stephanie jordan, M.A.T Digital Dossier
Exploring Educational Diversity and Equity
stephanie jordan, M.A.T Digital Dossier
Exploring Educational Diversity and Equity
IMPlicit bias,Teacher Identity and Positionality
Video of My Journey to Teaching
MY PATH
My Blog
Domain 1: The Learner and Learning
CLASSROOM FACILITATION AND LEADERSHIP
This year I began diving into a transformative approach to classroom facilitation—one that celebrates diversity, empowers student voice, and integrates research-based practices to foster equity and joy in learning.
My classroom facilitation plan integrates research-based frameworks and practical strategies to foster equity, engagement, and academic excellence. It draws from Gholdy Muhammad’s HILL framework in 'Unearthing Joy', the Leader in Me classroom model, technology integration, Georgia’s new ELA standards, and community partnerships. Theoretical Framework: HILL Model from Unearthing Joy Gholdy Muhammad’s HILL model emphasizes five key pursuits: Identity, Skills, Intellect, Criticality, and Joy. This culturally and historically responsive framework encourages educators to design instruction that reflects my students’ histories, identities, literacies, and liberation. By centering joy and academic excellence, the HILL model promotes meaningful learning experiences that affirm student backgrounds and empower their voices. Leader in Me Classroom Strategies The Leader in Me framework, based on Stephen Covey’s 7 Habits, fosters student leadership and agency. My classroom strategies include student-led conferences, leadership notebooks, classroom roles, and service-learning projects. Visuals and affirmations throughout the classroom reinforce each student’s potential and encourage a growth mindset. There is more opportunity for students to be prepared to use computers for the Georgia Milestones since we have incorporated new student technology Integration. Each student has access to a laptop and therefore, technology is seamlessly integrated into instruction. Digital platforms such as Google Classroom, Nearpod, and Flip support differentiated instruction, collaboration, and formative assessment. Students may also access curriculum support and practice longer with I-Ready. My students maintain digital portfolios and use accessibility tools to support diverse learning needs.
In terms of Professional Development, we are adapting to the huge change in Expectations vs. Standards for ELA. Georgia’s New ELA Standards Georgia’s updated to ELA Expectations and emphasize evidence-based reading, writing, and multimodal communication. We’ve even brought cursive writing back into the classroom! There are many professional development opportunities online through Fulton County District and training through GaDOE Inspire and RESA networks, alignment of assessments, and instructional resources. As a teacher, I engage in collaborative planning and receive support for implementing rigorous and inclusive literacy instruction. Community organizations play a vital role in promoting equity. Partners such as the Georgia Coalition for Equity in Education, Hands On Atlanta, and Purpose Built Schools Atlanta provide resources, mentorship, and advocacy. These collaborations support culturally responsive teaching and address opportunity gaps. The classroom environment is designed to be inclusive and flexible. Desks are arranged in circles or pods to promote collaboration and shared power. Supplies include multilingual texts, sensory tools, flexible seating, and leadership notebooks. A peace corner supports emotional regulation, and visuals reflect diverse cultures and student work. The impact of this comprehensive plan enhances student learning by fostering identity development, academic skills, and critical thinking. Students experience joy and empowerment through culturally responsive instruction and leadership opportunities. Technology and community
Files coming soon.
Domain 2: Content Knowledge
Domain 3: Instructional Practice
Files coming soon.
Domain 4: Professional Responsibility
Files coming soon.
School & Community Data & Written Analysis
SCHOOL INFORMATION
NUMBER OF STUDENTS ENROLLED
1,212
SCHOOL GRADES
06, 07, 08
ADDRESS
2745 Stone RdEast Point, GA30344-5629
DISTRICT WEBSITE
TITLE I STATUS
Y
SCHOOL DEMOGRAPHICS
AMERICAN INDIAN / ALASKAN NATIVE 0.2% ASIAN / PACIFIC ISLANDER 0.5% BLACK 88.3% HISPANIC8.0% MULTI-RACIAL 2.7% WHITE0.3% ECONOMICALLY DISADVANTAGED 100.0% ENGLISH LEARNERS 5.7% STUDENTS WITH DISABILITY 12.8%
Files coming soon.
Community Asset Map
WOODLAND MIDDLE SCHOOL
https://earth.google.com/earth/d/1f7moKnne-Ha157FVuLD89Cjl_yYN0LYm?usp=sharing
Files coming soon.
Video
COMMUNITY ASSETS EAST POINT, GA
context of teaching and learning analysis
Woodland Middle School in East Point, Georgia, serves a predominantly (96%) range of African American learners, including students with IEPs, 504 plans, and English learners. English learners represent a small but growing group, primarily Spanish-speaking, with varying proficiency levels. Teachers use WIDA standards to guide instruction, but differentiation remains inconsistent. I currently teach 5 classes of approximately 22 students in each class. I have 98% African-American students, half boys and half girls. Their ages range from 11-13 years old. 2% of my students are Hispanic from Venezuela and Guatemala. A few speak only Spanish.
Ability grouping is minimal, though informal tracking occurs through honors and remedial classes. This can reinforce inequities, especially when access to advanced coursework is limited. Many students struggle with reading and math, with proficiency rates significantly below district and state averages, only 9% of students are proficient in math and 17% in reading.commodations include extended time, small-group instruction, and scaffolded assignments. However, implementation depends heavily on teacher capacity and training. The teacher retention rate is extremely low and long-term substitute teachers are often used to fill vacant classrooms. The school's discipline referral process uses standardized forms, but language often emphasizes compliance over restoration. Students are referred through PBIS and Rethink Ed for discipline. We also use PBIS to incorporate points for positive discipline. Students are rewarded a PBIS party and access to the school store and teacher and school stores for prizes. Teachers are encouraged to award PBIS points. Mass emails and announcements tend to be formal and directive, with limited student voice. There is a heavy push for parental and community involvement. Parents receive a weekly newsletter from the principal via text and email.
Sociocultural Context and Community Influence
East Point is a historically Black community with deep cultural roots and ongoing socioeconomic challenges. The area has experienced disinvestment, but community pride remains strong. Woodland Middle School reflects this duality students bring rich cultural knowledge but face systemic barriers to success. 96% of our students receive free or reduced breakfast and lunch. The student typically enjoys the variety of lunch and cafeteria choices. Teachers and staff often express commitment to equity, but practices vary. Some classrooms celebrate Black history and student identity, while others rely on generic materials. The school's mission emphasizes "empowering all to be extraordinary," but structural inequities, such as limited access to enrichment programs, undermine this goal.
Mentor teachers engage in curriculum design, professional development, and opening activities like morning meetings and hallway greetings. Relationships among staff are generally collegial, though turnover and burnout are concerns. Student-teacher relationships vary, with some teachers fostering strong bonds and others struggling with classroom management. Teachers work in Teams and offer suggestions during weekly faculty meetings.
The school's G.R.O.W symbols, Wolverine mascot, slogans, hallway posters, Leader in Me and AVID, promote achievement and resilience.
The Wolverine mascot symbolizes strength, tenacity, and unity—qualities that Woodland Middle School strives to instill in its students. The school's motto, "Believe | Achieve | Succeed," reflects a commitment to nurturing academic excellence and personal growth. Throughout the building, you'll find visual affirmations of this identity: banners with the Wolverine logo, motivational quotes, and student work that celebrates effort and achievement.
The Wolverine identity is not just symbolic; it's woven into school-wide practices. Teachers and staff frequently reference "Wolverine Pride" in announcements, assemblies, and classroom culture. This shared language fosters a sense of belonging and encourages students to take ownership of their learning and behavior. Woodland's integration of G.R.O.W. within its MTSS model reflects Fulton County District priorities around equity and support. The school uses data to identify student needs and provide tiered interventions, ensuring that all students, especially those historically underserved and receive appropriate resources. Also, each teacher uses the CASEL Framework for Social-Emotional Learning. The Collaborative for Academic, Social, and Emotional Learning (CASEL) outlines five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. However, implicit messages about discipline and compliance can conflict with restorative goals. For example, referral forms focus on infractions rather than student needs, and announcements rarely highlight student achievements beyond academics.
Ideologies and Belief Systems
Several ideologies shape Woodland's practices:
- Deficit Thinking: Some staff view students through a lens of limitation, focusing on what they lack rather than their strengths. This influences instructional choices and expectations.
- Standardization: The emphasis on test scores and pacing guides reflects a belief in uniformity, often at the expense of creativity and cultural relevance.
- Equity and Empowerment: Many teachers advocate for culturally responsive teaching and restorative practices, though implementation is uneven.
These ideologies manifest in classroom discussions, hallway interactions, and staff meetings. For example, some teachers use Muhammad's (2023) framework from Unearthing Joy to center student identity and joy, while others rely on scripted curricula that ignore cultural context.
Reflective Practice and Application
Observing Woodland Middle School has deepened my understanding of the complex interplay between community, school structures, and student development. I've seen how systemic inequities shape daily experiences, and how teacher beliefs influence student outcomes.
As a third year ELA teacher at Woodland Middle School, my classroom reflects culturally and historically responsive pedagogy. I use Muhammad's (2023) principles to center student identity, joy, and criticality. My room features flexible seating, student-created art, and texts that reflect diverse voices. I use restorative circles, project-based learning, and differentiated instruction to meet varied needs.
I also advocate for structural changes, such as, more counselors, enrichment programs, and professional development on equity. I push for student voice in decision-making and celebrate achievements beyond test scores.
This analysis has helped me see that teaching is not just about delivering content. It's about creating spaces where students feel seen, heard, and valued. It's about challenging systems that marginalize and building communities that uplift.
References
- Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction. Scholastic.
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
- Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
- Georgia Department of Education. (2025). CCRPI Reporting System.
Woodland Middle School. (2025). School Profile.
Files coming soon.
- District Name: Fulton County
- School Name: Woodland Middle School
- Climate Star Rating:
- PBIS Recommendation: Emerging
- Grades Served: 06-08
- School Year: 2025
Student Metrics
Enrollment 1,208 Students with Incidents 571 In-School Suspensions (ISS) Rate25.7% Out-of-School Suspensions (OSS) Rate38.5% Expulsion Rate3.8%
Discipline Incident Metrics
Total Incidents1,597Percent of Incidents Resulting in ISS33.2%Percent of Incidents Resulting in OSS62.7%Percent of Incidents Resulting in Expulsion2.9%
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