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Thanks so much for joining us today!!! We’d love your feedback, and look forward to using it to inform planning for our next discussion.

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Norms & Goals/Expectations (10 minutes)
Breakout Groups (40 minutes)
Regroup & Closing (10 minutes)
Continued Conversation (30 minutes)

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Speak from the "I"

Take the learning & leave the stories

Embrace messiness & kindness

Equity of voice

Understand intent does not equal impact

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Part III: Building Intellective Capacity

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Part III: Building Intellective Capacity

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Chapter 8: Information Processing to Build Intellective Capacity
Chapter 9: Creating a Culturally Responsive Community for Learning

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“The questions we usually have at this point is: So, now what? What do we do tomorrow?” (pg. 152)

1. “Teachers always talk about professional learning in terms of how well information passes the Monday Morning test: Can I walk into my classroom on Monday morning and start using what I have just learned?”

2. “I want to offer you a reframe. Rather than focus on your Monday morning moves, think about your Sunday afternoon planning, that level of curriculum design and lesson planning that happens before you step back into the classroom at the start of the week?”

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4 Agreements for Courageous Conversations:

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4 Agreements for Courageous Conversations:

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Stay Engaged

Speak Your Truth

Experience Discomfort

Expect & Accept Non-Closure

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We invite you to take the time to begin sketching an action plan for yourself for the following school year.

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We invite you to take the time to begin sketching an action plan for yourself for the following school year.

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Identify a place in your school or classroom system that you will commit to interrupting and dismantling.

Why this?

What is something(s) you can do to address this?

What resources (who, what) do you need?

What are the potential barriers?

What can you do to address those barriers?

How will you hold yourself accountable? (Timeline/Deadline)

Vocalizing your action plan to another antiracist educator is one way to solidify your intentions and commitments.

Activity by Dr. Sonja Cherry-Paul and Tricia Ebarvia

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reflection:
-gender endings in language- cannot change: uses "chicos" when referring to her students- explain she is referring to everyone (adolescents); asks for pronouns in survey in beginning of year
-students become a powerful learner- advocate for themselves
-we make connections with students and we feel like we can learn and grow and do better.
-"warm demander"
-resiliency- is a core value... teach students
-allowing ourselves to make mistakes as we try new things (or just that mistakes happen in every day activities) - we learn, reflect, grow... we are human!  might helps students see mistakes as OK and good as a way to learn- and be kinder to themselves.  We can be role models.

QU #1:
*daily exit ticket- hold myself accountable; daily grade: intention of class, how are you doing today (check in),  how did you meet the target (if not, what inhibited you)....T have a dialogue in writing with S.
*small group check -ins  one group each week - conference.
*on my own: posters in my room- have students represented (MIRRORS for them)
*RIR  protocols  - have courageous conversations :  "RECOGNIZE what happened-- how did you feel (physically also), recognizing -what was your intention when you said that; interrupt flow of the class to discuss this, "IMPACT";  "REPAIR" means healing
*go to website "amplifier.org"
*"google tour": mathematicians; stem folks... to show where they lived, went to school, fun fact, what they contributed to society... have students see themselves in the classroom and see that "I can do that!"
*Pay attention to posters in our room- do they reflect who is here and who should be represented?

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More cultural awareness around issues of dress, terminology...ideas are changing

staff being more relfective

Building relationships and having a positive attitude when in front of the students...because they are going to be nervous and scared

Race and politics merging together

Take your time, think through and reflect. We are going to make mistakes and its ok for us to show students