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you say you know me, but do you get me?

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they have taken time to get to know me a build a relationship with me.

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I learn best when connection is made, when I know that the teacher is invested [in me] makes a meaningful and engaging connection with me.

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Learning from someone who reflects who you are is one of the best things a student can experience.

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physically, emotionally, mentally, etc.

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doing the thing we are learning about

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They make me feel understood and valued in my being (culturally, physically, spiritually, intellectually)... these are the folx I have relational trust with (e.g. can take risks, can share wild ideas, can be vulnerable)

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high-quality teaching values all parties, molds all parties, all folx leave with a different understanding of self/each other/the world

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High quality teaching is seen in the faces of students, the joy of learning is present, curiosity is activated, relationships are evident...

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Learning from teachers/school leadership that is reflective of my educational experience (being labeled "bad", suspended, truant, etc.)

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Where I am not able to understand me being at fault, but an educator is able to explain it in a way I am able to understand.

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Having the requirement of being in the classroom should not be a high prioritized requirement for the evolution of potential school leaders.

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where my thinking or understanding is challenged and stretched--with structure--to imagine differently

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Where I'm encouraged to reflect on the internal work, on my own values/beliefs/actions in service of alignment

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Respect me and understand that I am my own person. They don't force me to change my mind but they challenge me to expand my viewpoints.

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and provides us with opportunities to know about ourselves, our history/community, and the world around us. Develops a sense of criticality, helps us know what our values are, and give us the tools to make informed decisions about our future.

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When I can able to make mistake, to go at my own pace, to grapple with big ideas, to bring my own ideas to the table, to share my learning in the way that works best for me.

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When there is clarity, not just about a topic but how it applies to life and more specifically, why it's important for humanity to know and understand

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While they know and are focused on improving my weaknesses, they don't define me as them. They shed that deficit mindset and publicly regularly note my strengths.

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Live closed captioning, subtitles, slides available to follow along, colored highlighters & print copies, recorded sessions I can review later... all these things lower affect and allow me to focus better

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Values the wealth of ideas and questions in our students, as well as their background knowledge

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to the time period, to my life, to my lived experience

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people who don't have their own 'agenda' in guiding me a certain direction; they are invested in me getting to where I want to go (the learned drives the learning & has agency)

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Collaboration includes the perspectives of others

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Collaboration includes the perspectives of others

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values the knowledges and lived experiences of all parties

[i.e. students]

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love is at the core of our relationships and practices and love is centered in relational learning. [recognizing it is radical act to center spirituality/emotionality in teaching & learning] bell hooks ethics of love.

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safe/brave space to make mistakes and learn and grow

"the culture of perfectionism is so oppressive"

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A lead learner is comfortable learning publicly with their students. Mistakes and all.

In OUR learning organization learning is iterative and collective.

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from BlackSpace Maifesto

"Grow trust and move together with fluidity at whatever speed is necessary"

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approaching with curiosity

centering humanity

How did the teachers who do this well get that way?

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reflective

learner

willing to grow in their practice

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What do we believe is the PURPOSE OF EDUCATION?

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What do we believe is the PURPOSE OF EDUCATION?

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and the impact this has on how educators show up to work

awareness that there are other ways to think about education

no current shared understanding

[Policy 2000?]

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an example of the neurodivergent spectrum

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I can see this at all levels - centering connections, relationships, relevant learning OVER content coverage, checking boxes, centering urgency

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Listen deeply to others in order to avoid assumptions, adjust mindset to see criticism as a pathway to growth and new solutions.

(BlackSpace Manifesto)

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Seek connection with students, families, communities.

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Learning should spark joy. Celebrate even the little things 💜 If the space for Black joy, there is space for all joy!

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Connection to Liberatory Design:

Leadership engages in their own identity, and self-awareness: "the mirror work"

Leaders know and understand their strengths, and the strengths of others; and create conditions for all of our strengths to be collectively engaged.

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Compassionate Curiosity - " 360-degree compassion (WDCaSD)

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Compassionate Curiosity - " 360-degree compassion (WDCaSD)

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Breaking down barriers of inequity in all spaces means always making space for voices, stories and bodies of the global majority.

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Mistakes are valued as opportunities for learning. People verbally show their appreciation for one another (WDCaSD)

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Community and Collectivism Something Diff.PNG

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Honor Black excellence and innovation: "Allow excellence to build influence that creates opportunities for present and future generations." BlackSpace Manifesto

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Dear teacher, I would like to introduce you to my son, Wind-Wolf. He is probably what you would consider a typical Indian kid.