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Ensuring that folks we reach out to can be entrusted with students. Being unambiguous as external faces of the organization regarding anti-racism and liberatory work.

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Being transparent with prospects about being an (aspiring) antiracist org. Not chasing prospects who don't value equity.

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It looks like intentionally centering Black prospects and BIPOC prospects in everything we do and prioritizing them uncompromisingly.

It looks like being absolutely discerning about who is best suited for kids even at the expense of numbers/metrics. And this discernment process does not need to be any more complicated than 'do I trust them with our students?'

It means redefining/expanding our definition and evaluation of leadership and finding student communities that are overlooked/ erased in our pursuit of priority groups that reflect White Supremacist ideals.

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Students must have role models, connections, and people around them that affirm their experiences, show what's possible and also access to others different from them. The world is in a difficult place and our students are our future. We need the most incredible leaders nurturing, cultivating and empowering our students. 

# data[].attributes.subject
Students must have role models, connections, and people around them that affirm their experiences, show what's possible and also access to others different from them. The world is in a difficult place and our students are our future. We need the most incredible leaders nurturing, cultivating and empowering our students. 

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Actively interrogating our actions, strategic planning, and interactions with prospects

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Actively interrogating our actions, strategic planning, and interactions with prospects

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Develop our internalization of Both/and as well mistakes are teachers. We are all hurt by oppressive systems and are all complicit in reinforcing them. Until we acknowledge that we create gaps in our ability to do the work in an anti-racist way

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Our students deserve:
-The opportunity to see themselves in their teachers
-The ability to learn and grow because of interacting with life experiences that are different than theirs
-The best. And there is no one specific type of person who is able to do that

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I know that our org will be better when we lift up more voices. By our org becoming better, we can fulfill our promises to students and communities. We need to focus more on the people who are committed to this work long term in some capacity.

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Any effective, lasting, equitable social movement needs to be a true coalition. This is doubly so when it comes to teachers who are community advocates and role models for kids who often lack representation in their educators.

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I am personally committed to recruiting a diverse corps this year especially because of all the conflict, racism, and white supremacy that has come to a head. Children who are systemically oppressed deserve to have the same opportunities as children born in wealthier zip codes.

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Right now, our classrooms and education system is not working. It's working for only privileged students. Our Black and brown students deserve so much better, and they still aren't getting the education that they deserve. There is a huge disconnect between communities.

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Right now, our classrooms and education system is not working. It's working for only privileged students. Our Black and brown students deserve so much better, and they still aren't getting the education that they deserve. There is a huge disconnect between communities.

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Intentionality. Focused on people and justice - doing what's right for individuals, the whole and our kids.  

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Intentionality. Focused on people and justice - doing what's right for individuals, the whole and our kids.  

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We must be self-aware and curious. We must drive our own learning while also learning from others. We need to be clear on how our recruitment work is going, who our tactics are attracting and why and what that means for the changes, pivots or continuation of things we need to do. We need to be deeply grounded in who we are trying to recruit. 

# data[].attributes.subject
We must be self-aware and curious. We must drive our own learning while also learning from others. We need to be clear on how our recruitment work is going, who our tactics are attracting and why and what that means for the changes, pivots or continuation of things we need to do. We need to be deeply grounded in who we are trying to recruit. 

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We need to prioritize our learning even in the midst of the busy season.

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We need to prioritize our learning even in the midst of the busy season.

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We need support in navigating cognitive dissonance between our values, necessary conditions for equity, and limitations of TFA's model/structure

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Prioritize DEI work, take time to interrogate our data and why, be willing to change course if what we're doing isn't working.

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Restoring belief in our organization, mission, and leadership. The silence has been deafening, and I genuinely do not know how we will effectively recruit anti-racist students to join our work.

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recruiting students who will be genuinely good for children who need them - not recruiting towards numbers and filling seats.

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Power was localized between MD/recruiters, vet recruiter - new recruiter; different power dynamics based on school ownership and historical contribution.

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very strongly with our director, less power-hoarding in our MD-level leaders

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very strongly with our director, less power-hoarding in our MD-level leaders

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i like the idea of a flatter structure in theory, but worry about the inefficiency of a fully-democratic approach

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i like the idea of a flatter structure in theory, but worry about the inefficiency of a fully-democratic approach

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I appreciate a flat management approach, but think this works best when MOCHA is clearly defined

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Power on our team last year came from our MD (but most of all, our VP) and the most senior/vet recruiters (cultivators or connectors, didn't matter) on the team. In addition, recruiters who were able to perform/operate well in the white supremacist culture/norms were celebrated the most and held more power. Examples: those who achieved well quantitatively and those who the MD/VP favored.

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I would advocate for more frequent mindfulness and introspection regarding power dynamics/favoritism that can play out within teams (due to likeability, experience, positionality)

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I think our culture deferred a lot to those who had seniority, more experiences or tenure, or those who were more vocal. I don't think the systems were set this way intentionally, but more defaulted that way given people's confidence and wanting to do what was "best." That said, meetings and direction were mostly shaped by the MD and those that had known the MD the longest. I think there was also hidden power at the VP level - the MD had autonomy but certain things needed to be approved or could be derailed at the VP level. 

# data[].attributes.subject
I think our culture deferred a lot to those who had seniority, more experiences or tenure, or those who were more vocal. I don't think the systems were set this way intentionally, but more defaulted that way given people's confidence and wanting to do what was "best." That said, meetings and direction were mostly shaped by the MD and those that had known the MD the longest. I think there was also hidden power at the VP level - the MD had autonomy but certain things needed to be approved or could be derailed at the VP level. 

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I think we need to be thoughtful about how biases play out in the allocation of power, similar to the above comment. I also think we need to figure out with our new framework and collective goals model what decision rights recruiters and MDs have and which live with the LT. Then from there, we need to determine who owns decision making rights and the process to make those decisions in the cohort 

# data[].attributes.subject
I think we need to be thoughtful about how biases play out in the allocation of power, similar to the above comment. I also think we need to figure out with our new framework and collective goals model what decision rights recruiters and MDs have and which live with the LT. Then from there, we need to determine who owns decision making rights and the process to make those decisions in the cohort 

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i think there was a disinvestment/ lack of interest in coaching/development from the MD. it was unclear what role they served aside from assigning additional tasks. also felt like there was a strong culture of 'like me' bias- in which leadership amplified voices and perspectives that resembled their own at the exclusion of others