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the explicit modeling Dr. Matthews was powerful and a good illustration of his  experience, hopes and desires as an educator.  Good to see the Boss in this light.

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the explicit modeling Dr. Matthews was powerful and a good illustration of his  experience, hopes and desires as an educator.  Good to see the Boss in this light.

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Facilitation matters. Training for facilitators is key for participants to have a meaningful experience

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Facilitation matters. Training for facilitators is key for participants to have a meaningful experience

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An appreciation for getting deeper into Anti-Racist Inst. Leadership and a need for more on-going dialogue

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An appreciation for getting deeper into Anti-Racist Inst. Leadership and a need for more on-going dialogue

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"Social time to hang out with colleagues"

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"Social time to hang out with colleagues"

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Opportunities for non agendized time before cohort meeting to check in and ask questions, etc.

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"Social time to hang out with colleagues"

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"Social time to hang out with colleagues"

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Home Groups during Cohort Meetings: Agendize time for small groups to process. Home groups where they get together all year to process the information that is shared with them. (See HS Example)

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More people did not drop off from the institute?

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More people did not drop off from the institute?

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Clear Connection between all structures. How is the work in Admin Institute linked with work in cohort meetings etc. LEAD should be explicit about that when sharing

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A good start now what is next how do we integrate this throughout our PDs...this goes to the Anti-Racist PD.

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A good start now what is next how do we integrate this throughout our PDs...this goes to the Anti-Racist PD.

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On-going work related to leadership moves and strategy at sites is needed

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Explicitly name the priorities of the work

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LEAD go into classrooms and see if its connecting - to practice

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Did people make an Anti-Racist plan? What happened to it?

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Did people make an Anti-Racist plan? What happened to it?

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HS Used this with IRF network.

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Integration of anti-racist into instructional leadership.

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Integration of anti-racist into instructional leadership.

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How do we know that there are positive outcomes that came out of this?  If this is a focus, how do we measure implementation and strategies?

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How do we know that there are positive outcomes that came out of this?  If this is a focus, how do we measure implementation and strategies?

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People have a range of experiences in doing this work. How do we help leaders identify where they are in a continuum? 

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People have a range of experiences in doing this work. How do we help leaders identify where they are in a continuum? 

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LEAD has to leverage cohort meetings and other convenings to  gap fill what didn't happen (what leaders didn't get) in Institute

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We need to be better at creating protocols and procedures in a timely manner so that schools don't have to create their own protocols then get told to re-do what they already did (e.g. wellness checks, attendance taking, site staff sign in)

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In the absence of offering central processes and information to site leaders, it results in leaders having to come up with an innovative process, solution or information on their own (ie wellness check). As a system, getting ahead of the curve and providing an explanation and process is useful.

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In the absence of offering central processes and information to site leaders, it results in leaders having to come up with an innovative process, solution or information on their own (ie wellness check). As a system, getting ahead of the curve and providing an explanation and process is useful.

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How do we get this stance to live ubiquitously across all that we do.

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How do we get this stance to live ubiquitously across all that we do.

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How are we helping leaders incorporate these new pieces of the work in addition to everything else they have to hold. How much of this do we follow up in Cohorts meetings.

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Willingness to step up and out based on the work people begun at AI