Chapter 8
Documenting the Shift Toward
Anti-Bias Change
CD 42
Dr. Gallegos
Documenting the Shift Toward
Anti-Bias Change
Systematic documentation provides the information needed to
assess your effectiveness in meeting goals and objectives and
then setting new ones.
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Documenting change in a program’s culture, children, staff,
and leader throughout the year guides the forward
movement of anti-bias work.
• When then propose indicators to look in the following areas:
• 1. The leader’s growth and efficacy
• 2. Teachers’ growth in anti-bias classroom practice,
awareness, and related dispositions and skills
• 3. Children’s progress in meeting anti-bias goals
• 4. The shifts in the broader program culture, including
families, policy, environments, and networks.
Recognizing the Complexity of
Change
• The passage of change can be subtle, abrupt, slow
and dynamic
• One of the key challenges for you is capturing the
changes in a staff’s consciousness as well as the
quality of adult-child and adult-adult interactions and
relationships.
• Documentation is not only about capturing forward
movement toward your anti-bias mission.
• Information and analysis of the initial “reading: of the
program become is a baseline for documenting and
reflecting on what is changing, what is not changing,
and the patterns of change.
Documenting Program Leader
Growth and Efficacy
In anti-bias work, you start with yourself. Even if you knew this
when you undertook the journey, taking the time to reflect on your
growth periodically, as an anti-bias leader, is easy to neglect.
• Indicators of Leader Change (p. 131)
 Self-Awareness and Knowledge
 Leadership skills and dispositions
• Tools for Documenting growth and efficacy as a leader
(p. 132)
 The Internal process-take the time to document your thoughts,
feelings, and actions through regular journaling in whatever ways work
for you.
 Turning to colleagues-Leaders also need to reach outside of
themselves to assess their growth and effectiveness.
 Feedback from stakeholders-Reaching out to the program’s primary
stakeholders for specific feedback about one’s anti-bias leadership is
also essential.
Documenting Change in Teachers
and in Their Classrooms
• Teachers’ classroom practice and then describe attitudes
and behaviors that reflect essential, although less
tangible, ways of interacting with colleagues and families.
• Indicators of Teacher Change in the Classroom (p. 134)Your documentation comes from what you observe in the
process of coaching, mentoring, and supervising
teachers in their direct work with children and families.
 Classroom Practice-what the teacher can do in the classroom
 Teacher Awareness and Related Dispositions and Skills-As with
all anti-bias change, these attitudes and behaviors will show times
of forward progress and backward movement. Noticing when
teachers may be resistant, feel frustration or discomfort, or
demonstrate a lack of skill or knowledge, is as necessary as
paying attention to their growth.
Documenting Change in Teachers
and in Their Classrooms
• Processes and Tools for Documenting Teacher Change
(p. 136-137)- Documentation of teacher change occurs in
three core ways:
1. Ongoing observation of teachers as the basis for
scaffolding their growth
2. The teachers’ self-study process
3. The leader’s supervision and assessment of teacher
performance.
 Ongoing Observation
 Teacher Self-Study Tool (see sheet)
 Annual Performance Assessment Process
Documenting Children’s Learning
and Development
• Indicators of Children’s Change
 Goal 1-Each child will demonstrate self-awareness, confidence,
family pride, and positive social identities
 Goal 2-Each child will express comfort and joy with human
diversity; accurate language for human differences; and deep,
caring human connections
 Goal 3-Each child will increasingly recognize unfairness, have
language to describe unfairness, and understand that unfairness
hurts
 Goal 4-Each child will demonstrate empowerment and the skills to
act, with others or alone, against prejudice and/or discriminatory
actions.
• Strategies for Observing Anti-Bias Growth-The following specific
strategies are useful for observing anti-bias indicators:
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Identify and record group discussions
Identify times in the day and areas in the classroom
Identify and observe key words
Pay attention to gaps in children’s understanding of diversity.
Documenting and Assessing the
Program Culture
• Indicators of Program Change (p. 142)
• Creating Community: Welcoming and Including Everyone
• Structural Elements of the Program Support Diversity
• Visibility of Anti-Bias Values and Mission
• Tools for Documenting Change in the Program Culture
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Revisiting Program wide Goals
Annual Family Survey
Community Dialogue Prompts
Anti-Bias Forum and Exhibit
Community Network Mapping