Self Narratives

Note:  can be Intermediate or Advanced depending on professional/experiential ARE KSAs

1 KSA completed, such as:

• Writing about noticing and investigating the reality and impact of ARE in the classroom/ workplace and recognizing the context and focus of ARE initiatives.

Goal:

• You might identify one area of ARE that you would like to learn more about and develop a 1-year plan to learn more about it.

Tool:

• You might plan to use any Tool found in this guide to advance your ARE competence.

Note: can be Foundational or Advanced depending on professional/ experiential ARE KSAs

3 KSAs relevant to professional tier completed, such as:

• Writing about sensing the reality and impact toward ARE in the workplace
• Writing about the ways you can draw on research evidence to inform ARE work
• Writing about the consideration of using equity-minded approach options based on evidence of what works in ARE

4 Goals:

• One might be able to develop a plan to address the impacts of implicit bias and microaggressions as structural/ systemic barriers and obstacles that may include racial trauma in your workplace
• One might be able to…use unattained KSAs or challenges or barriers to ARE impacting your work as inspiration
• One might be able to…use unattained KSAs or challenges or barriers to ARE impacting your work as inspiration
• One might be able to…use unattained or challenges or barriers to ARE impacting your work as inspiration 

3 Training Tools:

• Complete Train the Trainer Modules in the PD Toolbox and Mentor 1 colleague on ARE competencies
• Complete Syllabus Overhaul Modules
• Use the Microaggressions in Higher Education (MHE) Scale to assess the prevalence of microaggressions in your workplace

Note: can be Foundational or Intermediate depending on professional/ experiential ARE KSAs

6 KSAs relevant to professional tier completed, such as:

• Writing about your understanding of the ARE problem or issue to be addressed
• Writing about your knowing what needs to change and what doesn’t
•  Writing about your understanding of where/ how/ why improvement is needed
• Writing about your knowing how progress is recognized
• Writing about your developing progress markers to indicate whether you are on the right track in acknowledging remedying, and repairing biases
•  Writing about your role in realizing ARE responsiveness to racial inequities at your site

5 Goals:

• Become a “Train the Trainer” and help others learn about ARE
• One might be able to…use unattained KSAs or ARE issues impacting your work as inspiration
• One might be able to… use unattained KSAs or challenges or barriers to ARE impacting your work as inspiration
• One might be able to…use unattained KSAs or challenges or barriers to ARE impacting your work as inspiration
• One might be able to… use unattained KSAs or challenges or barriers to ARE impacting your work as inspiration.

Training Tools:

• Use the ARE Toolkit to participate in Train the Trainer ARE professional development to sustain CONNECT efforts inside and outside of the Consortium
• Present ARE Training 2x a year
• Identify PD aligned with advanced ARE competence reflected in the Models’ developmental level schema.