Rita Harvey
Partner, Systems Transformation, Center for Innovation in Education
During our convening in Oakland, we had the honor of having lifelong educator, Dr. Gary Yee, as part of our welcome and introduction to Oakland. He immersed us in the city, intertwining his long history as a resident and educator in Oakland with a historical and sociological dive into education in Oakland that helped us understand how students and learners move throughout the community. While we found ourselves rapt into the entirety of Dr. Yee’s Oakland narrative, one figure emerged as a lighthouse for many of the participants and storytellers: Dr. Marcus Foster.
Dr. Marcus Foster was superintendent of Oakland Unified School District from 1970-1973 (prior to his time in Oakland, Dr. Foster served as an educator in Philadelphia public schools from 1957 until 1970). During his time in Oakland, Dr. Foster continued his commitment to educational excellence for all children, helping to establish strong systems in OUSD, including bilingual education programs, and his “New Notions for Excellence,” which provided grants to teachers and students with innovative ideas in academic achievement and youth engagement and leadership.
In his introduction to Dr. Marcus Foster, Dr. Yee shared five initiatives that guided Dr. Foster’s work that become a path for members of the AFL community participating in the Oakland convening:
Look beyond the assumptions of your own experience
Embrace the community and parents as partners
Invest in schooling for other people’s children
Make schools the center of every community
It is children that we are all about
Over the next several weeks, we will share stories by our Oakland storytellers, who saw Dr. Marcus Foster as a lens through which to process both the convening and to take up on their return to their own schools and systems. Underlying these stories, we hear our fearless educators ask how they can take up these five initiatives in their own practice, and how those of us reading their stories can begin to incorporate these initiatives into their own educational thoughts and systems of accountability.
As part of sharing about Dr. Marcus Foster’s deeply equity-seeking and liberatory framework, Dr. Yee also asked to reflect on our performance when children are in our care. I leave you with the questions Dr. Yee asked us to take up as we went into Oakland schools:
What do the children in your care need to learn for college, career, and community success?
What does success look like for you?
Resources for Learning More About Dr. Marcus Foster:
Craig Frisby & Robert Maranto, Marcus Foster: A Black Hero You’ve Never Heard of (2022)
Robert Maranto & Shaka Mitchell, Black Educator Marcus Foster Has Much to Teach Us Today About Schools (2023)
John P. Spencer, In the Crossfire: Marcus Foster and the Troubled History of American School Reform. (2012)
Positionality: A Black Woman’s Perspective on Justice, Student Learning, and Dr. Marcus Foster’s Five Initiatives
Navigating the educational landscape as a Black woman brings a unique perspective on the challenges and opportunities within our schools. Understanding and addressing my positionality—how my identity influences my views and practices—shapes my approach to justice and student learning. As I participated and witnessed a compelling student demonstration of learning at Arise High School, Dr. Marcus Foster’s five initiatives shaped my perception of how grounding and significant it is for a student to be in their community actively sharing themselves. In this context, Dr. Marcus Foster’s five initiatives offer a transformative framework for reimagining education in a way that respects and uplifts every student’s experience.
Look Beyond the Assumptions of My Own Experiences
As a Black woman, I am acutely aware of how personal experiences shape my perspective on teaching, learning, and assessment. My journey has illuminated the ways in which assumptions and biases can color our understanding of educational needs and challenges and how we can use who we are to make a real difference in students’ academic lives. Dr. Marcus Foster’s call to "look beyond the assumptions of your own experiences" is particularly resonant. It’s a reminder that our individual perspectives, while valuable, are limited and should be expanded through empathy and understanding. It is important that I recognize and honor the languages of my students and their stories when assessing their learning.
In practice, this means recognizing that every student comes from a unique background with their own set of experiences. In assessing and supporting student learning, we must avoid applying a one-size-fits-all approach. Instead, we should design assessments and learning opportunities that honor and incorporate diverse perspectives. Using portfolios allows students to reflect on their learning journey in ways that resonate with their personal experiences, while live demonstrations offer a platform for them to showcase their skills and knowledge in real-time. Both of which I witnessed and was a participant of at Arise High School in Oakland.
Embrace the Community and Parents as Partners
Dr. Foster’s initiative to "embrace the community and parents as partners" underscores the importance of collaborative relationships in education. As someone who values community and collective effort, I understand the profound impact that family and community involvement can have on student academic success, socio-emotional development, and their overall well-being. When families and schools are on the same page, clear about the goals for student learning, then everything transcends for the student, the school, and the community.
Creating spaces where parents and community members are actively engaged in the educational process is crucial. Portfolios can serve as a bridge between school and home, allowing families to see and contribute to their child’s learning journey. Live demonstrations also provide opportunities for families to witness and celebrate their children’s achievements. By fostering these partnerships, we can ensure that education is a shared endeavor, reinforcing the support network around each student.
Invest in Schooling for Other People’s Children
The principle of "investing in schooling for other people’s children" highlights the ethical imperative to provide equitable educational opportunities for all students. This initiative speaks to the need for a collective commitment to every child’s success, regardless of their background or circumstances.
Addressing my positionality, I recognize the systemic disparities that can affect students from marginalized communities. By advocating for equitable resources and opportunities, we can help level the playing field. Implementing diverse assessment methods, such as portfolios and live demonstrations, allows us to better capture and support each student’s unique abilities and learning needs. These methods can help bridge gaps created by inequitable access to resources, ensuring that all students have the opportunity to demonstrate their learning effectively.
Make Schools the Center of Every Community
Dr. Foster’s vision of making schools the "center of every community" resonates deeply with my belief in the power of community engagement. Schools should be more than just places of learning; they should be hubs of community life and support.
Portfolios and live demonstrations can enhance this vision by integrating community-driven projects and events into the curriculum. Schools can host portfolio showcases or live demonstrations that involve local organizations, businesses, and community leaders. This not only enriches the learning experience but also strengthens the connection between students’ academic work and their community, fostering a sense of belonging and relevance.
It is Children That We Are All About
At the heart of Dr. Foster’s initiatives is a commitment to prioritizing the needs and well-being of every child. This principle resonates with my own dedication to ensuring that all students are supported and celebrated in their educational journey.
Incorporating this commitment into assessment practices means focusing on holistic and student-centered approaches. Portfolios allow students to take ownership of their learning by reflecting on their progress and achievements. Live demonstrations provide a platform for them to actively engage in showcasing their skills. By emphasizing these approaches, we can ensure that assessments are not just about measuring performance but about nurturing each student’s growth and potential.
Addressing my positionality as a Black woman brings a profound awareness of the need for justice and equity in education. Dr. Marcus Foster’s initiatives provide a valuable framework for aligning educational practices with these values. By looking beyond our own experiences, embracing community partnerships, investing in equitable schooling, making schools community-centered, and focusing on the needs of every child, we can create a more inclusive and effective educational system. Portfolios and live demonstrations are powerful tools in this journey, offering a more nuanced and empathetic approach to assessing and celebrating student learning. In doing so, we honor every student’s unique journey and work towards a more just and equitable educational landscape.
Storyteller
Precious James
Educator
Precious James is a veteran Oakland educator. Currently, she is the Assistant Principal of Instruction: STEM at Learning Without Limits School in the Fruitvale community of Oakland. She believes wholeheartedly that in community and partnership with families and students, every child can achieve.
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