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What consistent structures (e.g., staff circles, wellness check-ins, reflective journaling prompts) have I implemented to allow team members to express emotions, challenges, and personal insights safely—and how am I measuring participation and impact over time?

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When was the last time I modeled emotional vulnerability with my team, and how did I create opportunities for others to reciprocate in a way that was psychologically safe and inclusive? What feedback mechanisms do I have in place to assess their comfort and engagement?

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How have I trained or supported my leadership team and staff to respond empathetically and appropriately to vulnerable disclosures, and what tools or protocols are in place to evaluate our collective growth in this area each quarter?

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In what ways are staff and students invited to co-create norms and expectations around emotional expression, and how am I tracking the evolution of these norms through surveys, restorative practices, or reflective forums?

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While reading the book "How Full is Your Bucket" in chapter one we learned about the importance of inclusion in the work place. Through the story of a prisoner of war in Vietnam, we learned that social isolation was the number one reason why many prisoners died in depression. This chapter allowed the team to become vulnerable and share instances of when and where they felt isolated or not included. As an opportunity to embrace change, we discussed ways in which we can make each other feel welcomed in the workplace and what we can do to make ourselves welcome in each others' spaces.

In chapter two, we learned that a single act of expression can make or brake your day. We learned about how one single person can light the entire atmosphere in the workplace and in turn change the climate of the workplace.

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Last time I modeled emotional vulnerability with my team was when I shared with my team during a lunch that my oldest daughter was recently diagnosed as being on the autism spectrum. I thanked the team for their support even though they may not have known I was going through this in my personal life.

I feel like since then team members have been more willing to be vulnerable with me individually and I try to create space to listen if they ever need to share.

Next steps would be to incorporate some check-ins on a regular basis with team members versus waiting for them to come to me.

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During my coaching sessions with RSTs, Counselors and Psychologist I begin with a glow and a grow of their week. This can be something professional or personal. I have seen staff vulnerability when doing this, as they have the space to share stories that being them joy. When it is a professional grow that they share, I have been able to measure based on their growth. Also, at times they have also been able to share their previous grows as a glow on follow up meetings.

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Q: What consistent structures...

A: While not yet consistent, some structures that I would like to implement in our meetings (C/I Meeting, Curriculum Task Force, etc.) are wellness checks, intention setting and other similar practices at the beginning of every meeting. We've done these on and off at meetings and when we have a packed meeting we tend to cut them out of the agenda. Ensuring that they are a consistent part of our agendas would send the message that creating the space and time for team members to share emotions, challenges/struggles/accomplishments, stories, and ultimately form transformational relationships is critical to the work we do.

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Question 1: Consistent structures implemented to allow team members to express emotions...

At the beginning of my tenure here at ISANA, I strived to incorporate wellness checks during our department level meetings (at the beginning of meetings). What I have found is that because of the demands, the number of agenda items and the limited amount of time to "get things done" at said meetings, more and more of our time has been focused on transactional and not transformative structures.

Having moments like the ones we experience during these Pivot Conversations, on a regular basis, really help me to see the value of slowing down and focusing on things that matter just as much as "getting things done."

Another challenge is that these experiences are taking place at ICO but need to also be taking place at our school sites with our educators.

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Question: How have I trained or supported my leadership team and staff to respond empathetically and appropriately to vulnerable disclosures, and what tools or protocols are in place to evaluate our collective growth in this area?

Answer: I support my leadership team through active listening and trying my best to show compassion in my response along with confidentiality. If someone is kind enough to share their vulnerability, it is sacred to me, even in the workplace. Internally, our department meets virtually or in person weekly to check in and follow up on any prior discussions as well as offer the floor to share out.

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The Leadership Team at Himalia has grown to be empathetic to staff disclosures regarding personal issues that hamper their work attendance or performance. We have learned to understand that when we feel heard or understood, we create more trust amongst each other. we have learned that together as a Team through our personal experiences during the year. We are learning continuously to share that empathy with staff members when they share with us.

There is no tool or protocol used to measure the growth, but we look at anecdotal data. The Team meets to discuss the climate within a grade level meeting so we have an idea how teachers and other staff are feeling in regards to respect or empathy demonstrated in interactions.

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The first part of the question asks how have I trained or supported my leadership team and staff to respond empathetically and appropriately to vulnerable disclosures. We've talked about it within the context of the Pivot Books, but, just like the example in the book, I think leadership would benefit from modeling, practicing, and just doing this in real time in meetings. We could continue creating space for this on a consistent basis. I also try to do this by modeling myself in my responses to others' disclosures.

The second part of the question asks what tools or protocols are in place to evaluate our collective growth in this area. I don't currently use any tools or protocols to evaluate our collective growth. We have LCAP surveys and in the past have done 360s, but I'd like to make the question more specific to this. The question to measure at different points of the year is - How well do I feel I respond empathetically and appropriately to vulnerable disclosures? And I could have leaders ask the question to staff (anonymously).

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In our organization, we place a strong emphasis on creating a safe and supportive environment for vulnerable disclosures. To support this, my team and I have invested in both training and ongoing development for staff and leadership, focusing on empathy, active listening, and trauma-informed responses.

These sessions are reinforced by clear protocols that outline steps to take when a disclosure is made, including who to notify, how to document the interaction appropriately, and how to ensure the individual feels heard and supported throughout the process.

Leadership also engages in peer reviews and coaching sessions to strengthen these skills further.

Our goal is not only to respond appropriately in the moment but to continuously learn and grow as a team so we can create a culture of trust, safety, and respect.

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I recently had a “hard conversation” with a colleague about how they impacted my work by their choices. I believe that I created a safe and inclusive environment by having this conversation in-person, knowing that an email or phone call would not allow for a vulnerable conversation. I still feel new to ISANA, because I don’t know many colleagues outside of ICO, therefore I am still trying to develop mechanisms to understand others level of comfort.

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I support my leadership team by creating a culture of trust and empathy where team members feel safe sharing vulnerable thoughts without fear of judgment. I consistently offer a listening ear and model openness, making it clear that confidentiality is a valued norm in our meetings, even if it’s not formally written. These unwritten understandings have fostered a strong sense of psychological safety. While we don’t yet have formal tools to evaluate growth in this area, our team continues to reflect informally through conversations and shared experiences. I believe this foundation of trust is key to developing empathetic, emotionally intelligent leadership.

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Team members are given the necessary space to share their emotions, challenges, and personal insights. This is often done verbally. A staff member knows that if they say to me, "Dr. Brown, I need you" then I will make it a priority to just listen to them. Sometimes it is personal and other times it professional. They know that what we discuss stays between us, and it took a couple of years to develop this level of trust. I have not yet developed a system to measure the participation and impact. I am unsure what would be most effective because I have observed that staff members are more vulnerable and forthcoming in verbal conversations. When they have been asked to journal or respond to a written prompt, the responses are not as deep. It takes a lot of work, but I am intentional in asking staff members how they are doing and if they need anything from me. Then, I hold space for them to share whatever is they are willing to be open about.

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At ISANA, I’ve embedded consistent structures that center emotional safety and well-being, including wellness check-ins at the start of professional development, reflective journaling prompts, and intentional staff circles. These practices create space for team members to share how they’re arriving, name what they need, and process their experiences through a culturally responsive and trauma-informed lens. Rooted in the scholarship of bell hooks, Shawn Ginwright, and Dena Simmons, these structures ensure that staff feel seen, heard, and valued.

To measure participation and impact, I haven’t yet begun formal data collection, but I’ve identified several ways to do so moving forward. These include pulse surveys, reflection tools, and anonymous feedback to assess shifts in emotional climate and perceived support. I can also track informal indicators—such as changes in staff language, advocacy, and collaboration—to understand how these practices are influencing school culture over time.

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In whole group professional development sessions, we intentionally cultivate an environment where vulnerability is welcomed and prioritized. We understand that authentic connection and growth happen when individuals feel seen not just as professionals, but as whole people.

To support this, we design activities that encourage team members to bring their full selves into the space. These activities are carefully crafted to go beyond surface level interactions, allowing for shared stories, empathy, and mutual understanding.

Our team responds to moments of vulnerability with empathy and care, reinforcing that this is a space where everyone’s experiences are valid and valued. This has not only deepened relationships among colleagues who might not have otherwise connected, but it has also highlights the "why" behind people's actions and decisions.

Feedback from these activities/ sessions have been positive. Many have expressed appreciation for the opportunity to connect on a deeper level and have strengthened our team.

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Whenever I request a procedure or policy to be followed by my team, e.g., notification of daily whereabouts, etc., I always stress that the rules apply to me, too. Not only am I vulnerable to their criticisms, but it fosters inclusivity. In other words, we are all in this together. In addition, I always ask for their feedback and reiterate that they can feel comfortable expressing their ideas, criticisms, and opinions without fear of repercussions.

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At Palmati, I made it a point to check in with my staff and teachers daily—not always about work, but on a personal level. Toward the end of the year, I conduct a final check-in where we discuss their long-term goals, aspirations, and gather feedback on how the school can improve. I believe this helped to develop a positive relationship with all staff and give the opportunity for them to be vulnerable and truthful.

The percentage of staff retention could be used to determine the impact as I've consistently have at least 80% of staff returning yearly.

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Question: In what ways are staff and students invited to co-create norms and expectations around emotional expression and how am I tracking the evolution of these norms through surveys, restorative practices, reflective forums.

Answer: At the beginning of the school year, I modeled the process of creating co-created norms with my staff and encourage them to mirror the practice with their own students via a social contract. When you visit classrooms at Nascent Jeff you will see the social contracts displayed in the classroom. In addition, teachers are encouraged to review these co-created expectations daily (preferably in the morning prior to instruction taking place).

I also review the co-created norms that I created with my staff prior to every meeting we have. One way of monitoring the effectiveness of the norms (for students) is through the ODR (Office Disciplinary Referrals) process that I put in place - in which behavior is documented throughout the day by all staff members. ODR's are reviewed and filed daily in my office.

I monitor staff in a more qualitative way and adjust as needed (staff can share their thoughts and feelings through multiples forms of media and/or through handwritten notes that be left in our teachers' lounge).

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When was the last time I modeled emotional vulnerability with my team?

Answer: I recently had to support my team member in Afterschool due to miscommunication with another staff member. My team member is very passionate about her job and she also happens to be new to our ISANA schools. During her emotional breakdown I reminded her along with the entire team that its ok if you are passionate about your work, but also to keep in mind that we service not only our students, staff and parents but also the community. I expressed that I often get very emotional when it comes to my work(meeting deadlines, addressing concerns among staff and parents, etc). However, as we navigate through life and challenges its ok to be vulnerable and it is ok to express how you feel respectfully!!

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I have weekly check-ins with co-teachers and monthly check-ins with campus IC's that allow team members to share not only professional challenges but also space to express personal struggles as well. I listen without judgement hoping to provide that safe space they may need to share whatever is on their mind.

I do have surveys I push out twice a year for professional feedback.

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I feel like I support by providing an open space to share new ideas, thoughts, concerns and I feel I approach those conversations with an open mind.

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I try to communicate openly with my team members every day, inviting them to share feelings and thoughts on or about items we are working on or learning about throughout the day. I try to listen actively and attentively. When a colleague opens up and shares concerns, I listen with an empathetic ear and try to relate to their situation or thoughts and, if possible, share a relatable experience of my own. I consciously check back often and create a space where they know they are welcome.

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Question: How I support my team to respond empathetically and appropriately to vulnerable disclosures?

I supported my team and staff in responding empathetically and appropriately to vulnerable disclosures by leading by example.

Building trust in our holding environment by sharing part of my identities and creating a space where they trust me to do the same without fear of retribution.  I tend to pause and take a step back, leading with questions and not forming opinions immediately. I seek to learn and listen versus trying to solve immediately. I utilize the reflective cycle (Rodgers, 2002) as my guide to aid me in answering questions when I feel uncomfortable about a situation and using my responses to guide my next interaction with the team member or staff.

The tools currently used are discussion agreements, setting clear expectations collectively, and understanding of shared language. I would like to further work on creating a space where we can go deeper using reflection journals and Informal qualitative data based on the number of individuals in our team.

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Q: When was the last time I modeled emotional vulnerability with my team, and how did I create opportunities for others to reciprocate in a way that was psychologically safe and inclusive? What feedback mechanisms do I have in place to assess their comfort and engagement?

A: I have recently been modeling emotional vulnerability with my team by sharing more personal experiences.  As a person who believes in keeping both professional and personal lives separate from each other, sharing my personal life has helped with creating a safer and more inclusive environment for our team. I believe that I allow opportunities for others to reciprocate their emotional vulnerability by modeling my own emotional vulnerability. Allowing myself to take chances and speak about mistakes and lessons that I have learned provides others with the safe space to do the same.

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Question: When was the last time that I modeled emotional vulnerability with my team, and how did I create opportunities for others to reciprocate in a way that was psychologically safe and inclusive? What feedback mechanisms do I have in place to assess their comfort and engagement?

Answer: The last time that I modeled vulnerability within my team was a few weeks ago. Doing so, allowed me to accept my truth. Sometimes, I don't like sharing personal things because I feel like I will be judged.

When you are vulnerable with others, oftentimes the person that is listening will likely do the same. If that doesn't happen as a person, it's important to take note of that.