This exciting book explores what it means to lead on Equity, Diversity and Inclusion to ensure all staff and students feel they belong and can thrive. It provides guidance on embedding ED&I in the wider school strategy and shows how a culture of belonging can be created through a carefully crafted ED&I curriculum.
This exciting book explores what it means to lead on Equity, Diversity and Inclusion to ensure all staff and students feel they belong and can thrive. It provides guidance on embedding ED&I in the wider school strategy and shows how a culture of belonging can be created through a carefully crafted ED&I curriculum.
Natasha Raheem has been teaching English in inner city schools for over 18 years. As a senior leader, she has experience leading on coaching and mentoring, literacy, teaching and learning, teacher training and professional development focusing on areas such as ED&I and leadership. She is currently an Assistant Vice Principal for Dixons Academies Trust and has always had a personal and professional interest in helping all staff and pupils to belong. Funmilola Rothery is Trust Assistant Principal at Dixons Academies Trust, where she leads on anti-racism and ED&I. Her work has included national contributions to curriculum and professional development, and she is committed to embedding equitable practices at all levels of school leadership and classroom teaching. She is dedicated to developing inclusive environments where all staff and students feel seen, heard and valued. Passionate about social justice and belonging, Funmilola's leadership is rooted in empowerment, advocacy and meaningful change.
Inhaltsangabe
Introduction Chapter 1: The current ED&I landscape in England Chapter 2: Developing an ED&I strategy Chapter 3: Raising awareness of self and developing person-centred knowledge Chapter 4: Adopting an ED&I lens to an inclusive school culture Chapter 5: Creating an ED&I training curriculum for staff and pupils Chapter 6: Creating a safer space during ED&I training Chapter 7: Coaching and mentoring with an ED&I lens Chapter 8: Creating a positive action programme Chapter 9: Actions to take after ED&I training to enable lasting change Chapter 10: Protecting yourself as an ED&I educator Chapter 11: Final thoughts Index
Introduction Chapter 1: The current ED&I landscape in England Chapter 2: Developing an ED&I strategy Chapter 3: Raising awareness of self and developing person-centred knowledge Chapter 4: Adopting an ED&I lens to an inclusive school culture Chapter 5: Creating an ED&I training curriculum for staff and pupils Chapter 6: Creating a safer space during ED&I training Chapter 7: Coaching and mentoring with an ED&I lens Chapter 8: Creating a positive action programme Chapter 9: Actions to take after ED&I training to enable lasting change Chapter 10: Protecting yourself as an ED&I educator Chapter 11: Final thoughts Index
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