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I commit to continuing to listen and understand others perspectives realizing only the wearer knows where the shoe pinches.

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I commit to continue to reflect and challenge myself how I am complicit in perpetuating white supremacy. I also commit to work toward dismantling racist systems in our School.

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Continue to create safe spaces to have anti-racist conversations

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I commit to being present, available and a safe space for my colleagues to reflect and improve their craft as a teacher to better serve our kids.

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I commit to continue to have hard conversations with peers and listen to voices that are newly elevated.

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I commit to having uncomfortable conversation, to experiencing and acknowledging discomfort in our work and using that to help find practices of inequality and white privilege in my work and subsequently take steps to dismantling and eliminating them.

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I plan on focusing on ways to counter these characteristic of white supremacy- looking at the antidotes and ways to break up that pattern that we have been so engrained in ... and to meet students and colleagues where they are and open the communication and seek to understand individuals more

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I am going to continue to grow in my awareness of when I am perpetuating these characteristics of white supremacy. I'm still uncomfortable with how to balance doing that and what I would want to do with expectations of my position.

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recignize dif culture and engage students with deeper/detailed understanding of their belief

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recignize dif culture and engage students with deeper/detailed understanding of their belief

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Badii

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I commit to continue to take on difficult conversations and situations with an open mind and recognize people for who they are, not what grade or how much experience they have.

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I commit to focusing on quality over quantity and to listen to student voices/input.

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Commit to bringing a voice to the voiceless

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I commit to working in ways for multiple means of understanding as well as being transparent with students about the work that they have to do in order to meet "success" in the class and making it meaningful, not busy work.

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I will commit to engaging in "uncomfortable" conversations with my peers and with students.

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I commit to explicitly communicating to students more often the need to hear their voice and their ideas, to listening, and to learning from them.

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I commit to finding antidotes and adding them to my tool kit

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Continue to find more ways to support our students

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I commit to encouraging scholars to work as a team and value each other's input.

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I commit to encouraging scholars to work as a team and value each other's input.

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I commit to focus on growth (through student learning reflections)as opposed to perfectionism. I can see this tied to valuing quality over quantity as well.

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Avoid either/or thinking in the classroom. Have conversations with students in the classroom to find out ways that they can show their learning and be successful rather than limiting their options to show both learning and success.

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Having conversations about these very things with my students to see where they're at with it all. Not too surprising, some of them are further along than the rest of us.

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I will continue to engage in crucial and courageous conversations.

Something I struggle with...how do we relate this learning to student success...are connections being made by staff?

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I commit to really listen to my kids and check in with them more often. There's a lot of things going on in the world right now and I want to show them I care and am willing to listen to what they have to say and help them find solutions to their problems or even simply giving them encouragement.

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Continue to address white-supremacist culture  in our curriculum and classroom in intersectional ways that address systems of oppression / steep in the work / let students esp. non white students use the platforms we can give them

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slow done lessons to value the process over the product.

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I commit to stretching myself and experiencing discomfort as we work to dismantle racism.

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I commit to opening opportunities for more students of color to experience leadership. Encourage and support their voice on the DHS Campus and Federal Way community.
2/24 Approaching, Implementation will begin with start of in-person athletics

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I commit to experiencing discomfort in conversations with students, families and faculty and really hearing students, what they need and where they are coming from. I commit to looking at students as the unique and beautiful individuals that they are instead of reducing them to data and numbers.

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Commit to EMR practices (Establish, Maintain, Restore)and getting to know the whole child.

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I commit to listen to students and families.

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I commit to continue my efforts in dismantling systems that take power away from those we serve (especially those historically denied education justice) and to amplify the voices of our students, families, and community members to shape an education system that benefits them.

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Continue to extend compassion in difficult conversations, and to present multiple perspectives when presenting content.

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Committing to keep those tough conversations that need to be addressed and teaching quality material and grading them off of what they understand instead of test and exams

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I commit to having uncomfortable conversations focused on learning
as that is the path to my growth & the way to a better world for my students and children.

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Continue practicing empathy and maintaining an open mind. I personally struggle with trust

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Listen to students. Trim the fat of unnecessary curriculum; allow more student choice to help move forward with their education. They have a say.

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I commit to continuing to recognize my own biases and speaking up when I see someone doing or saying something that perpetuates the problem even if it's awkward.   I'm not thrilled with the 14 things identified in the article that we have to work with.  I struggle to see why some of these are the right things to focus on.  Are they one author's opinion, or generally agreed upon in this field of work? I worry that feeling we are focusing on some of the wrong things is part of my own bias. I want to be part of the solution, not perpetuate the problem. Pondering all this.

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Emphasize quality and alternative ways of achieving

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Emphasize quality and alternative ways of achieving

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I commit to encouraging scholars to work as a team.

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I commit to encouraging scholars to work as a team.

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I commit to acknowledge white supremacy when I see it. I think students need to know that I see white supremacy at work in our school.
I am struggling with right to comfort and I'm the only one.

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Only one right way: there is never only one right way, and often better ways that we haven't discovered yet.  I am still struggling with perfectionism being linked to white supremacy culture.

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Be Encourage reflection whenever we discuss or make decisions about school procedures, curriculum etc with some kind of question like . . .

Is/How is this centered on whiteness?

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I will strive to be more inclusive and team oriented in PLC's by assigning roles (time-keeper, notetaker, etc.)

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I commit to continue to experience discomfort as we work to dismantle white supremacy at Decatur.
One part of this is self-reflection on each situation that comes up and my complicity to perpetuating white supremacy.

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I commit to providing more opportunities for students to showcase their understanding of content rather than just providing assessments that cover one mode of learning.

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I commit to listen to everyone's voices and let them be heard and expressed

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I'm committed to being more flexible (no more either or) and focusing on the why (quality, not quantity). I still struggle with being afraid of conflict and calling out/confronting issues when I see them

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All in committed to continually being reflective in my practice and my approaches to equity...I think this is a daily practice, every lesson should ask does it reach all my students, its one light at time, one day at a time small measured steps we make to light the way forward to change

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See things in students perspective.

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I commit to embracing difficult conversations with students and peers about white supremacy, and challenge my own thinking/practices.

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Commit to working on facilitating difficult conversations and leaning into conflict. Struggling with the same thing: How do we learn how to appropriately model and facilitate embracing conflict and being uncomfortable with/for our students?

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Have conversations with students; listen to what they have to share; let students express how they feel; normalize uniqueness

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-Sarah

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I commit to focusing on the process, not the end results, integrate this approach into curriculum and approach to PD.

Uplift students at all working levels and highlight them in their processes. Emphasize on feedback and improvement, not criticisms.

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Finding ways to break the notion of perfectionism in students that seems to cause them to freeze up. How can I celebrate and acknowledge the importance of mistakes and the powerful learning that comes from them?

I struggle with... some of these things are also part of how to survive & be successful outside of school (show up on time, completing your work, etc.) How do we dismantle these issues, when some of them are widely expected in the adult world?

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I commit to seeking students goals for school and education as a whole and then focusing my class on how I can help prepare them for the lives they want, not the lives others have decided they should want.

Something I am uncomfortable with from this topic is that despite my knowledge to the contrary, I often feel like my perspectives aren't useful in our conversations, because I know they are rooted in the very issues we are trying to address. probably just insecurity.