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In a majority white female taught school. I think this would be great as a book study to dive into identity work. This would help facilitators explain what racism looks like and how they are contributing to this cycle in our school. The real life experiences and language used would also be a great way for teachers to reflect on the things they say and do within the school without being able to make the claim...."I'm not racist."

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I think that it is a great way to frame the discussion for inequities in the building and in the curriculum that we use.  After completing the book study with the BLT, I would work into an equity audit of the building with the team.  I think the audit would be more meaningful given the context of the book.  As changes were planned/implemented, referencing back to the book and audit would provide clarity as to
why we're making changes.

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As a leader for equity I could use this as a book study for the building leadership team.

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I intend to use this book with my White preservice teachers to help them think about their White identity prior to becoming classroom teachers. I think I will have them facilitate the chapters the same way that we did in class; I think facilitating it in this way gives some ownership that we are exploring these identities together, rather than me just "lecturing" to them about their Whiteness. I think that I will establish the norms and expectations prior to reading so we can minimize defensive attitudes and tears.

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I would use this book to help facilitate race-based and equity-based conversations with staff. To start, I would use the book with smaller book-study groups that included teachers who were interested in equity work at the school. In this way, I would start small and then work the book out to the larger group of staff. I would hopefully have a group of teacher-leaders centered around equity that had participated in the smaller book studies to help facilitate this book with the larger group. I think it is important to incorporate teachers into the facilitation of these equity conversations and conversations surrounding the book rather than having it simply be whole-staff professional development solely facilitated by administration.

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I could use this book as a professional learning opportunity.  This could serve as the central text upon which to base our discussions once per month.  It would (ideally) lead to discussions where people reflect upon their own practices and how they are making changes to provide more meaningful learning experiences for all students and not continue to unintentionally or intentionally commit acts of racism. I would start by demonstrating that this is not an "if" issue and that racism and discrimination occur daily, so we must make changes.

However, before doing this work, it will be important to establish a culture of trust with my staff. This would likely be a discussion to have after being in a building for at least a year to gauge the building's current culture and then determine how to roll out this discussion.

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1. This would be part of the identity development work in Module 3 of the ICS Framework and Process. I would not start the equity work with identity development or with this book. I would start the equity work with starting with Module 1 in the framework and process. I would probably need to talk first about what a great school we have, and how we can be greater, for literally all kids in the school. Depending on my community, I might down play the equity part, not sure, but play up high quality teaching and learning for all students and the framework and process will help get us there. So, given that the staff would need to work through Module 1 and Module 2 first, I think those first 2 modules would probably take until early November to complete with my SLT, and then with all the staff. So, the identity development work in Module 3 would not start until probably around Mid-November, later in the first semester. I would start with the work in the Module 3- - for identity development as it is more"safe" and not as threatening. So, again, Module 3 with my SLT, and then Module 3 with the rest of the staff would be in December. So, the actually book talk for White Fragility would not start until the first of second semester. I would want my SLT to read all of it and discuss it all as a team first. Chapter by Chapter as we have done in the class. Maybe I would invite all staff who wanted to do the book study on a voluntary basis to join the SLT in doing that. Not required. Doing chapter by chapter would take the rest of the semester. We would also as a SLT and staff probably go ahead with Module 4, 5, 6 the spring semester. All this is to say, a full staff study of the book would not begin until the fall of Year 2. By then as a staff, we have a basis for our discussions and a sense of relationship with each other. But at that point, Year 2, Fall, I would then yes, for sure, have us all read the book as a staff, one chapter a time with 2 staff members facilitating each chapter as we have done in class. Depending on the size of the staff . . . if more than 30, I would for sure break the staff into smaller groups. Maybe small groups of 10? or 15? or 20? and have 2 people in that group each time facilitate the conversation with an SLT member helping to facilitate each group.

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Things I would use:
- redefinition of racism as systemic, not just individual acts
- good/bad binary
- critique of meeting norms (e.g., "presume positive intentions," etc.)
- the question is not "if" you're committing acts of racism, but "how"
- discussion how white people and white women's tears function
I think I would also need to pair this book with some historical context and examples of how racism is systemic. Depending on the identities of the staff and their prior experience with racism, this idea might be nebulous and abstract which could further distance folks from seeing their own role within the system. Related to what Sarah said, I would also model vulnerability and provide examples of my own work and mistakes in this realm. This work isn't about being holier than thou, but rather working together in an ongoing way to disrupt a system that we all live within.

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I would really enjoy using this book as a book study over summer with my staff. In my current district we are required to go to summer academy that the district puts on during July and August. I think doing a book study and incorporating some PD during our August time together would be a strong way to start our year. This would be done after we've done some of the system changes needed to begin this work.

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As a leader, I think I would start with my leadership team and do a book study. I feel that before bringing it to staff, we need to start having conversations about race and also do some identity development/work individually and collectively.  I would also have discussions on our current practices and curriculum. During the book study with the leadership team, I would have some discussion questions and also open conversation up to the team.  As a team, we would decide how to use this book with the entire staff.  White Fragility is a great book and I feel it can help transform our culture and challenge our thinking/practices.  I do,however, think that it needs to be introduced strategically so that staff will really be open and ready to have the difficulty conversations that will come.

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I think that this text should be coupled with work on how to have these tough conversations around race. I've gone really deep into Brene Brown's work around shame. I've watched her Netflix special, her Ted talk, and keyed myself into her social media outlets. I'm working right now with a middle school in Madison, where they are grappling with how to have these discussions, and I think being vulnerable at work is really hard. And I think that there are many leaders out there who are afraid to be vulnerable in front of their staff. The message that staff get in return is that they cannot be vulnerable. Brown talks a lot about the difference between fitting in and belonging. Belonging means you are accountable to yourself, while fitting in means you're just doing what you think is expected of you in that context. Schools where I have worked as a teacher, and now seeing a school really trying to have these conversations--you can't just give people this content without setting some sort of framework or culture up around how to have these conversations. So I can see myself using this with staff but also pairing it with Brene Brown's work on vulnerability.

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My district is actually planning on using this book already next year for an all-district read.  The equity team will be facilitating small groups in discussions similar to ours throughout the year.  As I will be one of the facilitators, I will take a lot of this class experience into my district. This will be a stepping stone to using it as an educational leader in my future.

I should add that the district staff voted on which book we would be reading next year on the topic of equity and race.  This was the book that the majority chose.

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I could see myself facilitating a book study as part of monthly ongoing PD

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I think I would like to use this book with my staff in a similar manner that we did for this course. I really think this book was a great way to introduce the concept of white fragility and get people to reflect on their own prejudices/biases/etc. In addition, I think that slowly going through the book and having small-group discussions around the examples from the book helps people to slowly move forward in their own identity work. This is not the only identity work I would do at my school, but I think that looking at someone else's examples of and reflections on their white fragility will help you to see your own.

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As a future leader for equity, I would consider using this book as a book study with my staff. White Fragility provides a platform to open up discussion about white privilege and how that effects our society.

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I can see myself using this book to guide my understanding and discussions with staff. I think doing building specific equity work and providing staff with data and the ability to come to their own conclusions about our equity practices is a good way to start.