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Coaching Ms. Lee
Conversations w/ Ms. Lee & the Students
Staff Trainings
Opportunities for students to share perspectives on culture & race
Connecting to the community

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-conversations the principal
-increase school involvement
-address solutions in 5&6
--meetings, trainings, community agencies, parental awareness

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- Standing school culture and climate committee meeting with diverse representation and ensure there is a process in place for students to be able to share concerns and report items that should be addressed.

- DEI training and work on establishing a culturally responsive lens for educators

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Training on implicit bias & VDPs and how to have a community that respects each other and works towards common goals

Training in strategies for responding to student-to-student conflicts

Coordinating student-teacher committee including peer mediation/restorative conferences managed by student leadership team

Coordinate family-community committee

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-larger discussion with key stakeholders
-identify strategies for school community to feel safe without making students be "friends"; engage families
-monthly forum to engage parents and community with school representatives
-community may already have these conversations; embed in school community

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Immediately: Ms. Lee connects with Ms. Thompkins

Immediately: (Someone) steers conversation in a different direction

Next day: Ms. Lee speaks with individual students to address concerns/needs raised; conferences with Abiola & Warren to solicit their suggestions and ideas for next steps

Next next day: Ms. Lee leads conversation with whole class

After next next day: See Step 6

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- Re-evaluate school culture and climate. Revisiting values and commitment to culturally responsive practices and developing action plan to address areas of need (Culturally Responsive TFI as an option)

- Create opportunities to empower student voices. Allow students to have say in problem solving process.

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Develop DEI Committee
Culturally Responsive Curriculum
Administrative Level Recognition

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Ms. Lee work with administration to facilitate conversation with faculty and action to increase awareness

Student-Teacher Committee to brainstorm action

Family-Community Engagement work collaboratively on shared goals for school and community

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Community Outreach- get families involved in helping to solve the conflict

Staff Cultural Sensitivity Training
Peer Mediation with the class

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- Admin develops a building DEI committee to assess staff and student needs and opportunities

- DEI committee takes on initiatives related to: (a) hiring cultural broker(s)/community engagement specialists to support school initiatives; (b) increasing family/community engagement; (c) developing PLC trainings for staff; (d) expanding school's mission and policies related to culturally responsive and sustaining practices; and (e) formalizing school procedures related to peer mediation and supporting prosocial behavior, community development

- Admin develops student leadership opportunities (e.g., student council) through which students have a voice to provide feedback, express concerns, and suggest recommendations

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- All student have access to the resources and support they need and are in an environment that is safe and conducive for learning.

- Connecting with community members that could speak to stakeholders differences

- Creating student discussion groups that are established as safe environments to share frustrations and concerns

- Reevaluate mentor process at the school. Ask for student input and ask which students are comfortable being mentors

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For Everyone to gain better understanding of each other differences, were differences are celebrated
Staff Development trainings

Opportunities in the classroom to provide relevant and meaning opportunities to share cultures

Systematic aspects of Culture Bias

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-make school community (amongst staff first) aware of challenges occurring
-set classroom expectations of how students are to interact with one another in the classroom
-utilizing community building to get to know one another

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Ms. Lee process conversation and follow-up on conversation individually with Ms. Thompkins to increase awareness

Peer Mediation / Restorative Conference

Communication with families of students to gain deeper perspective

Community circles

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- Ms. Lee affirms Ms. Thompkin's perspective and leads staff in considering opportunities to address student needs/bridge the gap

- Ms. Lee develops and implements a plan to resolve peer conflict within her classroom/caseload (including evaluating/reconsidering buddy system; how to identify/pair buddies, what activities look like, etc)

- Staff collaboratively develops and implements a plan to address peer conflict beyond Ms. Lee's classroom

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-creating safe space for students to openly talk about issues and active listening
-reduce expectations that students have to be friends with each other
-teach appropriate conflict resolution

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Opportunity --Teachers and Admin: Professional development and community resources to strengthen culturally-responsive practices within the school community.

Opportunity --Students: Acknowledging differences amongst students and finding ways to strengthen relationships through social and cultural learning

Challenges--teachers are avoiding addressing concerns and having conversations thinking that will prevent conflict.

Challenges--If there continues to be inaction it will lead to not serving students and meeting their needs therefore leading to potential poor academic outcomes overall wellbeing.

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Challenges:
Teacher's Bias- wanting a simple & easy situation
Complex Issues
Issues get worse-failing to see students' perspectives

Opportunities:
Training for Teachers , staff development
Outreach to the community
Building bridges between the students
Recognize student perspective when trying to solve student problems

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This school becomes an environment in which:
- Student differences are recognized, celebrated, affirmed, and built upon through rich educational opportunities (i.e.g, CRS practices)
- Individual/cultural beliefs are upheld in the context of a cohesive (rather than divided or group-based) community
- Conflicts are resolved through sensitive and responsive staff-mediated practices
- Staff recognize their biases and limited perspectives, regularly practicing cultural humility

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-recognizing that it is a systems issues
-school has a role to play in identifying solutions
-teachers seem open to recognizing there is an issue and opportunity to do better
-not something schools have to solve independently; include community

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Decrease in frequency in frequency of student-to-student fighting and name calling

Increase in respectful communication and cooperation amongst students & staff

Increase in safety to share alternative perspectives

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Nigerian Students: perceive to think they are better than the Black students

Teacher: Everyone should get along, skin color identifies a group of people

Ms. Tompkins: students not feeling heard and assumed sameness based on skin color

Mr. Werth- defensive , not the teachers fault

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-Ms. Lee trying to build collaboration in classroom; appreciate one another
-Lauren: Nigerian students behavior as if they are better than others
-Mr. Werth: student commonalities
-Nigerian students: don't identify as black since they are from Nigeria

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Opportunities:
Ms. Thompkins - sharing perspective

Ms. Lee realizing something off about Mr. Wertj's statement

New student mentor process want to support students

Cooperative Learning strategies

Challenge"
Teachers having similar bias to Mr. Werth, that staff should not have to deal with this or manage

Family bias and messages from home to students

Ms. Thompkins - pressure to be voice, burden/frustration

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Challenges:
- Staff closed-mindedness
- Staff focus on adult-centered environment
- Lack of staff understanding of nuanced cultural and social process impacting student relations

Opportunities:
- Staff professional development
- Student cultural and social learning
- Ms. Lee addressing needs and concerns with class (open conversation with students)
- Revamp on student mentorship program
- Springboard for (a) increasing family/community engagement and (b) evaluating/revising/creating school policies and procedures

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- Ms. Lee: Trying to create strong classroom community and good intentions; however, has limited perspective of the situation.

- Class/School-Wide: students are recognizing that their are differences within their school community.

-Staff are defensive and focused on students following expectations, positive attitudes, and similar beliefs.

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- Group of Nigerian students: Do not identify as "Black" and are confused/offended by others calling/treating them as "Black;" view African American students as different; (do they know the weight of different labels?)

- Group of African American students: Offended by Nigerian students (language, behavior)

- Group of staff: Adult-centered perspective on situation; limited understanding of social/cultural processes at play; interest in student compliance rather than changing adult behaviors (ahem, Mr. Werth)

- Ms. Lee: Coming from good place, but recognizes her limited perspective/knowledge of the situation; discomfort with other staff perspectives expressed, but she expressed somewhat similar perspectives, too...

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Ms. Lee - rose colored glasses, everything positive, does not see situation clearly

Nigerian Students - thinking they are better than the African American students, say I am not Black

African American vs. Black terminology

Ms. Tompkins - says should not treat them the same way, defensive = does not feel heard, this is my lived experience

Mr. Werth - defensive = feels threatened, does not want to listen, identify commonalities should happen naturally

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Teacher Bias: Misinterpreting culture vs. race
Student Bias: What is means to be apart of a group vs. culture

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- Space for acknowledgement of differences
- Focus on getting along vs. respecting differences
- Teachers have grouped students based on skin color
- Teachers believe that students should follow their expectations and perspectives

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-assumptions that the same skin color linked to same cultural experience
-trying to alleviate problems by "forcing" students mentor one another; looking for quick fix
-trying to fix a systemic problem on an individual level

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- Staff perception that students' individual differences should be overlooked and that commonalities should be celebrated/emphasized

- Staff emphasis on physical characteristics and inaccurate inference of personal/cultural factors

- Staff belief that students should take on/absorb staff perspectives and practices

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Teacher Bias in understanding that if you look the same you must be the same (judge book by cover)

Teacher Bias to get along need to focus on similarities vs acknowledge and respect differences

Student Bias what it means to be apart of a certain community, in group vs. out group

Teacher Bias that students are problem not teacher, and felt threatened by feedback

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Department Meeting PLC Discussion 2021.08.12