# data[].attributes.body
-Coaching for Mrs. Wood around the use of inclusive practices in the classroom
-Rebuild relationships in the classroom - among James/peers and Mrs. Wood; using lesson
-Mrs. Miller talk with school administrators to plan for policies that are more inclusive, to allow for clear communication with parents

# data[].attributes.body
1. Seek peer consultation to debrief incident/plan for meeting

2. Schedule a meeting with Mrs. Wood

3. Hold meeting with Mrs. Wood (see immediate-term solutions)

4. Discuss needs/ideas with larger team (building, district, other)

5. Plan student supports (CRS, social skills, anti-bullying)

6. Plan systemic approach to addressing needs and coordinating action for increasing the inclusivity of practices

# data[].attributes.body
- Supporting all students in developing own inclusive attitudes and behaviors

- Targeting supports (social skill development, anti-bullying) to students who engage in inappropriate social interactions during the activity

- Mrs. Miller/others providing longer-term and more intensive professional development opportunities for Mrs. Wood

- School system evaluating inclusivity of classroom practices and developing formal policies around these practices

# data[].attributes.body
- Peers would be supportive of each other despite differences
- Mrs. Wood's behavior wouldn't be imposing her beliefs on her students
- Parent perceptions wouldn't be impacting how and what the teachers are teaching in the classroom

# data[].attributes.body
-Work with Mrs. Wood to create a plan to address the class (don't assume that this is only impacting 1-2 students)
-Discuss with Mrs. Wood future observations and how Mrs. Miller can be supportive to her in creating a more inclusive environment
-Work with Mrs. Wood to develop a plan to respond to teasing
-Follow up with James (need to think more about how to avoid making this weird?

# data[].attributes.body
- Remove the need for living situation expectation into the math activity
- Mrs. Wood needs to repair relationship with students, specifically James
- Mrs. Wood can reteach expectations for respect (and not teasing peers)
- Mrs. Miller can work on coaching for expections/rules to support reteaching of expectations
- Mrs. Miller and Mrs. Wood should revisit the discussion in the classroom and more feedback should be provided; may need different feedback approach

# data[].attributes.body
- Mrs. Miller raising concerns about activity/interactions with Mrs. Wood

- Mrs. Miller presents Mrs. Wood with ideas for altering the activity

- Mrs. Miller speaks to Mrs. Wood about potentially debriefing activity with class and acknowledging missteps

# data[].attributes.body
-Cultural sensitivity training for Mrs. Wood (and everyone, if possible)
-Social skills lesson for the classroom
-Discussion/development of school policy to reduce parent impact of how things are taught in the classroom

# data[].attributes.body
- Teachers' increased awareness of own potential biases and beliefs and their potential impacts on students

- Prioritization of students' needs and preferences over personal and perceived others' needs and preferences

- Culturally responsive and sustaining instructional practices in this classroom

# data[].attributes.body
-Policy that would allow teachers to have support from school if parents disagree with a more inclusive curriculum/assignments
-Training for teachers in understanding how to develop more inclusive lessons and respond to students in a supportive manner even if student's identity/preferences differ from their own personal beliefs
-Add a component of the classroom observation feedback model that focuses on DEI

# data[].attributes.body
Challenges:
- New relationship (Mrs. Wood & Mrs. Miller)
- Different scope of feedback for Mrs. Miller
- Importance of maintaining focus on instructional practices, culture, and climate rather than teacher beliefs and perspectives

Opportunities:
- Opportunity to tailor assignment procedures to be more inclusive
- Mrs. Miller is already in coach role, already focused on providing feedback to the teacher
- Opens the door for more conversations/supports about inclusive classrooms
- Could Mrs. Miller raise awareness within the program/system to further promote DEI initiatives/trainings/etc?

# data[].attributes.body
1. Connect with James and other students who were impacted.

2. Evaluate the coaching observation tool to ensure it reflects culturally-sensitive practices.

3. Schedule a time to privately meet with Mrs. Wood and brainstorm ways to call Mrs. Wood in rather than calling her out.

4. Evaluate classroom expectations and norms.

5. Have students engage in jigsaw, cooperative learning, and/or community circle activities to build community amongst students.

# data[].attributes.body
Long-term: (a) incorporate gender and relationship diversity into future assignments with students; (b) teacher and/or program-wide training on implicit bias

# data[].attributes.body
-Mrs. Miller engages in a conversation with Mrs. Wood about what happened, why it happened, and makes recommendations about what to do next time
-Mrs. Miller follows up with James to determine what supports he may need
-Mrs. Wood works to apologize/repair relationships with students

# data[].attributes.body
(A) Talk to others who were involved in the situation
(B) Involve administration if necessary
(C) Ensure impacted students feel safe

# data[].attributes.body
Challenges: Mrs. Wood missed opportunity to be inclusive; this activity did not require discussion of gender roles; teasing was not addressed (thinking back to basic classroom expectations); Mrs. Wood not receptive to Mrs. Miller's feedback (defensiveness and brought in parent concerns)

Opportunities: If activity is implemented again, Mrs. Wood can re-think how to be more inclusive the next time; Mrs. Miller is available to provide feedback; with classroom coaching, can build in feedback for expectations for respect among peers

# data[].attributes.body
Immediate: (a) For Mrs. Miller to establish a time to privately speak with Mrs. Wood to discuss culturally-sensitive practices, provide tools, and offer support; (b) reaching out to James to check-in with how he is feeling after that experience and ensure he feels safe; (c) consider classroom rebuilding activities to build classroom identity

Long-term: (a) incorporate gender and relationship diversity into future assignments with students; (b) teacher and/or program-wide training on implicit bias

# data[].attributes.body
-Mrs. Wood gains awareness of the biases she is bringing to her classroom, either through feedback from the other teacher, or parent or student reaction
-Repair of relationship between James and the teacher (potentially through teacher addressing this error with the class)

# data[].attributes.body
Teacher (Mrs. Wood): Heternormative view on relationships; excuse of being "old-fashioned;" belief that all students want/should want the same type of relationship as she would; concern for family feedback on beliefs expressed in the classroom

Coach (Mrs. Miller): Priority for promoting inclusivity within the classroom; need to manage relationship with Mrs. Wood/navigate her role and scope in providing feedback to Mrs. Wood

James: Message that students not conforming to these norms (him or others) are not accepted, potentially "shamed" during activity

Other Peers: Enabling negative social interactions and teasing/bullying

Parents/Guardians: Unknown perspectives; relevant to consider, but perspectives not available to us; Still need to do what's best and most supportive of students

School/District: Unknown perspectives; relevant to consider, but perspectives not available to us; Still need to do what's best and most supportive of students

# data[].attributes.body
Mrs. Miller's perspective: support classroom management but also help with the biases present in the classroom; if coming from external to the school, she may have a different perspective than the school community, but generally feels that Mrs. Wood shouldn't pass her judgments onto the students (whether or not she agrees with Mrs. Wood)

Mrs. Wood's perspective: support and teach students and support what parents want to hear

Peers' perspective: Picking on James, and they may have same perspective as James but they may be pressured to feel the same way Mrs. Wood does

James' perspective: has his own beliefs but may be afraid to share it in this setting moving forward

# data[].attributes.body
Challenges: teachers don't have a long-standing relationship, reasons that Mrs. Wood was in Mrs. Miller's classroom is different than what she wants to provide feedback on, Mrs. Wood may have limited knowledge of gender roles

Opportunities: There is an observer present who's role is to provide feedback (teacher is primed to receive feedback)

# data[].attributes.body
Opportunities: (a) the potential for growth and mutual understanding between the two adults in the scenario and the students; (b) there is an opportunity to improve school values, policies, and procedures to ensure they reflect all individuals; (c) opportunity to engage with community and family members to ensure all families feel represented within the school community.

Challenges: (a) addressing implicit bias and the status quo while continuing to be supportive and facilitate skill growth; (b) finding the balance between maintaining personal values and remaining respectful of other's choices

# data[].attributes.body
(1) Teacher modeling and reinforcing a heteronormative view of living experiences and social relations

(2) Teacher assuming that parents/guardians would prefer the reinforcement of heteronormative displays/expectations

(3) Teacher prioritizing perspectives of parents/guardians over students

(4) Teacher assuming students' sexual orientations based on displayed behaviors (perceived to be gendered)

(5) Teacher implying negative associations with students' gendered behaviors

# data[].attributes.body
-Mrs. Miller: (a) having a focus on building a relationship with Mrs. Wood while shaping her skills simultaneously

-Mrs. Wood: (a) may feel responsible for building life skills and forming relationships with her students

-James: (a) having a partner that is a different biological sex may not fit into his framework of what a relationship looks like.

# data[].attributes.body
Mrs. Wood's perspective: believes that she knows best related to her student's sexuality, homosexuality is negative,

Mrs. Miller's perspective: more inclusive definition of relationship, not the role of the teacher to put their own belief system onto their students, sense of responsibility to address her peer's behavior

James' perspective: receiving message from teacher and other students that being gay is not okay, receiving message that others assume that he is gay, teacher will not have your back

# data[].attributes.body
1. Mrs. Wood is biased that traditional couples could be heterosexual pairings.
2. Mrs. Wood has the perception that the parents also believe that traditional couples should be heterosexual.
3. Mrs. Wood's bias (and perceived parent bias) that roommates cannot be of opposite (or same) sex and be platonic.

# data[].attributes.body
1.) As a teacher, it is my job to reinforce traditional gender norms and teach what is "expected"
2.) Assuming that all students have hetero-normative experiences as their "normal"

# data[].attributes.body
1. Mrs. Wood has a very heteronormative view of relationships and living arrangements (can only be married to someone
2. Mrs. Wood believes that kids don't understand their sexuality
3. Mrs. Wood assumes that her students are gay based on their behavior, and implies that this is bad (she uses the word "caught"). Would she view female students touching in the same way?)
4. Mrs. Wood believes that the parents of her students would not support her allowing students to use non traditional gender roles/relationship in this activity

# data[].attributes.attachment_link.title
Department Meeting PLC Discussion 2021.08.12