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Connect students and families and collaborate with teachers with all staffs. Seeing as a key as part of the PLE group is important. Inclusive ALL staff..Collaborates starts from ALL preschool programs and all staff need to be included during this pandemic. We are doing the work for children and families and certified teachers need to collaborate with classify staffs. This insured smooth transitions for children's grades. Connections from preschool to primary is important! Collaboration with teachers and classify staffs are very important. Collaboration with classify staff right a way from the beginning when parents bring something up not when  there is an issue. Early childhood education is to prepare primary school and build foundation in social-emotional ..etc needs.

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-Making sure students can show up as their authentic selves.
-Emphasis on anti-racist education in this statement.
-Modeling equitable practices.
-Looking forward to creating new systems to educate ALL students at PLE.

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Group 2: Loved the emphasis on being vulnerable, authentic, and modeling of equitable practices. Wondering if the mission to provide top tier education to all students needs clarifying/ to be explicitly spelled out.

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Group 2: Loved the emphasis on being vulnerable, authentic, and modeling of equitable practices. Wondering if the mission to provide top tier education to all students needs clarifying/ to be explicitly spelled out.

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Love the breakout groups and opportunity to share our thinking and then share out with the whole group later.

There are many actionable verbs in the statement- how does it show up in the virtual world?

Question: Is this statement shared with families? If so, how will it be used/ shared? if not, how will it be used?

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1. What do we think about our purpose? An unusual piece - "in service of and in partner with" phrase. Helps us remember who we're here for - students first, families second, and our staff. Resonates with our equity work. We like how it lays out how we're going to do it - action focused. Reminds us of walking the compass. Authenticity of who we are in our beliefs and disrupting status quo. It's a centered statement, including all parts of the compass. We appreciate the length of it because it's explicit and meaningful! We like how bold it is, clearly stating who we are. Has a tone of clarity and boldness. Many voices went into this purpose statement. The size of it is proportional to the work that has to be done! Calls out the presence of whiteness and white supremacy in the clearest terms possible. Question: how are staff members who are not all into this work feeling about this? Feeling the discomfort is part of the process of making progress. If we grew up in America, we all have internalized whiteness that can be difficult to unpack. A lot of systemic racism is in higher education, so as teachers, we need to examine this!
2. What makes you feel valued in a team? When people actually listen.  Nodding of heads, feeling like people are paying attention.  Actually feeling and being included in conversations so there's opportunity for voice.  Clear collaboration and finding common ground and common conclusions.  Relationship building needs to happen before full participation.  Trust can happen after relationship building. Taking time to fully understand what people are saying, assuming positive intent.  Using mindful inquiry. Making sure we're all talking about the same thing.  Building an environment where everyone feels free to take risks.  Finding our shared values so we can work through our disagreements.  This can be easier in smaller groups. It's so important to revisit our shared values for new members joining in so they feel valued and willing to take risks.

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Group 1: Possible Changes to Purpose Statement:

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Group 1: Possible Changes to Purpose Statement:

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Adding something in about educating yourself. Maybe after "engage in cycles of learning" could add (together or own your own) right after this part??
-Our group also wondered more about the wording of White Supremacy vs. White Privilege. We thought this was likely in reference to the "structural and systemic racism" in education as a whole?

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Purpose statement:
- Questions:
1. How will our community engage with our purpose - invited to be a part of creating and editing?
2. Possible to make more succinct - our group spent quite a bit of time reading and processing

Valued as a Team Member:
- Time for reflection
- Space to make mistakes and grow
- Structure for team - icebreakers, ways to encourage equity of voice in discussions
- Differentiation in how we respond:  via chat, mute/unmute, verbal and nonverbal ways of contributing

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-we liked the bolded words
-we think it is important to include other cultural issues under antibias (disability, gender, etc.)
-acknowledge the words 'white supremacy' is a word that can make people uncomfortable needs to be there so we cqn sit with that discomfort
2. we feel valued with the words 'to show up with authentic self'
-at PLE is a team, you can really feel it (as noted by people who go to multiple schools).
-trust is important

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Group 1: We feel valued as a team when...

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Group 1: We feel valued as a team when...

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...you can contribute to the team.
...others are kind and compassionate.
...you have a chance to hear new perspectives.
...there is open and intentional communication and collaboration.
...everyone is open to new ideas.
...you are welcomed, have inclusivity, and are supported.

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Breakout Group #3 Notes Holly, Kathleen, Kakoli, Carly, Ashley       “Showing up as their authentic selves…” Creating opportunities and allow for students to show up in whatever capacity they can. • Can create guidelines, but cannot make rules in virtual environment.• We can model desired learning behavior.• Problem-solve together.• High expectations with mindfulness of individual needs.•Model what remote learning can look like  What makes us feel valued in a team?•	Transparency, authenticity, honesty, trust, collaboration, everyone pulling their own weight/balance• Asking for help, admitting we don’t know everything, humility, grace• Assuming positive intent• Positive attention/acknowledgment/validation•	Making mistakes is okay – knowing that everyone is learning• Feeling connected – more effective when you feel connected.•	Checking in with teammates, compassionate and caring•	The team is a safe place.•	Innovation – people bringing things to the team, learning new things. • Embracing the unknown•	Seeing people for their strengths to make a whole complete team. Knowing that people shine in different roles. Assuming people are bringing their best to the team. We collectively work on building weaknesses. Recognize our individual and team members strengths and areas for growth. Considerate feedback.  

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Breakout Group #3 Notes Holly, Kathleen, Kakoli, Carly, Ashley       “Showing up as their authentic selves…” Creating opportunities and allow for students to show up in whatever capacity they can. • Can create guidelines, but cannot make rules in virtual environment.• We can model desired learning behavior.• Problem-solve together.• High expectations with mindfulness of individual needs.•Model what remote learning can look like  What makes us feel valued in a team?•	Transparency, authenticity, honesty, trust, collaboration, everyone pulling their own weight/balance• Asking for help, admitting we don’t know everything, humility, grace• Assuming positive intent• Positive attention/acknowledgment/validation•	Making mistakes is okay – knowing that everyone is learning• Feeling connected – more effective when you feel connected.•	Checking in with teammates, compassionate and caring•	The team is a safe place.•	Innovation – people bringing things to the team, learning new things. • Embracing the unknown•	Seeing people for their strengths to make a whole complete team. Knowing that people shine in different roles. Assuming people are bringing their best to the team. We collectively work on building weaknesses. Recognize our individual and team members strengths and areas for growth. Considerate feedback.  