# data[].attributes.body
As a person of color, I often do not feel valued or that my contributions matter. I think some students feel the same.

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That is my goal: to work toward inclusiveness, focus and value for quality of process and relationships

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This is a great way to show someone that you heard and value their opinion while respectfully offering a counter viewpoint. I like the antidote to Either/Or Thinking is to slow down and explore the situation more fully; not to have a reactionary response which often leads to regret.

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This is a struggle for me. I find it difficult to delegate work to others. Not because I don't think someone else can do it, but I feel that I'm shirking my responsibility. I completely believe in the power of working as a team, that knowledge should be shared, mistakes need to be made in order for there to be growth, and different perspective or ideas enhance learning experiences. At the same time, I feel that if I am not the one doing it, that I'm not contributing enough.

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Our job as educators
Our job as educators, community members and parents is to emphasize a culture of appreciation, where organizations, schools and communities, take time to ensure that people’s work and efforts are valued.  Develop a 'learning organization,' where it is expected thateveryone will make mistakes and that those mistakes offeropportunities for growth; 
You are enough
You are enough
I like that. It is something that no one - especially our students - hears enough.
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
Value Differences
Value Differences
Being able to empathize and try to see others perspective. and being open to others point of views.

Love the phrase you are enough. It sends a powerful message.
Love the phrase you are enough.  It sends a powerful mes
Our job as educators
Our job as educators, community members and parents is to emphasize a culture of appreciation, where organizations, schools and communities, take time to ensure that people’s work and efforts are valued.  Develop a 'learning organization,' where it is expected thateveryone will make mistakes and that those mistakes offeropportunities for growth; 
You are enough
You are enough
I like that. It is something that no one - especially our students - hears enough.
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
Value Differences
Value Differences
Being able to empathize and try to see others perspective. and being open to others point of views.

Love the phrase you are enough. It sends a powerful message.
Love the phrase you are enough.  It sends a powerful mes

# data[].attributes.body
Our job as educators
Our job as educators, community members and parents is to emphasize a culture of appreciation, where organizations, schools and communities, take time to ensure that people’s work and efforts are valued.  Develop a 'learning organization,' where it is expected thateveryone will make mistakes and that those mistakes offeropportunities for growth; 
You are enough
You are enough
I like that. It is something that no one - especially our students - hears enough.
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"
Value Differences
Value Differences
Being able to empathize and try to see others perspective. and being open to others point of views.

Love the phrase you are enough. It sends a powerful message.
Love the phrase you are enough.  It sends a powerful mes

# data[].attributes.body
I like that. It is something that no one - especially our students - hears enough.

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I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"

# data[].attributes.subject
I loved as an antidote in article "be clear that you (I) have some learning to do about the community's ways of doing"

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Being able to empathize and try to see others perspective. and being open to others point of views.

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Love the phrase you are enough.  It sends a powerful message.

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Love the phrase you are enough.  It sends a powerful message.

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Learn to go more slowly for myself and for those with whom I interact.

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If I am fearful of open conflict I will not be able to challenge wrong. It is good to be vulnerable if it allows me to create change.

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Students need other modes of expression

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I have to wonder if all our emphasis on standardized testing and scores isn't rooted in a supremacy culture.

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Often times when white people encounter talk of racism and white privilege there is an "Oh, they are talking about someone else or some other place" kind of attitude. Racism is very much alive in the North Kitsap community. I have heard the way people in our community talk about people in the two tribes within our boundary. A parent of several of our students was murdered by police at Viking Fest. I do not think the area is particularly friendly to people of color, which is why I think there are so few people of color in our area.

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Our job as educators, community members and parents is to emphasize a culture of appreciation, where organizations, schools and communities, take time to ensure that people’s work and efforts are valued. Everyone makes mistakes and it's important to learn from those mistakes and move forward.

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Being able to see others' perspective without getting defensive or getting aggressive. Sympathizing

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Make space for all views, honor all voices in class, strive for honesty over "right response" with reflection included on a more regular basis.

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Defensiveness and hoarding power can be so detrimental to learning about other peoples' experiences and realities. Being open to change, feeling uncomfortable, and learning new perspectives is essential to growth and moving forward.

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Seems an instrument of white supremacy culture, and in my experience it is adopted in other cultures as a means to power-hoarding and control, not just be 'white' people. It also creates an exploitative relationship with nature.

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This will be my personal goal because I know that my sense of urgency is conveyed to students and does not set the tone I want for our classroom.

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Quality over quantity- know when to go slow, You are enough!  These are important in how we think about teaching our students, but also taking care of ourselves as teachers.

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There are so many moving pieces and demands in our job.  I often miss learning and teaching opportunities (especially that have to do with challenging subjects), because I'm trying to get things done that are being asked of me.  In those moments I am inadvertently teaching to prioritize academic goals over emotional/social issues. Need to slow down!

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It's okay to express discomfort.

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In the classroom I sometimes feel so much pressure, creating a sense of urgency that I have found myself holding my breath! I can't imagine how students feel when the content must move forward but none of us are ready!

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I was very disturbed by a comment made about dismissing gender/race/ethnicity. I hope this was a joke.
Coming from a Judeo-Christian background, and the beliefs that I was taught are now disregarded as White Supremacist?
We are teaching our kids to respect themselves and others for who they are. Why try to erase that?

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Reduce the sense of urgency and meet students where they are. Let your students help guide the pacing.

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I sometimes forget the adage that "the perfect is the enemy of the good," and I want the best "solution" or plan to an issue. Trying to be mindful of the myriad "solutions" and myriad ways an issue can be addressed...

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You are enough!

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feeling that you are enough. Our students bring so much to the table as they are. There is perfection in things that are not perfect.

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Working with students to resolve situations and seeing that there is more that's going on than what we see. Both the concerns of adults and the student should be addressed and discussed.

This is definitely a change from the either/or perspective.

By transitioning the thinking towards a both/and it also encourages students to work more collaboratively and models a more flexible mindset.

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I tend to prioritize logic and unintentionally validate feelings as a result. I am working on being open to emotional thinking and sharing space/dialogue between emotions and logic for a more balanced and wholistic approach to collaboration, problem solving, etc.

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Welcoming Discomfort-- I think this is a key piece in being able to truly lean into equity work. Being able to "sit in discomfort" requires intentional work for many of us, especially if we have a fair amount of privilege.

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Without being conscious of it, we might be perpetuating perfectionism in our expectations of what "good participation" looks like in our classrooms. For example, we value eye contact and "outgoing participators" in class, or on Zoom, when there are many quieter, shyer leaders who are not comfortable being on camera but are participating in the chat or in other ways. Some cultures value lowered eye contact as a sign of respect. So we may be unconsciously thinking the quieter/off camera students do not care about school, when they do. They are showing up; so they care.

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Why are we always rushing about so much, going so fast all the time is exhausting. Now learning that it also leads to solutions that are more one size fits all, so it is not an inclusive approach. If something is so important, one of the essentials would be to have the time to value it as important and not be rushed.

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Your worth, your goodness, your potential is NOT determined by grades. Growth mindset is hard to learn when I have been achievement minded/driven my whole life. But it is so important.

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Instead of feeling defensiveness or fear, rise to the challenge and be apart of the discussion and solution. This is something I can work on!

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Top-Heavy District Admin values those "in the know" over those sharing the work at the ground level.

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Top-Heavy District Admin values those "in the know" over those sharing the work at the ground level.

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Wish we had more admin. in our building, more teachers, more support staff.

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Today, more than ever, there are so many different methods and mediums available for people to use to express their thoughts and ideas -- to say that it must be formally written in order for the work to be graded or even accepted, is inherently putting a significant percentage of our students at a disadvantage in completing the work, let alone meeting the standards and expectations laid out for those types of assignments.

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Dominant cultures invented the term "politically correct" as a way to shut down the conversation as soon as someone who is not white, someone who uses a wheelchair, someone who is gay, etc. dares to stand up for themselves. When white people or other advantaged people feel defensive we hear this "But Washington's football team has always been the Redskins! Let the Jefferson Davis statue in the town square stand!" thing.

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We often push students on to the next task before they fully understand the one that precedes it. Students should have the ability to learn at the pace that works best from them so they have an understanding of the material before they build upon it. Students should move through curriculum based upon their ability, not their age.

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Re: decision-making and power, in a lily-white suburb like Poulsbo there is a built-in, well-established sense of white power. I know I have biases and don't think I'll get over some of them, but I try to address my implicit bias with explicit messaging in the classroom by listening to and celebrating diversity. One thing that has helped me is what I see as the best thing about this area - the co-mingling of tribal and white cultures. These interactions constantly challenge the hierarchy. I've learned so much since living here. and have replaced fear of the unknown with gratitude for all that I've learned.

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It is critical to include people who are affected by decisions in the decision-making. In school systems, this means we must find ways to include all types of education employees, students, families and our community in the process.

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Individualism                     We have so many systems in place that double down on individualism and perpetuate meritocracy. These systemsIn this sense, I think that punishment and reward can be two sides of the same coin. 

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Individualism                     We have so many systems in place that double down on individualism and perpetuate meritocracy. These systemsIn this sense, I think that punishment and reward can be two sides of the same coin. 

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Paternalism: Not actively seeking to include and consider the values and concerns of students, the community, and/or teacher when making decision on school policies. Making decision based on money versus what is best for all. 
Historically, I have decided on students’ goals and how to work on them and shared with the team and gotten feedback then. However, feedback was limited in this manner. More recently, I have been making an intentional effort to ask teachers and parents for their involvement in writing goals before meetings, collaborate in developing ways to complete homework at home, and including my students in determining what words to practice, books to read, and activities they want to engage in therapy to make it meaningful for them. 

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Realize that everybody has a world view and that everybody’s world view affects the way they understand things; realize this means you too; push yourself to sit with discomfort when people are expressing themselves in ways which are not familiar to you; assume that everybody has a valid point and your job is to understand what that point is.
This can be so hard! It's easy to think you know the answer or what is best and discount the thoughts of others. Listening to understand instead of being right or convincing someone else.

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"Those without power do not really know how decisions get made and who makes what decisions, and yet they are completely familiar with the impact of those decisions on them." 

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"Those without power do not really know how decisions get made and who makes what decisions, and yet they are completely familiar with the impact of those decisions on them." 

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Have seen this a lot.

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Resources geared toward measurable goals and things that are measured are more highly valued than things that cannot... Standardized testing is a prime example of this in education.

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We are pressured to believe if it cant be measured, it has no value. Testing...

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I need to stop using important materials out of fear of parent push back.  I need to teach what I know is right and deal with parents if need be.

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The district administration is guilty of this. Those in the trenches feel powerless and this leads to feeling disenfranchised.

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District push for schools to develop a mission statement and goals only valuable if all perspectives are considered and all viewpoints expressed during the process

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When a policy is set in place then it gets changed and no knows about it until trying to implement it.

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I find myself falling into this when I try to teach all the things I am asked to teach.  I need to let some things go to allow for deeper learning.
Worship of the written word
I find that this is also true of "talking the good talk." It is very discouraging for those of us who can't do that. We are overlooked a lot.

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This encourages students to think in black and what. It limits the ability to examine a larger variety of possibilities. It also supports "Plan A" in classroom management.

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" those with power assume they have the best interests of the organization at heart and assume those wanting change are ill-informed (stupid), emotional, inexperienced"-this is imbedded in our culture. I am not sure how to address this in schools. Our entire divisive political system and economy is about power and greed.

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Previous defensive principal created a to

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We don't realize that we can say and do racist things even if we believe we're "good" people. We can still make mistakes and need to feel less defensive and more willing to grow.

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We are using an online curriculum system based on an idea of "don't move on until you have achieved 80 percent mastery." Very disenfranchising and brutal to many students.

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Power Hoarding & Worship of the Written Word

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Power Hoarding & Worship of the Written Word

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This shows up in high impact "top-down" decisions made with including stakeholders in the process.
Antidotes:  when working with communities from a different culture than yours or your organizationís, be clear that you have some learning to do about the communitiesí ways of doing; never assume that you or your organization know whatís best for the community in isolation from meaningful relationships with that community.

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This is counter to growth mindset which has become a large focus.

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Now, possibly more than ever, we need to work as a team. Find each person's strength and capitalize on it.

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Teachers seem like getting pressured to teach what they r required to teach are too much over what the students actually are able to learn in a short period of session.

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We're so often rushed by schedule and needing to accomplish things.  What are we missing in student contributions, what are kids missing because they are not given the time to process, think, contribute unless they are cut from the same get-er-done culture?

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Opposite of a growth mindset.  Grading systems often don't allow opportunities for students to learn from their mistakes or recognize that making mistakes is a key part of how we learn.  Placing a high value on perfectionism in my work has been ingrained in my own sense of self for a very long time and is something I have to push past as a learner and role-model.

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We are still in a place where everything has to be documented on paper to prove that it exists, or that it happened. Honoring a person's spoken word seems far away.

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Everyone has a valid point and in our discomfort, we can learn from each other.

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Looking forward to the 7th generation

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Previous defensive principal created a toxic school culture where people were afraid to make suggestions for change or to make mistakes. Current principal is a team-builder with a growth mindset - what a relief!

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This shows up in the culture that I can participate in class when I have the "right" answer.  Creating competition in a classroom that rewards individuals instead of group effort.  Lack of class culture that honors that every single person has something to contribute to learning on a team, but it might not look like what we have been trained to expect.  Research backs up collaboration is how we learn, but individual work is easier to manage so often is default.

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The belief that emotions are bad, destructive. I find myself sometimes apologizing for being so emotional but we need to embrace emotions. We all are passionate about our work, emotions show our heart and helps us have an understanding of each other. We shouldn't dismiss others emotions just because it makes us feel uncomfortable. lean into it!

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I have seen my quantity over quality increase in my teaching environment with the introduction and implementation of TPEP as an evaluation system for teachers.  We had to produce data to prove student growth and professional growth.  As an elementary music educator, I had to take time away from giving students experiences in music in the classroom.  Many students no longer practice singing and musical activities at home but rather have become only consumers of music, thereby needing experiences in the classroom to provide context for learning music literacy etc.  The measured growth unit usually took a full trimester to complete (1/3 of the school year)

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For so many years I believed that I did not have a voice as a Person of Color.  I thought the Right Way is the White Way.  My history of education is the proof.  The very idea of showing my students different valued perspectives is very encouraging that we as a society have the ability and desire to make change happen.  Fighting this uphill fight much like the salmon struggling upstream, is exhausting. Great to have Allies in our district, now who's up for Amplifying? Disrupting? Conspiring with me to shake and make changes HUMAN being needs to be better for our future world?

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The demand for testing as the end-all, be-all for determining student success is indicative of an educational system that is sorely outdated -- structured on models of work and operation from the Industrial Era, the educational system today, in my estimation, still treats students like the initial industrial capitalists treated their workers before gov't regulation stepped in to protect the workers. Students are not "cogs" in a machine to be pushed through the educational system assembly-line style and yet that is what our country, as a whole, with public education, continues to do. It does an incredibly huge disservice to the HEARTS and minds of our students and communities. The system needs to be completely rethought and rebuilt.

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Work in special education and so much of what we do is around goals and not the process.  Many of our students are making gains in areas that aren't being measured.  I like to reflect on the process at meetings with parents because I do think it is important.

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Now is the time to move away from "school as it always has been" and create a new brand of school. Why are we teaching kids to become white collar workers? Why is it so wrong to train for blue collar jobs? Create schools for brands that kids want to train for and we won't have a need for district boundaries. Example- NK - STEAM focus, KHS - Liberal Arts, Turn Briadelbik (omg spelling) into a Trade School.

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Our current testing culture in schools, which devalues civics and social studies education and encourages surface content
thinking instead of deeper more complex engagement.

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More students should be given opportunities to be assessed on their knowledge other than through traditional methods like written tests.  How about oral conversation with the student about the topic?  Projects that the students come up with to show his/her/their knowledge?
I'm sure there are other ways that my limited mind cannot think of!!!

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It is difficult to share opinions when you feel you are the minority.  Often you do not want to be judge.

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Don't most teachers in the western world worship the written word.  But  many cultures pass knowledge, skills, stories, music to the  younger generation  by the oral  word.

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Quantity/over quality

Either/Or thinking
The thinking if a student has good grades they are good and if a student has bad grades they are bad. Not looking at the individual student and see what struggles they may be having.

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More common is to point out either how the person or work is inadequate. We want to do our best but we must remember we are not and do not have to be perfect in all aspects.  Develop a culture of appreciation for ourselves and our students.

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With technology there are so many new ways for students to learn. Reading so important, but it does not need to be the only way to learn

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Teachers by nature have to be in control. However, some when challenged by students seeking power or questioning intent are shamed into complying. This creates a culture in which students don't feel inclined to speak up in the future and the cycle of being silenced continues.

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I find myself thinking that the mighty $ is the driving force behind much of the problem

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This state mandated assessment does not look at a student's measurable growth when the state, district, school, family, and especially the student sees they did NOT MEET STANDARDS.

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Powerhoarding (I am the teacher, you are the student). Instead, create a classroom culture where students are valued and validated. They become experts and share and create knowledge together through teacher facilitation. All students are held accountable for knowledge and given opportunities to become classroom leaders. 
Perfectionism (Grading, classroom engagement, opportunities for enrichment) Teachers often speculate on students’ potential and do not give students an opportunity to rise or make mistakes. This is reflected in engagement opportunities (calling on students, building groups, etc.) and opportunities for enrichment (what are your student’s strengths, how can we build confidence and continue growing and learning?)

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We often create School/classroom rules without the buy-in of students and families. We tell ourselves that we know what's right, but the reality is that students follow rules when they help to create the system. We have seen this be successful in classrooms, but when student leadership want to participate in rulemaking, they are often shut down.

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"little appreciation expressed among people for the work that others are doing; appreciation that is expressed usually directed to those who get most of the credit anyway"-this exists both in the classroom and in leadership. The structure is imbedded in the system.

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Evident in standardized testing; blanket standards for students/grade levels.