ELA pathway participants examine the critical role that educator beliefs play in literacy equity. They identify the impact of unconscious bias on access to grade-level ELA content for all students. They study the ELA shifts through the lens of unfinished teaching and learning due to interrupted schooling. Participants identify opportunities to increase the frequency of access to grade-level ELA texts and tasks by attending to the shifts, standards, and equitable instructional practices in the complex COVID-19 era and beyond.

Math pathway participants examine the heightened role that educator beliefs play in math educational equity. They identify the impact of unconscious bias on access to grade-level math content for all students. They examine the focus of the standards, within and across grade connections, and the balance of conceptual understanding, procedural skills, and fluency, as well as application through the lens of unfinished teaching and learning due to interrupted schooling. Participants identify opportunities to increase the frequency of access to grade-level math content by attending to the mathematical shifts as they continue to provide equitable instruction throughout this complex year.

Leadership pathway participants examine the heightened role that school leadership and beliefs play in math and ELA educational equity. Participants identify the impact of unconscious bias and racism on access to grade-level math and ELA content for all students. On the first day they study the mathematical shifts through the lens of unfinished teaching and learning due to interrupted schooling. Participants identify areas where students may need support with comprehension of grade-level text on day 2. Participants identify leadership opportunities to increase the frequency of access to grade-level math and ELA content as they continue to provide equitable instruction.

The UnboundEd Planning Process (UPP) pathway guides ELA and math teachers through a daily process of internalizing and adapting lessons from a high-quality, aligned curriculum, and reflecting on the changes in mindsets and practice necessary to make their plans come alive. Participants learn how to prioritize a single, clear goal for each lesson, as well as how to identify elements in the lesson that build toward this goal. Then they build a foundational understanding of culturally relevant teaching and learn how to adapt lessons with practices that lead to meaningful, engaging, affirming instruction for all students. These “hands-on” sessions involve a cycle of modeling, practice, and feedback that leads to proficiency with each part of the UPP as well as increased confidence and agency in daily lesson planning back at school. Teachers must be using an aligned curriculum in order to attend the UPP pathway. You can find a list of aligned curriculum here. *UnboundEd considers any curriculum that Meets Expectations in all EdReports Gateways for its given subject area to be aligned.