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Understanding where you are as an anti-racist leader, what professional learning and resources have you connected with to build your critical consciousness?

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Understanding where you are as an anti-racist leader, what professional learning and resources have you connected with to build your critical consciousness?

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How has your new learning impacted your school improvement planning and future directions?

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How has your new learning impacted your school improvement planning and future directions?

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What actions have you taken to create conditions to build equity & anti-racist leadership within our schools and learning environments?

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What actions have you taken to create conditions to build equity & anti-racist leadership within our schools and learning environments?

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Continuing to read books and articles to inform my knowledge of Anti-Black racism. Connecing with Equity SEPAs and Coaches at the TDSB to help deliver impactful PD to Teachers. Also using SEPA for student leaders to deliver Anti-Black Racism and Equity to students.

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Willowdale - We have looked at the multi year strategic plan with our staff and the board's goals on Anti-oppression and are beginning to create school based equity committee with the following goals 1. To build our own critical consciousness 2. Build capacity among the committee to effectively co-lead learning around anti-oppression. 3. Develop content knowledge and pedagogy to achieve the goals. 4. identify and examine the impact on bias, power and privilege on student achievement and well being.

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currently reading a great resource that digs deeper into CRRP and the brain

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currently reading a great resource that digs deeper into CRRP and the brain

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Continued exploring resources (e.g. reading articles & books and watching media clips and Ted Talks)

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Continued exploring resources (e.g. reading articles & books and watching media clips and Ted Talks)

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Reading, watching videos, and documentaries  as a school team

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Reading, watching videos, and documentaries  as a school team

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Engaged in the DIAL work and have collected and began digging deep into both critical race theory and educational debt

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Engaged in the DIAL work and have collected and began digging deep into both critical race theory and educational debt

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Engaging in Anti-Black Racism events/discussions/readings/presentations - Stronger than Hate - appalling incident that occurred - exposes the ABR we have within our own community

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Engaging in Anti-Black Racism events/discussions/readings/presentations - Stronger than Hate - appalling incident that occurred - exposes the ABR we have within our own community

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Reading books, reflecting on the data, understanding where our school community is on the equity continuum, role modelling and inspiring these as ways to build critical consciousness

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Attended targeted seminars on Anti-Black racism in education, in schools, in post-secondary institutions and in other social spheres

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Attended targeted seminars on Anti-Black racism in education, in schools, in post-secondary institutions and in other social spheres

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Working with school equity team and TDSB equity department in our next steps

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Working with school equity team and TDSB equity department in our next steps

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engage in dialogue with both family and staff

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engage in dialogue with both family and staff

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Recently taking part in an online course that focuses on Canadian History from multiple perspectives and how to incorporate that learning into educational leadership 

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Recently taking part in an online course that focuses on Canadian History from multiple perspectives and how to incorporate that learning into educational leadership 

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Supported a staff member to initiate an Equity PLC with Central Staff

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Supported a staff member to initiate an Equity PLC with Central Staff

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Continued professional reading - taking an online course

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Continued professional reading - taking an online course

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New to the school environment - need to build strong, trusting relationships with staff, gain a better understanding of their location on the continuum of learning about race and racism and its real impact on the learning and well  being of our collective students

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New to the school environment - need to build strong, trusting relationships with staff, gain a better understanding of their location on the continuum of learning about race and racism and its real impact on the learning and well  being of our collective students

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Deepen understanding of critical consciousness / pedagogies of resistance  

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Deepen understanding of critical consciousness / pedagogies of resistance  

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Teachers are sharing the equity work their students are doing (e.g, demonstrating knowledge about anti-black racism through acrostic poems) and the dialogues they are having with students who challenge (e.g., "I am not Chinese, so I don't have to do something for Chinese New Year.)

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Teachers are sharing the equity work their students are doing (e.g, demonstrating knowledge about anti-black racism through acrostic poems) and the dialogues they are having with students who challenge (e.g., "I am not Chinese, so I don't have to do something for Chinese New Year.)

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Working with the staff on intentional inquiry.  Our next session as a staff in our learning pods is this week.  

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Working with the staff on intentional inquiry.  Our next session as a staff in our learning pods is this week.  

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Reflection on my own learning has become a daily practice. I read everyday, even if it is only one chapter. Reflection on how I have thought about my work as a leader - have I been an operational leader or a transformative leader? 

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Reflection on my own learning has become a daily practice. I read everyday, even if it is only one chapter. Reflection on how I have thought about my work as a leader - have I been an operational leader or a transformative leader? 

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Professional reading -working on finding colleagues to discuss with

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Professional reading -working on finding colleagues to discuss with

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OPC Principal Course - Leading and Equitable and Inclusive school

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Will be hosting a community wide session on Black Excellence with Dr. James.  Building the capacity of our families cannot be overlooked.

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Will be hosting a community wide session on Black Excellence with Dr. James.  Building the capacity of our families cannot be overlooked.

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Building CRRP as an expectation for every teacher and department with identified goals shared with Admin

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Building CRRP as an expectation for every teacher and department with identified goals shared with Admin

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The more I learn the more learning I feel i have to do. It makes me want to have more conversations with staff with shorter intervals to build upon the conversations and learning we did previously

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Intentional anti racism dialogues are happening amongst staff and in the classrooms

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Intentional anti racism dialogues are happening amongst staff and in the classrooms

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Working with staff on critical consciousness in the classroom and have had staff share evidence of their teaching and learning 

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Working with staff on critical consciousness in the classroom and have had staff share evidence of their teaching and learning 

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Professional reading and discussion with colleagues

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Professional reading and discussion with colleagues

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Working through Layla Saad's Me and White Supremacy 28 day Journal challenge

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PD through courses, reading articles, watching TEDx talks

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PD through courses, reading articles, watching TEDx talks

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Continuing to attend online sessions with Blace leaders such as  the members with the Administrators' Black Caucus.

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Continuing to attend online sessions with Blace leaders such as  the members with the Administrators' Black Caucus.

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Reading articles and viewing videos. Become more reflective.

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Reading articles and viewing videos. Become more reflective.

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SIP needs to support equity and anti-oppression

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SIP needs to support equity and anti-oppression

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Engaging in conversations with other colleagues 

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Engaging in conversations with other colleagues 

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Developed and work with 5 lead teachers to work on EQUITY SIP goal and reword if/then statement, work with lead teachers to develop PD for staff through staff mtgs. develop Collaborative inquiry cycle 

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Developed and work with 5 lead teachers to work on EQUITY SIP goal and reword if/then statement, work with lead teachers to develop PD for staff through staff mtgs. develop Collaborative inquiry cycle 

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Invited member of Equity team to help one of our department's to review curriculum and lesson planning with a lens for CRRP and in preparation for Academic Pathways

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Invited member of Equity team to help one of our department's to review curriculum and lesson planning with a lens for CRRP and in preparation for Academic Pathways

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Having dialogues with staff around readings and the impact it has had on their teaching

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Having dialogues with staff around readings and the impact it has had on their teaching

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the ongoing- work I do to create pd for the staff and my ongoing  learning continues to ground us in the next area of deep diving - The more I learn in my own journey the more targeted the work becomes and the deeper the work with the staff.

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the ongoing- work I do to create pd for the staff and my ongoing  learning continues to ground us in the next area of deep diving - The more I learn in my own journey the more targeted the work becomes and the deeper the work with the staff.

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Supporting staff with anti-racism, anti-oppressive work through purchase of culturally relevant resources

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Supporting staff with anti-racism, anti-oppressive work through purchase of culturally relevant resources

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New to the school environment; building relationships and learning about previous work

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New to the school environment; building relationships and learning about previous work

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Supported classes who participated in a virtual learning session with a storyteller from Jamaica, for African Heritage Month.  Followed up on the sesion with a debrief / reflection discussion with the students, to analyse & explain what they heard.

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Supported classes who participated in a virtual learning session with a storyteller from Jamaica, for African Heritage Month.  Followed up on the sesion with a debrief / reflection discussion with the students, to analyse & explain what they heard.

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Building conditions for risk taking and acceptance of not knowing and brave conversations. Role modeling discomfort and encouraging and coaching behind the scenes our willing but silent staff to engage next time. Building in Anti-Black Racism PD and review at Staff meetings and PD days.

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We are working through articles as a staff at meetings and reflecting on our programming and beginning to set goals for a small next step

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Increased focused on actionable tools through staff PDs, department focused conversations and daily interactions with teachers, parents and students. Promote intentional reflective practices that change the current instructional practice. 

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Increased focused on actionable tools through staff PDs, department focused conversations and daily interactions with teachers, parents and students. Promote intentional reflective practices that change the current instructional practice. 

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I am in a new environment, trying to learn about staff and students. Continuing to support Ts in their journey of math and Spec.Ed. through CRRP lens.

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I am in a new environment, trying to learn about staff and students. Continuing to support Ts in their journey of math and Spec.Ed. through CRRP lens.

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taking learning and using it to help facilitate conversations

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taking learning and using it to help facilitate conversations

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referring staff to resources for their own learning

my learning has helped me to understand that the work we need to do starts with the adults in the building

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Continued professional learning through many mechanisms - ie Modelling anti-racist leadership with our staff

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Continued professional learning through many mechanisms - ie Modelling anti-racist leadership with our staff

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Ongoing sharing of current resources (through news articles) about the struggles of Indigenous communities in Canada, to connect what we learn about anti-Indigenous racism in Canadian history, to the present-day experience.  Encourage curriculum connections to these topics (e.g., drama--writing / acting in role, debating, persuasive writing, etc.)

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Ongoing sharing of current resources (through news articles) about the struggles of Indigenous communities in Canada, to connect what we learn about anti-Indigenous racism in Canadian history, to the present-day experience.  Encourage curriculum connections to these topics (e.g., drama--writing / acting in role, debating, persuasive writing, etc.)

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Delving deeper into understanding where our staff is on the equity continuum, building self-reflection and sharing equitable best practices and resources. Creating safe and inclusive spaces to discuss about our equity journey.

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Delving deeper into understanding where our staff is on the equity continuum, building self-reflection and sharing equitable best practices and resources. Creating safe and inclusive spaces to discuss about our equity journey.

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requiring anti-black racism pedagogy to be detailed in teacher long range plans

using staff meetings for professional learning rather than information sharing

modelling reading books/articles for staff and including discussions around about those readings in professional learning

the staff are in the learning phase and need to do the learning in order to begin using equity as the lens through which the plan the teaching and learning

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Working with our Leadership Group so that they are build in time for their members to work on Student Voice and CRRP.

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Working with our Leadership Group so that they are build in time for their members to work on Student Voice and CRRP.

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Asking questions in IST, connecting with teachers to learn more about our wonder students and how can we engage them in school and learning activities. Working with K-12 coach to put systems in place where new math curriculum is unpacked and delivered in an equitable way to all learners.

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Asking questions in IST, connecting with teachers to learn more about our wonder students and how can we engage them in school and learning activities. Working with K-12 coach to put systems in place where new math curriculum is unpacked and delivered in an equitable way to all learners.

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Shifting SIP priorities. Explicit commitment to actions-based work on race/racism and de-colonization.  

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Shifting SIP priorities. Explicit commitment to actions-based work on race/racism and de-colonization.  

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as we engage in one goal, we are inevitably spiraling into new goals that are deeper and more focussed

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as we engage in one goal, we are inevitably spiraling into new goals that are deeper and more focussed

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Absorbing and reflecting on information  via books, dialogue with colleagues and family, social media etc.

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Absorbing and reflecting on information  via books, dialogue with colleagues and family, social media etc.

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Empowering staff to take on more leadership has allowed for stronger buy-in from others. Shared leadership.

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Empowering staff to take on more leadership has allowed for stronger buy-in from others. Shared leadership.

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Will be utilizing Lisa RT's skills to  continue to support our Math SIP goal of CRRP and deep learning to move the staff along

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Will be utilizing Lisa RT's skills to  continue to support our Math SIP goal of CRRP and deep learning to move the staff along

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Our work in decolonizing the curriculum has lead us to deep considerations of how to ensure that we are teaching true history from anti Black-racist, anti- Indigenous and all other marginalized groups which leads us to realize that we have to better understand how to become anti-racist, trauma informed school, digging deeper into historic and racial trauma.

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Our work in decolonizing the curriculum has lead us to deep considerations of how to ensure that we are teaching true history from anti Black-racist, anti- Indigenous and all other marginalized groups which leads us to realize that we have to better understand how to become anti-racist, trauma informed school, digging deeper into historic and racial trauma.

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Posing questions for discussion: Is it easier to be a racist or anti-racist? (Staff breakout rooms) + Affinity rooms 

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Posing questions for discussion: Is it easier to be a racist or anti-racist? (Staff breakout rooms) + Affinity rooms 

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Created a Black Staff Council to leverage their voice and impact on what happens at school in response to supporting Black youth and addressing Anti-Black Racism. Also the establishment of a BSA for student voice and impact

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Attended the launch of the new TDSB Anti-Asian Racism Resource document, and attend workshops through ACENet

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Attended the launch of the new TDSB Anti-Asian Racism Resource document, and attend workshops through ACENet

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Stopping to question, to consider, to address the voices of the few. 

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Stopping to question, to consider, to address the voices of the few. 

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Currently taking the Inclusive Design course through OPC

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Currently taking the Inclusive Design course through OPC

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Started a virtual BSA this week. We had our first mtg

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Started a virtual BSA this week. We had our first mtg

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Joining online meetings:  Parent Engagement Session #3 - How To Navigate The School System For Black Student Success K-12

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Joining online meetings:  Parent Engagement Session #3 - How To Navigate The School System For Black Student Success K-12

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Ongoing spiral conversations with staff.

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Ongoing spiral conversations with staff.

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Changed procedures, and structure of decision-making, increased accountability, called people into conversations

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Changed procedures, and structure of decision-making, increased accountability, called people into conversations

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Dialogue with staff in formal (meetings) and informal settings about specific students under the special education umbrella and also those who are not and how we perceive students and their skill sets and abilities...challenging ourselves to shift our mindsets on how we "see" things and address inequities and reflecting on what we, the educators are doing to set the conditions in the classroom to support student learning and focussing on what students can do and continuing to be reflective of our own practice and committing to  being accountable