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This makes me think back to the reading about Black Joy from Dr. Love's book about abolitionist teaching-- how often we (and I!) sacrifice opportunities for joy, healing, and connection for the sake of curriculum pacing. -Max

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Perfectionism and fear of open conflict are huge for me. Ugh. Fear of open conflict is also really present in my SLC, which reminds me of our work at the TL retreat this past summer-- I feel like they talked about that in Belonging Through a Culture of Dignity. -Max

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I feel like the pandemic has only heightened the sense of urgency I feel in myself and in this environment (BHS). I have felt this especially in the past 2 weeks as our isolation/masking policies have changed. Students with resources (racial and financial) seem to be able to navigate these policies with much greater ease than students of color, low income students and particularly students in immigrant communities.

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With juniors and seniors in BIHS, it can feel difficult to slow down or skip things when teachers are trying to cover all the material students need to be successful for their final assessments. This can mean that students get further behind, feel ashamed when they can't keep up, or give up all together.

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In the math department we have many expectations from the community and the district. For example, all of our meeting time before the end of semester one was spent on creating and realigning our common finals (a district mandate). We often are unable to work on other things that we deem important, because of community pressure. We just spent almost 4 hours in the board meeting as we waited to present on Math in the district. This was time that the teachers and admin that were present could have spent actually working on supports for our students. There is always talk of supporting students, but the actual actions to do so rarely get to go forward, because all of that time is taken up by tasks that do not actually benefit those students.

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Shout out to who wrote the COVID paragraph

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Shout out to who wrote the COVID paragraph

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Articulates wonderfully how I have felt these past couple of weeks - especially when the sense of urgency is added onto with other urgent things like fire alarms.

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Realistic Work Plan & Grading for Equity

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Realistic Work Plan & Grading for Equity

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The antidote of a realistic work plan for the people impacted by your plan reminds me of the work in AMPS for our PoPP. Changing our grading practices to mitigate or eliminate late work penalties seems like an example of lowering the urgency. I wonder what turning down the urgency would look like in other classroom practices and how that would impact students.

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I see this among case managers who are overwhelmed by paperwork requirements. People ong for time with their students, getting to know them and support them and feel pulled to produce timely paperwork which then does not involve stakeholders and cause more disruption for families than support. . . vicious cycle--leah

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Looking and responding to other people looking at Math 1 Data in the U9.  

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Looking and responding to other people looking at Math 1 Data in the U9.  

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It's an easy target for all the ways we still aren't cutting it for our students with SpEd resources and students of color.  It is hard not to see the problems as urgent and yet you don't always get the sense that the people in power want to understand the HOW to change math learning but just want to see those grades go up.  Hard not to get sucked into that when you're trying to "prove" your program is better for students than the way things were before.

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At various points this year, some leaders and leadership teams have allowed for flexibility. One specific example: we were dealing with a complex (and super time-consuming) administrative challenge in MLP and we were given extra time (and support!) to complete and submit our PD Plan.

At times there has also been a frustrating LACK of flexibility, particularly from the district, around high stakes testing and data requests.

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I've been navigating difficult conversations when it comes to other people's needs and their suggestions on my decisions as a leader. There has been pressure to "do this" or "not do this" because and no matter how I show up, shame and guilt is put on my decision making skills.

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this sense of urgency fractures us and the students we serve. for us to see our whole selves showing up for our students' and colleagues' whole selves is invigorating and hope-creating.

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I think we should think about this in terms of our bell schedule redesign. So many of us want change now, but we need to realize that this is going to take time. There needs to be time to talk to the students that would benefit most from the change. There needs to be time to thoughtfully plan and adjust our lesson plans.

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I think the idea of urgency and WSC privilege people who process information shows up a great deal in my classroom- who has access to the computer? who has an ability to focus? Being unfortunately less patient with students who don't navigate information quickly- checking google classroom, assignments, expectations.

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In our SLC/Dept meetings, we have tried to take a slower more democratic approach given the amount of burnout we've observed. We start our meetings with coffee and chitchat before a mindfulness sit which gives people time if they are running late and helps us feel more connected before the meeting. We are encouraging ourselves and our colleagues to do something similar in class where students don't just jump into work, but ease into it.

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We are trying to focus less on the data and giving more ideas for what we can do to improve outcomes--some more radical than what we've done before. Sounding like a broken record about what the research says and how none of these outcomes should be a surprise.

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This point has stood out for me: "developing a personal and collective practice of noticing when urgency arises and taking a
pause to deliberate with thoughtfulness and intention about the nature of the urgency and
the range of options available to you." I really feel like this has been one of the biggest challenges for me both as a teacher and team lead - I aspire to implement this antidote. I've got to make sure I can be conscious enough to get there. - Carton

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“too much work for too little money”

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I think we have a set of school wide goals written but I don't actually think we all agree with these goals or the ways to get there. I probably disagree with most about the ways that urgency plays an *important* role in serving struggling/BIPOC/immigrant students. Personally, I think it's part of the culture my own immigrant parents bought into when they brought us here and demanded we succeed, despite hardship. There was no time for pause. No time for breathing. No time for reflection. And they would have been really angry if a teacher traded a mental health day for teaching me vital writing skills for college. That's part of white supremacy culture, so I read, so I am just sitting with that.