Enhancing Racial Sensitivity in Montgomery County Public Schools: The Role of Positive Teacher-Student Relationships

In December 2024, Montgomery County Public Schools (MCPS) in Maryland faced a significant racial incident at Wootton High School in Rockville. A racial slur was discovered on a Black student’s desk, and the school’s delayed response—taking four days to inform the community—led to the principal being placed on administrative leave and widespread criticism. This incident underscores the urgent need for proactive measures to address and prevent such occurrences. The “Promoting Positive Racial Teacher-Student Classroom Relationships” course, approved by the Maryland Department of Education, offers a comprehensive framework that could have been instrumental in both preventing this incident and ensuring a more effective response.

Developing Classroom and School Initiatives to Eliminate Perceived Racism

The course guides educators in creating classroom and whole-school initiatives aimed at eliminating the perception of racism. By fostering an inclusive environment, schools can prevent incidents like the one at Wootton High School, thereby avoiding negative media attention and focusing more on teaching rather than disciplining students.

Leadership Principles to Minimize Racial Clashes

Educators learn leadership principles that minimize racial clashes in the classroom and school. By understanding and addressing cultural differences, teachers can build trusting relationships with students, reducing conflicts and promoting a positive learning environment.

Creating Plans to Overcome Organizational Obstacles

The course enables educators to create plans that minimize organizational obstacles contributing to racism in schools. By analyzing and restructuring school policies and practices, educators can ensure a more equitable environment for all students.

Designing Plans for Trusting Racial Relationships

Educators are equipped to design plans for maintaining trusting racial relationships in the classroom and school. This proactive approach fosters mutual respect and understanding, essential for a harmonious educational setting.

Course Structure

The 12-week course covers various topics, including leadership skills, data analysis, organizational processes, and community engagement. Assignments range from leadership skill evaluations to cultural aptitude surveys, culminating in a project portfolio that showcases the educator’s journey in promoting positive racial relationships.

Week 1: Introduction and Leadership Skills

The course begins with an evaluation of leadership skills that promote positive racial teacher-student relationships. Educators assess their personal and professional ethics and develop a leadership platform to guide their interactions with students.

Week 2: Implementing Positive Processes

Educators explore processes that foster positive racial relationships, utilizing self-organizing systems spectrum analysis and pre-assessment to tailor strategies to their specific classroom dynamics.

Week 3: Utilizing Non-Numerical Data

The focus shifts to qualitative data, helping educators understand the experiences of historically underserved students and linking research to classroom and school practices.

Week 4: Leveraging Numerical Data

Educators analyze quantitative data to identify trends and disparities, using this information to inform strategies that support underserved students.

Week 5: Midterm Examination

A midterm exam assesses educators’ understanding and application of the concepts covered in the first half of the course.

Week 6: Addressing Organizational Challenges

This module examines how organizational processes, and individual behaviors can hinder efforts to support underserved students, with educators conducting cultural analysis surveys and linking research to organizational practices.

Week 7: Data-Driven Improvement

Educators learn to interpret qualitative and quantitative data to enhance racial relationships in classrooms and schools, culminating in an organizational analysis report.

Week 8: Eliminating Personal Biases

The course addresses personal biases that impede support for underserved children, incorporating cultural aptitude surveys and personal mastery exercises.

Week 9: Building Trusting Relationships

Educators develop implementation plans to foster trusting relationships with historically underserved students, emphasizing individual and team efforts.

Week 10: Classroom Management and School Reform

This module focuses on applying classroom management techniques and whole-school reform initiatives that benefit underserved students, highlighting student involvement and teacher leadership.

Weeks 11-12: Engaging Parents and Community

The final weeks concentrate on building parent and community relationships, with educators completing leadership journals and project portfolios to demonstrate their progress.

Conclusion

The incident at Wootton High School highlights the need for comprehensive strategies to prevent and address racial issues in educational settings. The “Promoting Positive Racial Teacher-Student Classroom Relationships” course, approved by the Maryland Department of Education, offers a robust framework that empowers educators to create inclusive environments, respond effectively to incidents, and build a school culture that stands firmly against racism. By integrating the principles of this course, schools can take significant strides toward ensuring that all students feel safe, respected, and valued.

Dr. Derrick Campbell

moreinfo@quarantineracism.com

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