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As the DEI Director, I can reach out to new BIPOC families to introduce myself, welcome them to our community and begin to build a relationship.

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I can support teachers and students in the hallways by interrupting conversations when I overhear what may be hurtful/harmful language. I can repeat what I think I heard and give the students the opportunity to explain what they meant.

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I can continue to develop affinity spaces for my colleagues to gather, share their experiences and connect with each other.

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Designate time each morning for mindfulness, classroom sharing, time to get to know each other on a deeper level

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Make sure families feel connected to the school and have agency in being heard (feel they can share their thoughts, ideas, concerns)

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I can explicitly invite new members of the team to come to me with questions/needs/uncertainties to ensure they feel a sense of belonging and safe space within an unfamiliar group of adults.

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I can work on our journaling and sharing routines to incorporate this idea - thinking specifically about prompts that will help students share personal things and connect to eachother.

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I can help facilitate connections between parents of different backgrounds at events where they tend to cluster with people they already know.

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For my students I can create more affinity spaces and allow them more opportunities to share. I can create for diverse lessons and activities.

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I can hold off on making assumptions about why a student does something or acts in a specific way and speak with them to better understand their perspective.

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Featuring books in my classroom with diverse characters and celebrating/learning from difference.

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I can be more intentional about finding out where individual students feel that they belong most (sports, feeling successful academically, creative projects, etc) and integrate these into advisory

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I can support a sense of belonging by prioritizing time in meetings to have authentic connection moments before getting down to business. This idea of "interacting vs. transacting" is one that is percolating for me.

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Creating a time in the schedule each day to build and grow our classroom community

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I can follow up and check in with both students and colleagues after having conversations or discussions on delicate topics. Make sure both know I am there to support and hold space for their feelings.

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I can try to help create a sense of belonging for colleagues by being available to talk when they need to vent or if they need help with something so they feel comfortable in this space and know that they are not alone.

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If there is a parent at an event who is alone and doesn’t seem to know anyone go up and strike up a conversation or introduce them to another parent.

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I can help support students feel a sense of belonging by including them in play with other peers, helping them join conversations and connect with them by tapping into their interests.

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I can create a sense of belonging for students by starting the year with intentional identity work, ensuring that all students feel safe, represented, and valued in the classroom community.

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As a teacher, I can continually seek out and implement new games and activities that play on everyone’s strengths and forge a sense of connection.

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Engage with new faculty and staff, taking the time to hear about who they are, in order to have them feel connected to the community

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I can take moments to get to know those I don't know as well, finding time to truly connect.

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Create an interactive space in the hallway for students to respond to.

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Students and parents about challenges in a comfortable, nurturing environment. being honest about how Gaynor can meet their needs.

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I can continuously show up and be present with students, create an environment where everyone feels seen and heard and celebrated

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Making sure to build community by saying hello to everyone in the hallways. Some days we are so busy in our own mind that we forget the little things that make us feel like we are in this together.

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Intentionally create time to check in and connect with someone you don't have easy opportunities to share "space" with.

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Saying hello and smiling in the hallways can make everyone feel welcome. So many times we walk by people without saying anything or acknowledging each other. Small thing that can make a big difference

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As the AT, I can lend an during morning meeting to anybody who needs.

🥹

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Just saying hello in the hallways and smiling!

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I can make an intentional effort to ask my colleagues about their ongoing projects and to congratulate them on completed ones, as well as making it clear that I appreciate their work and presence at Gaynor.

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I can help students to see that the people we spend our time with are more valuable in our lives than the places we go or the things we have.

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I can create opportunities for students to interact positively that are divorced from any overt social implications.

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I can invite more students to our Gaynor podcast, and possibly even expand that to features on Instagram or the Gazette. This is geared more towards the older students but I could brainstorm how do make it work for the younger clusters as well.

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I can support faculty and staff better by building more knowledge of their day to day experiences in school and building more personal connections

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I can reach out to new staff and forge connections, especially outside my content area and division.

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Asking questions, truly listening, and following up

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I can learn everyon'es names and greet each child with a warm and welcoming smile, especially those on the sidelines.

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I can approach each interaction with the assumption of good intent and hold grace

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At the moment of a family’s first touch point with SG I can be mindful and intentional in not only communicating the importance of belonging to our community but to also working to ensure their sense of belonging through admissions to enrollment.

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We can create social groups, electives and afterschool activities geared towards interests, identifiers and ideas of students who don’t have a sense of belonging.

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Ask questions! Be a sponge.

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Building more time in shorter classes for social-emotional learning in creative ways that help foster community.

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i will pause to actively listen when others are speaking. i will also try to listen for what's not being said and find a way to connect with them.

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Finding activities and interests to create content that all students would want to take part in or learn about.

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I can learn about students' interests and include those interests in classroom activities--also, creating activities that have connections to students' backgrounds/identities.

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I can be consistent.

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Something I can do to create a sense of belonging is to open up my classroom at times other than typical art class to be a safe space for students to express themselves creatively. This means being flexible with my schedule to make time for students if they need a breakout from their typical day.

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I will notice and celebrate the expertise and creativity of teachers I coach, making sure to point out their amazingness to them and their supervisors. I will look for ways for them to share their expertise with colleagues and students.

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I can share my respect for each individual on my team(s).

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Communication is key

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I want to create projects and activities that allow for student agency, letting them take their learning experience to areas they feel knowledgeable and/or interested in learning more.

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Reach out to BIPOC families to create a stronger sense of belonging in our community. This could be as simple as crossing the room at an event to say hello or calling a family before conferences to see if they have any questions. The goal is for them to have a friendly face every time they visit the school.

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I will invite small groups of students to have lunch or snack with me outside the cafeteria. My hope is this would promote connection with me and each other.

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Have students share their about their identities and family history

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I can foster student connection through intentional language and prompting (such as asking kids about small moments from their summer, as Stella modeled) to assist them in finding commonalities

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Be yourself and help others.

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I'd love to learn more about the projects & priorities of colleagues outside of my lane. It is so important to acknowledge the collective work that it takes to make Gaynor Gaynor

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I can share parts if my identity with students when I introduce myself the first few classes and leave a space for them to do so as well. Throughout the year, I can share stories and relate back to my identity in an authentic way.

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Plan ways for students’ families to get involved in the classroom. For example, families can create presentations about a holiday they celebrate or just about something that is important to their background. This will help students introduce more of themselves into the classroom and also help them get to know each other. This will create a greater sense of community in the classroom.

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Communication, communication, communication

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Welcoming each class in the hallway and having a mindful moment as a class before we begin.

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When there are cluster social activities, combine with another cluster(s) to bridge connections outside of the cluster/department bubble, foster inclusivity, and bring new people together

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Go out of your way to introduce yourself to someone you don't know.

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Making thoughtful specific language choices in the classroom and being mindful of words, phrases, or labels used.

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Check in with new families during the transition period - to welcome and guide.

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Communicate - be an active listener. Be mindful with how I communicate. Be aware of who may not feel like they belong

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I can acknowledge how students feel, to empower them, before asking them to make a choice (to transition, de-escalate a situation, etc)

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As a staff member, I really wish to see staff and faculty get to know each other better. We all lean on and help each other but we should grow to know more from one another, our community would be more connected.

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Listen, listen, listen as well as be the right support for your team that is needed.

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Connecting with parents of color and ask them what their interests are and how they would best feel connected with the school and other families.

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I can reach out to those I don't normally speak to - to build connection and community.

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My office (communications) tries to reach out about getting new stories from classrooms, but I think we could even expand this to our non-classroom employees as well. There is so much done especially in the summertime with the building that it could potentially be a feature.

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In addition to interrupting conversations that involve talking negatively about others or hurtful language, I can stop to ask them to explain what they’re saying. “What do you mean when you say ____?” Getting the students to lean in to their language to understand what they’re actually saying and reflect on its connotations can help break down what it means, what it feels like, and what it looks like to actively exclude someone.

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I can be kinder to and more patient with my AT. I was there once too.

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Gaynor currently has a few active affinity groups. People can contribute to their belonging and the feelings of belonging for others by participating. The school could support them by prioritizing time, space, money, and other resources to support their development and self actualization.

Affinity groups could also have meetings together to share and discuss their overlap and specific presentations. For example, a collab between the Rainbow Coalition (LGBTQIA+ affinity group) and the Jewish affinity group could be fun, meaningful, and an opportunity for both groups to learn so much about themselves. We have so many mutualities!

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There are some kids where it is very hard to identifiy similarities/connection points in our lives. But they are there if you keep digging. And if you can't immediately find those points, lean into that! Tell them how interested you are in hearing more about some aspect of their life you don't know much about. (While being mindful of othering them, of course)

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Have students create and present projects that reflect their personal identity, as a way of sharing what they feel are important aspects of themselves.

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Really listen to each other without feeling like you have to always have an answer.

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Create prompts and activities centered on human senses and emotion. This allows a greater entry point into the work you are doing in class, and allows greater access into class discussion and projects. Rather than ask if someone has been somewhere or done something, ask when they have felt something.

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Acknowledge, spotlight, and celebrate active work being put in in classroooms to promote inclusivity to keep the momentum going and inspire!

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A large-scale project involving all faculty, staff, and students. With a focus on equity and how to help our fellow humans. :)

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I have felt successful creating class-wide incentives and helping students develop a team mindset to achieve their goals and unlock rewards together

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Introducing and creating a welcoming environment where Colleagues are able to vent about their struggles and emotions with inclusivity. This is especially open to new staff starting this school year.

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Switching up where I sit at cluster meetings to build deeper relationships with all of my coworkers

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Mic drop

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& being eager to work with each other to locate our respective blind spots

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Curious, empathy, communication, reflection

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When encouraging kids to share, it's helpful to use topics where there is naturally a diversity of tastes (movies, music, games) that cut across many other identities.

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Designing activities that allow students to share about different aspects of their identity -- family recipes, holidays/traditions, areas of expertise