The Georgia Initiative in Mathematics and Science's, GIMS, Diversity Goal is "to create a sensitive environment that is accepting of personal experiences and cultural influences while increasing the successful participation of underrepresented groups in science and mathematics." This goal is central to the success of GIMS and permeates every other goal.

GIMS maintains a strong and sustained commitment to celebrate the diverse and unique nature of the learner and to include all children in the high expectation for success. The mission of GIMS related to DIVERSITY is to bring into reality the belief that all children can learn mathematics and science. Therefore, it is the responsibility of all members of the learning community to enter into a covenant that demonstrates in attitude and behavior the belief that each individual is valued and respected. GIMS seeks to create a learning environment that enriches the life of each individual through the relevancy and usefulness of mathematics and science.

GIMS defines diversity as all the inherent, acquired, and learned qualities which, when woven together, create the uniqueness of each individual. Examples of these qualities include but are not limited to gender, ethnicity, race, creed/religion, age, physical characteristics, language, economic circumstances, educational experiences, culture or social styles, learning or thinking styles, abilities and challenges, and life styles.

This framework for diversity sets forth principles of learning, teaching, and school environment that support the establishment and nourishment of thoughtful and responsive schools in which each individual is worthy and capable of learning and is an essential part of the learning community.

Note: When the word "individual" is used throughout this document, it is used with deliberateness to emphasize that each individual in the learning community, including students, faculty and staff, administrators, parents, and other community members, should exhibit the behaviors described and participate in the experiences recounted.

BELIEF:
All children can learn and use challenging content in mathematics and science.

BELIEF:
A primary aim of school is learning.

BELIEF:
Schools must nurture and provide for each student's personal growth.

BELIEF:
Schools must prepare each student to participate responsibly in our democracy and the world.

BELIEF:
Learning must occur in an atmosphere in which individuals and cultures are respected and celebrated.

BELIEF:
Each child demonstrates learning in different ways and is confident with risk-taking in the learning process.

BELIEF:
Parents and the community participate actively in all aspects of the learning process.

Schools establish the high expectation that each individual achieves success by using the mind effectively, by assuming personal responsibility for learning, and by contributing to the learning community.

This principle is manifested by:

• Acknowledging that each student is a unique individual, capable of learning challenging mathematics and science, and of contributing to the learning of all learners.

• The school and each teacher providing an appropriate educational program which builds upon the unique attributes of each student.

• Students assuming the responsibility for their own success.

• Seeking to maximize the strengths of diverse learning styles and instructional strategies.

• Creating a supportive culture in which a willingness to "risk" making mistakes is valued as essential in the learning process.

• Active community participation in and support for the educational process.

• Essential learnings being identified, taught, and understood by each child.

Learning experiences are characterized by fairness, with equity and excellence for all learners, and are supported by challenging curriculum, instruction, and assessment.

This principle is manifested by:

• Evidence that the school's number one goal is success, both academic and personal; all endeavors support this goal; no effort compromises this goal.

• All students being challenged to learn as much as they are capable of learning.

• Learning experiences structured to capture the essence of each individual's thinking.

• Activities providing the opportunity for every learner to develop these intellectual skills: problem solving, critical thinking, questioning, innovation, experimentation, and reflection.

• Learners applying what they are taught in schools to improve their lives now and in the future.

• Opportunities for learners to link their personal qualities and cultural experiences to exploration, concept development, and applications of mathematics and science.

• Curriculum materials which recognize and build upon the contributions of individuals of all genders, races, ethnicities, abilities, and socioeconomic status.

• Assessment of academic achievement which recognizes multiple ways of knowing, is unbiased, and is used to enrich learning experiences for every student.

All learning experiences contribute positively and deliberately to the personal development of each individual, that is, their intellectual growth, academic curiosity, independence, and self-esteem.

This principle is manifested by:

• Learning experiences resulting in meaningful academic achievement for each student while at the same time ensuring positive self esteem, including recognition of one's limitless learning potential.

• Teachers skillful in the use of a variety of teaching methods that recognize students' diverse learning styles and backgrounds, in order to achieve academic understanding, acquire skills, and foster positive self-esteem.

• Classroom and school management resulting in high achievement, positive self-esteem, and positive intercultural interaction.

• Actively seeking diverse viewpoints as a rich source of helping see reality more fully and helping dream more creatively.

• Providing students with positive role models of individuals with disabilities, of various races, ethnicities, genders and socioeconomic backgrounds who are successful in the fields of science and mathematics.

• Creating and distributing school policies that establish expectations for all members of the learning community, and that define responsibility and accountability for each member. That is: student, teacher, administrator, bus driver, custodian, lunchroom worker, media specialist, counselor, parent, etc.

Schools and classrooms operate in ways which encourage all individuals to become informed about, and participate fully in, a democratic society.

This principle is manifested by:

• Continuous opportunities for individuals to recognize themselves as essential members of the learning community through contributions to the academic success of others.

• Students experiencing fairness in the allocation of learning resources, including teacher-student attention, access to high quality learning materials and technologies, and meaningful, challenging learning activities, so that students learn that citizenship includes all people.

• Classroom and school experiences that develop a sense of responsibility to the community through the sharing and honoring of different perspectives.

• Schools and communities working together with a sense of shared purpose to incorporate multicultural resources rich in science and mathematics for the maximum benefit of each learner.

• Systematic reflective practices that ensure equity within the learning community, including teacher expectations and recognition of students, allocation and access to resources, assessment practices, and participation in school activities.

• Opportunities for all members of the community to be involved in the design of new programs and policies.

Professional development experiences are characterized by the same attributes which define thoughtful and responsive classrooms. Professional development provides each educator with the experiences that lead to commitment, confidence and competence in accomplishing the goals of public education, therefore, the following are part of all pre-service and in-service experiences.

These principles are manifested by:

• Safe, supportive experiences that provide teachers the opportunity to examine their own cultural beliefs and behaviors which contribute to their ability to be effective teachers.

• Direct experience in teaching students with disabilities, of various ethnicities, races, genders and socioeconomic situations, in order to establish the positive expectation that each child can succeed.

• Direct experience with individuals with disabilities, of various ethnicities, races, genders, and socioeconomic situations who are successful in the fields of science and mathematics.

• Experiences that provide teachers with understandings of cultural values and norms of behavior of students from varying backgrounds, in order to design a learning environment which is sensitive, thoughtful and responsive.

• Experiences that enable teachers to become skillful in the use of a variety of teaching methods designed to achieve academic performance which positively impacts self-esteem among diverse students.

• Experiences that enhance teachers' abilities to develop, identify and/or use a variety of assessment strategies which recognize multiple ways of knowing, are unbiased, and are used to enrich learning experiences for every student.

• Continuing opportunities for teachers to become essential members of the learning community through contributions to the professional development of others.

• Experiences that enable teachers to develop and nurture a sense of responsibility to community, and allow all individuals working together to share a commitment to understand and honor differing perceptions and concerns, as they move toward common goals in a safe and supportive environment.

• Experiences that enable teachers to observe and reflect upon their personal behaviors of interaction with students in order to ensure fairness in four categories of teacher response: praise, remediation, criticism, and acceptance.

• Experiences that enable teachers to observe behaviors which promote or inhibit equitable access to high quality learning materials and technologies.

• Experiences that enable teachers to develop and select learning activities which are academically meaningful and challenging for each student.

This activity is partially funded by Title II, Part A, of the Elementary and Secondary Education Act of 1965, as amended by the Hawkins-Stafford Elementary and Secondary Improvements Amendments of 1988, (Public Law 100-297) and the National Science Foundation statewide Systemic Initiative Program.