears, and see how we can eliminate those fears, or how can I make
you feel safe in your own skin."
Dixon asks her students to bring
in a photo at the start of the school
year and describe the photo to the
class. Students generally bring a
picture of their family, while their
classmates ask questions. The goal
is to illustrate commonalities, but
also to start a conversation about
diversity and cultural awareness at
an early age, an exercise that could
have more profound resonance in
the wake of the recent shootings.

'Value Their Lives'
Jennifer Parmer, a teacher who
until recently worked at Uplift Education charter network in Dallas,
had planned to attend the protest
where the police officers were killed.
At the last minute, Parmer and her
husband, who are both white, decided not to go.
A week after, she still tears up
over the events that led to the
protest and the officers' deaths.
She fears the nation is at a boiling point, but said she has seen
"glimpses of hope" since the tragic
events of the last few weeks that
make her think the nation might
be on the path to having an honest examination of white privilege,
inequity, bias, and disparate treatment based on race.
For Mauri Melander, the principal
at Lucy Craft Laney Community
School in North Minneapolis, the
response first starts with her staff.
She said she'll review with them the
facts of what happened, ask questions, and then follow with a discus-

sion. She'll encourage them to do the
same with their students.
Last week, Melander and her
staff used the same exercise after a
2-year-old was shot and killed near
the school. After the discussion, the
teachers told students enrolled in
summer school to do whatever they
felt compelled to do to process their
emotions. They could make cards,
write notes, draw pictures, or do
nothing.
They then walked to a memorial
for the child, placed the cards and
notes at the site, stood for a moment, and returned to school, she
said. Most children were ready to
proceed with the normal school day,
she said. Those who were not ready
got individual support, she said.
"I felt those couple of hours offered them the opportunity to organize their thoughts, ground their
thoughts, and then regulate their
thoughts," she said. "It empowered
them to say 'I did something.' I think
a lot of the time, they feel the need
to respond in some way, but they are
children, so they often don't know
how to initiate that."
She also said it's important to
stick to routines.
Melander, who is biracial, draws
a connection between high-profile
incidents, violence in the community, and how all of it impacts her
students.
"We have a long [and], unfortunately, painful and sordid past of devaluing children of color and people
of color in general. My fear is that
my children-who are as young as
4 and as old as 11-that every time
the news comes on, they continue to
see another black or brown person
whose life is ending," she said. "And
so their lives have been devalued, in
my opinion. I have to flip that. ...Our
job every day is to interrupt that,
and flip it, and disrupt it, and highly
value their lives."
Coverage of social and emotional
learning is supported in part by
a grant from the NoVo Foundation,
at www.novofoundation.org.
Education Week retains sole editorial
control over the content of this coverage.


http://www.novofoundation.org http://www.edweek.org

Education Week - July 20, 2016

Table of Contents for the Digital Edition of Education Week - July 20, 2016

Education Week - July 20, 2016
First-Generation College-Goers Try Campus Life
Dose of Empathy Found To Cut Suspension Rates
Vouchers Put Some Parents in Squeeze on Spec. Ed. Rights
Data Loom Large in Quest for New School-Quality Indicator
Detroit District Splits To Shore Up Schools
News in Brief
Report Roundup
Common Core Poses Logistical Challenges In Writing Instruction
Longtime Leader in Education Journalism Passes the Baton
Schools Prepare to Confront Questions on Race, Policing
Blogs of the Week
Landmark Equity Study Turns 50
A Persistent Divide
Digital Device Choice Has Noticeable Impact On Test Performance
Will FAFSA Changes Speed Up Aid Awards?
U.S. Supreme Court’s 2015-16 Term
States, Districts Eyeing Chance to Craft Innovative Tests
K-12 Issues: Where the Candidates Stand
Setting the Education Department’s Direction
Blogs of the Week
ALICE JOHNSON CAIN: ESSA Could Leave Vulnerable Students in Limbo
ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
SAUL DREVITCH: The Wisdom of an 8th Grader
Letters
TopSchoolJobs Recruitment Marketplace
ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - Detroit District Splits To Shore Up Schools
Education Week - July 20, 2016 - 2
Education Week - July 20, 2016 - 3
Education Week - July 20, 2016 - News in Brief
Education Week - July 20, 2016 - Report Roundup
Education Week - July 20, 2016 - Common Core Poses Logistical Challenges In Writing Instruction
Education Week - July 20, 2016 - Longtime Leader in Education Journalism Passes the Baton
Education Week - July 20, 2016 - Schools Prepare to Confront Questions on Race, Policing
Education Week - July 20, 2016 - 9
Education Week - July 20, 2016 - Landmark Equity Study Turns 50
Education Week - July 20, 2016 - 11
Education Week - July 20, 2016 - A Persistent Divide
Education Week - July 20, 2016 - Digital Device Choice Has Noticeable Impact On Test Performance
Education Week - July 20, 2016 - Will FAFSA Changes Speed Up Aid Awards?
Education Week - July 20, 2016 - 15
Education Week - July 20, 2016 - 16
Education Week - July 20, 2016 - 17
Education Week - July 20, 2016 - 18
Education Week - July 20, 2016 - 19
Education Week - July 20, 2016 - 20
Education Week - July 20, 2016 - States, Districts Eyeing Chance to Craft Innovative Tests
Education Week - July 20, 2016 - K-12 Issues: Where the Candidates Stand
Education Week - July 20, 2016 - 23
Education Week - July 20, 2016 - Setting the Education Department’s Direction
Education Week - July 20, 2016 - Blogs of the Week
Education Week - July 20, 2016 - 26
Education Week - July 20, 2016 - 27
Education Week - July 20, 2016 - ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
Education Week - July 20, 2016 - SAUL DREVITCH: The Wisdom of an 8th Grader
Education Week - July 20, 2016 - Letters
Education Week - July 20, 2016 - 31
Education Week - July 20, 2016 - 32
Education Week - July 20, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - July 20, 2016 - 34
Education Week - July 20, 2016 - 35
Education Week - July 20, 2016 - ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - CT1
Education Week - July 20, 2016 - CT2
Education Week - July 20, 2016 - CT3
Education Week - July 20, 2016 - CT4
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