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2/27: Chapters 1 & 2
3/6: Chapter 3
3/13: Chapter 4
3/20: Chapter 5
3/27: Chapter 6
4/3:  Chapter 7
4/17: Chapters 8 & 9

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Take Care of You | Do what you need to do for your mental, spiritual, physical health

Assume the Best | Everyone wants the best for their students and community

Be Aware of Our Biases | Seek to identify, understand, and address personal and organizational biases

Trust the Process | Be open to possibilities

Ground Statements in Evidence!

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What: " Treating equity as a series of tools, strategies, and compliance tasks versus a whole- person, whole- system change process linked to culture, identity, and healing" (Safir & Dugan 33).

So What: Working at many schools, equity is treated as something that can just be added into a lesson plan. Equity is about reflection and action

Now What: At our school, I think we do a good job at looking at the teacher, student, and systems. The hard part is merging the system which in itself is inequitable and its expectations, and creating and environment where students are learning the system, healing from the system, and improving systems to making it work for themselves

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“Street Data offers a new grammar for educational equity. It humanizes the process of gathering data. Rather than positioning students and teachers as objects…we interrupt persistent deficit narratives about students, families Pam and teachers…”(Safir 67).

What: Street Data is about qualitative research to drive towards equity and learning. Street data is pushing past scores and numbers and analyzing the causes and effects od these numbers. Teachers look at artifacts, narratives, and observation

So What:  Pushing towards this type of data and incorporating this with satellite and map data can help us make micro level changes that have a gauge impact on culture in our schools

Now What: Bellweather Data cycle was an example of street data and using it to create change. As a school, we need to think of our instructional focus for next year and think about the levels of street data, results, and how we are tracking that data

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“…you’ll notice that the cycle is nonlinear because guess, guess what, complex change is nonlinear! Linearity, the governing principle of western improvement model, seeks simple cause and effect relationships” (Safir 75).

What:  Schools, which are ran like corporations, are based on white western ideals. Specifically,  this idea of a simple cause and effect. The issues that we face in our schools are complex  and ever changing because systems of oppression are complex and ever changing. We have to get creative to use our  IMAGINATION and work to make it a REALITY

So What:  We have to focus on humanizing stakeholders in a society and system set up to dehumanize them and create experiences of healing, agency, joy, and connection. This is how we dismantle oppressive practices, or at the very least subvert them.  Change is a long process and really we are undoing mindsets. We have to foster positivity creativity while also teaching stakeholders the things at play so that they can get inside to create change.

Now What: As a school, we are thinking about learning experiences with making thinking visible.  Next I think we need to think about how we foster joy and listen to our stakeholders in a more consistent and routine way. We also need to think about how we foster deep listening as a community and create those opportunities. Right now, deep listening happens when incidents happen or when things come up, but making it routine can help us uncover, prevent, and continue to build.

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Chapter 7 introduced the concept of public learning. School leaders can dedicate time at each staff meeting to practice public learning to dissuade their reluctance to ask questions. If done correctly, there should be a judgment-free critical questioning from colleagues about a staff member’s dilemma. The chapter states that “District PD plans as being stuck in satellite dashboard data instead of street data rooted in real-time experiences of learners”. It all comes back to pedagogy of voice. By taking learning public, educators acknowledge complexity by accepting uncertainty and understanding; public learning can serve as a catalyst for professional culture change. “Many educators are stuck inside a system that ignores the complexity of teaching and learning, and focuses only on routine (knowing best practices, following pacing guides, standardized testing). Public learning shifts from the satellite view back to ourselves with the focus being on reflection or growth and evolution.”

Five core elements of Public Speaking

1.      Curiosity - focus on experience of learning and listening.

2.     Uncover student experiences: focus on the voice of the adult learner’s understanding of the student through street data.

3.     Build space for sense-making and challenging bias: recognizes success as messy and centers the student’s goals; accepts that bias will undoubtedly be present.

4.     Acknowledge that learning is social and emotional: urges collective reflection to deepen the learning.

5.     Value the learning at a systems level: fuels the motivation to continue learning while recognizing the challenging work of teaching.