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I liked the small group format. I think it's a much more personal, comfortable and productive method of conducting PD. I am very frustrated though by the limited amount of time in whole staff meetings that we are given to discuss; share out with our table groups and dept. members. We just get started talking about something substantive and then we are required to move on. This really accomplishes nothing. We are talking about racism. It's a big topic that requires a long term, comprehensive approach. Really getting beyond superficial conversations is necessary and that can only happen over time when trusting relationships are established. The data charts don't change much, because we don't change ourselves or our methods much. We can't just conduct a short term PD, check off the dealt with race and cultural box and move on.

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If you've ever been interested in how racist ideas spread throughout the United States, Stamped From The Beginning is the book to read.

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In our group (White Fragility), I think it would have been beneficial to bring in an expert or someone who could speak to the topic. I do think the topic was very important and relevant. I also feel all staff would benefit from hearing from an expert on the topic.

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All Students need -- 1. love  2. safe environ  3. connection with an adult  4. to be honored/respected: It is the teacher's opportunity/privilege/responsibility and it should be their desire to let their students know the reality of these things -- Voice it to them, demonstrate it by taking an interest in their activities, their games, programs, school activities, help with college and scholarship apps etc. True success can only be accomplished with honest sincerity of heart.    Ron Romanick

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I felt that our group had different ideas around the topic, and so the discussion really initiated growth within each member. Once we reached the same page, we began a discussion of how we could improve diversity in our lesson planning. We could've used much more time to explore this concept.

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I would like to do this work every week, or PD meeting. I found it to me the most useful to date. I also think that the small group environment is ideal. I don't necessarily think that we need to immediately focus on outcomes, because each group was exploring something different, and strongly believe that this should be an ongoing conversation.

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I participated in one of the The Hate U Give book groups.  I enjoyed being part of the group.  We had interesting discussions, and the book was an easy read.  I'd like to be part of another book group in the future.  I don't think the book choices were equitable between the different book groups, though.  Our book was a young adult book, while Liz and Kathy's groups had a long, academic texts.  The Hate U Give did make me reflect and think about the experiences of our students.  I've never had to play two roles and act completely different in one situation compared to another.  It was enlightening to read about a character that had to do this and to hear from staff members that also do this.

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I was able to belong to a group that I could handle without being assigned a book (since I cannot read English as fast as 1 chapter per month in my current busy schedule), yet I was happy to share and learn who we are, what we are, what's around us, what's in this community, and beyond.

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As an example of our discomfort with this topic (and our need to continue the work), we are all either typing or discussing the upcoming weather... rather than reflecting and sharing about the challenging conversations we may have had over the past few weeks.  This has implications for us at all levels - individually, department, building-wide.

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I enjoy being a part of reading groups in general.  Stamped from the Beginning by Ibram X. Kendi is subtitled, "the definitive history of racist ideas in America," and boy, is it ever!  The book is organized chronologically, so we were only able to get to Thomas Jefferson's presidency, so it would be nice to continue reading throughout second semester.  Individually, it is interesting to know and learn how racist ideas, theories and philosophies go back so far in human history (Aristotle-racist).  Those in power have always used racist beliefs to control the narrative and keep black people oppressed.  By birth, historically, African-Americans have been "stamped from the beginning" to be inferior.

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I would liked to have time to develop a lesson from the book that I was reading. The book has very stimulating  lessons that will activate discussions about injustice experiences from the students.

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Yoko would like to remind you that you are always welcomed to come by Japanese Classroom (MD13) !

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Was interesting to hear the range of views about the impacted rwcism  in the classroom

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I think the scope of our task was too large.

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I liked the practical aspects of the AP CTE groups.

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I really enjoyed doing a book club type of PD.  I came in a little late to our group so I didn't feel like I had too much I could contribute, but I did enjoy talking with my peers about the issues at hand.  I don't think I have anything I could say I would improve because I enjoyed the experience.  I think I am more sensitive to the issues at hand.  After reading, "The Hate You Give" I felt like I had a better understanding of the possible things our minority students face and why they may feel/act the way they do in certain situations.

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I enjoyed being a part of book groups, but I feel this needs to be a continued effort, perhaps for those interested in pursuing these small groups more often. This did not feel like enough time to get to implications or enough conversations.

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I believe that the the student voice panel was great, but also very limited.  I would love to hear more from students, and from a greater variety. This may be an unpopular opinion, but I believe that meeting monthly is too infrequent to gather momentum towards meaningful change.

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Recognizing and trying to disrupt systemic racism in our school system

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We talked about the changes in Oregon and around the world since the 1960’s in education and our lives.  “Read, Write and Rise Up” gives students a voice and thus the power to change their lives.

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This book has made me more aware of our students from diverse backgrounds, and how sometimes you don't have the full picture of what is happening in their lives. It would have been nice to have more time during the year for these meetings for more depth of discussion. I look forward to adding more inclusive curriculum in our department.

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being classified non black it was interesting  to read the perspective of a young black teen even if it was fiction in The book the Hate You Give

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Understanding student obstacles to reaching college & career readiness courses

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My group discussing white fragility definitely struggled to stay on task and inevitably fell in to the trap of saying things about being wronged and the need to tear apart the author of the article instead of focusing on our won discomforts.

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It's an enormous task.  Very interesting to discuss and try to tackle, but I hope we start small or nothing will get done/change.

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Being part of the AP/CTE/Pathways group made me think more critically about what barriers exist between students and the programs that would like to grow.

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Our book, "Reading, Writing and Rising Up," by Linda Christensen, is a collection of essays, techniques and activities to try with a classoom for greater awareness of cultural disconnects and opportunities within each class. It is based on her classroom experience in Portland teaching high school students in diverse contexts. A really good resource. We can use it for future LA staff discussion and training around how to include kids who are often not directly addressed in our curricula. Good resource, good ideas, good activities.

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Our group had good discussions about how to get CTE/AP classes more populations at BHS. Leaving with concrete ideas to implement.

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Listening to the 3 podcasts brought to the forefront the importance of being responsible for presenting material/experiences with racial backgrounds.  It is important to bring authentic voices to the experiences you are presenting.  As a white person I need to bring in guest speakers to be the experts on specific topics that are not within my experiences.  It is also important to give students experiences that include a variety of races.

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There is potential for greater awareness of racial and cultural differences and how each individual experience shapes how we experience the world at large and the world of BHS.  Without a continuing forum, and without actively working to include students as well, this has the potential to be yet another "initiative" we dip our toes into and then step back out of.  These are challenging conversations that push us out of our comfort zone, and with that we run the risk of moving back into habits that feel "safe".

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Feel like we missed a lot of opportunities.  We should first get to the root causes and not make assumptions. Proving there is racism at BHS by looking at failing rates amongst only race/ethnicity is a CAUSE of unconscious bias.  Right intentions and poor execution.  Doing things last minute isn't as effective.

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Being more comfortable talking about race around the T.H.U.G book

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AP Pathway - very interested! so please share some information!

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The Hate U Give was a thought-provoking book that provided insights into lives within the African-American community and confronted the challenges, biases, prejudices and miscommunications that shape the relationships between the races within our nation. These issues were addressed in our small-group discussions and allowed our members to articulate their own viewpoints and awareness of how these issues were pertinent to their own lives. It was quite enjoyable to interact with both certified and classified employees and across departments as well. The time frame of three months for the group discussions was too sporadic for this experience and would have been better served in a more condensed format. This book provides for an increased understanding and appreciation of the issues that impact minorities within our Beaverton community and our attempts as educators to incorporate this consciousness-raising into our lessons within the classroom. This has been challenging as we have retained such a predominantly white faculty with an increasingly ethnically diverse population of students.

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What are the implications for you individually, in your department, or building-wide?