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Traveling east to west, north to south- I hear laughter in schools. I visit the office and there aren't kids sitting on desks crying. Kids in the office aren't disproportionately black and brown students. Kids are in class with teachers who see their full selves.  Kids are represented in all aspects of the school and their value is celebrated. East to west, north to south in Austin ISD

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We're still working on growing our equity lens and defining Equity-Centered SEL and I have concern that it could pause our work and negatively impact our ability to truly focus on this essential question. I am hopeful that we can focus on the process and not get caught in the weeds of definitions. That characteristic of whiteness has gotten in our way in the past and I hope we can truly move forward this year and forever.

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It is the litmus test we give all of the professional learning we  develop.  Is it addressing the needs of this inquiry, how, what's missing? 

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It is the litmus test we give all of the professional learning we  develop.  Is it addressing the needs of this inquiry, how, what's missing? 

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It will ask of our process where do we invite student voice.

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Deeper partnership with CP&I and Equity Office 

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Deeper partnership with CP&I and Equity Office 

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As a team we are on all campuses in our district. This gives us an observational comparison of the inequities in our schools. We see/hear and feel the glaring differences both inside/outside official district systems large and small. That makes me think that if we continue to strategically make space to examine our underlying beliefs to shift our actions, our labor, our work. Our day to day work. How we work together, how we support campuses in a new way. When our team/dept. names out loud

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As a team we are on all campuses in our district. This gives us an observational comparison of the inequities in our schools. We see/hear and feel the glaring differences both inside/outside official district systems large and small. That makes me think that if we continue to strategically make space to examine our underlying beliefs to shift our actions, our labor, our work. Our day to day work. How we work together, how we support campuses in a new way. When our team/dept. names out loud

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we will see more equitable outcomes and less disprortionality in discipline, gifted and talented identification, SpEd...

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we will see more equitable outcomes and less disprortionality in discipline, gifted and talented identification, SpEd...

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Example: I believe Self-Aware SEL and LP are helping teachers rethink how their privilege, power and identity shape their classroom environment. This reflective process shifts the way teachers view themselves and their students and their families. I'm hopeful that this creates equity pauses for educators and administrators to reconsider how they respond to students and their families.

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School will be a place where students and adults can truly harness their latent to capacities. A place where they feel valued and that they have an important place in their school/community/world and that they have something important to contribute. 

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School will be a place where students and adults can truly harness their latent to capacities. A place where they feel valued and that they have an important place in their school/community/world and that they have something important to contribute. 

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We will notice more comfort in using the language of equity, and we will experience more alignment with how we support campuses, the PL we create and facilitate, and the partnerships we form across the district and with community partners

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We will notice more comfort in using the language of equity, and we will experience more alignment with how we support campuses, the PL we create and facilitate, and the partnerships we form across the district and with community partners

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When we creating work or being asked to provide resources letting the essential question be our guide. Along with the districts definition for equity which the question we are consider is also embedded in that deeper definition.

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 think the impact can lead to a shift to more collective endeavors and reflection for teachers, staff and others to think about the conditions that are present, how we contribute to those conditions and how those conditions, practices and systems could be shifted into ways that are truly more equitable, safe and supportive. I'm hopeful this impact includes kids and adults feeling connected, having fun learning, moving away from boring/cookie cutter learning where kids and teachers can learn from and with each other. That all students can be truly valued for the unique gifts and talents they have and that we are here as educators to cultivate those gifts and talents. That we can notice our own bias and interrupt it. That we can feel strength to interrupt harm when we see/feel/engage in it.

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 think the impact can lead to a shift to more collective endeavors and reflection for teachers, staff and others to think about the conditions that are present, how we contribute to those conditions and how those conditions, practices and systems could be shifted into ways that are truly more equitable, safe and supportive. I'm hopeful this impact includes kids and adults feeling connected, having fun learning, moving away from boring/cookie cutter learning where kids and teachers can learn from and with each other. That all students can be truly valued for the unique gifts and talents they have and that we are here as educators to cultivate those gifts and talents. That we can notice our own bias and interrupt it. That we can feel strength to interrupt harm when we see/feel/engage in it.

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ALL students and school community members feeling brave and comfortable in school. ALL students and school community members feeling heard. ALL students and school community members feeling like school is for them and that educators are working WITH them. ALL students and school community members having the capacity to interrupt harm and truly be heard.

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This comment above about the "weeds of definitions" really resonates with me

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This comment above about the "weeds of definitions" really resonates with me

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It is essential that we take an inside out approach to this work. When we balance  time for reflection, with time for collective meaning making to build common language, we will find it easier to identify and align our purpose with our action.

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We have been shifting and changing as a team and department. I believe revisiting our values and connecting it to our work is becomes a part of our team practice.

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Because we take a systemic approach to supporting campuses, and our district as a whole, we ARE helping to shift systems. However, it takes preparation and courage to go against the grain.

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Being intentional with all of our work that focuses on this question.