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"things are either/or — good/bad, right/wrong, with us/against us"

It has to be one or the other.

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"notice when people use ‘either/or’ language and push to come up with more than two alternatives; notice when people are simplifying complex issues, particularly when the stakes seem high or an urgent decision needs to be made"

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Decision-making is clear to those in power; unclear to those not in power.

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Scenario: staff not buying in to equity work at MHS: "That is not an issue here", " I don't see color."

Issue a challenge:
1. Breathe
2.  How did you decide, determine, conclude that this is not an issue here in our school?
3.  Is it possible that someone might misinterpret your words of "not seeing color" as offensive?
4. Ask: I follow ________ on Instagram/Facebook and they have a great video on this topic. Can I share the link with you and we can talk about it another time?

Scenario: Staff not disagreeing or challenging thinking during PD equity grading sessions.
Issue a challenge:
1. Breathe
2.  What was your intention when you created this current grading policy?  How did you decide which assessment tools to use with students?
3. I find it helpful to collaborate with others in the department and get feedback what has been most successful when assessing students.

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Looking at data only, not addressing people's concerns or voices

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A continued sense of urgency prevents people from making thoughtful decision-making that is inclusive, democratic, or create long-term changes.

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Someone using data (STAR scores) to make placement and curriculum decisions and judgements about a student

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1. Breathe.
2. Name it: "What classroom experiences are informing that choice?"
3. Give information: "You're making decisions based on one data point, you are not considering the whole child."
4. Give a direction: "You might want to consider additional assessments and learning more about the student before making educational decisions. In my experience, knowing my students as people has helped me better tailor my instruction."
5. Reflect.

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"make sure everyone knows and understands their level of responsibility and authority in the organization"

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We witness a person stating something that is racist and challenging them to think about their statements. Their response is "I'm not racist; I have black friends."

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Now is not the time to think of equity and change our curriculum or what/how we do things. We're in a global pandemic and just trying to survive.

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1. Breathe.
2. Name It "When you say that now is not the time to change things because you are just trying to survive, our Black and Brown students are also trying to survive the circumstances, which are different than ours. We need to develop relationships with our students and understand their situations to best get through to our students. ALL of our students need to feel seen, heard, safe, and prioritized."
3. Give information "Students who have historically felt marginalized will continue to or feel further marginalized if we do not invest our time in this work now."
4. Give a direction "We need to listen, learn, and engage in these conversations about the equity challenges in ourselves, our building, and our classroom now. We have many groups doing this. Would you care to join?"
5. Reflect.

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It's time to question how we are growing, how we are learning, how we are evolving.
We have to involve ourselves in involvement
How do we involve people who are resistant?
How do we talk to those who don't believe what others believe?
Emotional best practice?  Academic best practice?  What is being looked at and how do we get people on the same page?
Striving to be comfortable is the ROOT OF THE PROBLEM!  We need to work on being uncomfortable.  Get out of our comfort zone.

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Getting out of comfort zone
Get accountability partners to get us to where we need to grow
"What sort of impact do you think your comfort has?"

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working together - circle style

"slow down to speed up"

learn from the past and don't let the past repeat itself

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Racist vs. not racist
Calling in staff and colleagues