To measure participation and impact, I haven’t yet begun formal data collection, but I’ve identified several ways to do so moving forward. These include pulse surveys, reflection tools, and anonymous feedback to assess shifts in emotional climate and perceived support. I can also track informal indicators—such as changes in staff language, advocacy, and collaboration—to understand how these practices are influencing school culture over time.

Answer: I support my leadership team through active listening and trying my best to show compassion in my response along with confidentiality. If someone is kind enough to share their vulnerability, it is sacred to me, even in the workplace. Internally, our department meets virtually or in person weekly to check in and follow up on any prior discussions as well as offer the floor to share out.

There is no tool or protocol used to measure the growth, but we look at anecdotal data. The Team meets to discuss the climate within a grade level meeting so we have an idea how teachers and other staff are feeling in regards to respect or empathy demonstrated in interactions.

I feel like since then team members have been more willing to be vulnerable with me individually and I try to create space to listen if they ever need to share.

Next steps would be to incorporate some check-ins on a regular basis with team members versus waiting for them to come to me.

In chapter two, we learned that a single act of expression can make or brake your day. We learned about how one single person can light the entire atmosphere in the workplace and in turn change the climate of the workplace.

The second part of the question asks what tools or protocols are in place to evaluate our collective growth in this area. I don't currently use any tools or protocols to evaluate our collective growth. We have LCAP surveys and in the past have done 360s, but I'd like to make the question more specific to this. The question to measure at different points of the year is - How well do I feel I respond empathetically and appropriately to vulnerable disclosures? And I could have leaders ask the question to staff (anonymously).

These sessions are reinforced by clear protocols that outline steps to take when a disclosure is made, including who to notify, how to document the interaction appropriately, and how to ensure the individual feels heard and supported throughout the process.

Leadership also engages in peer reviews and coaching sessions to strengthen these skills further.

Our goal is not only to respond appropriately in the moment but to continuously learn and grow as a team so we can create a culture of trust, safety, and respect.

At the beginning of my tenure here at ISANA, I strived to incorporate wellness checks during our department level meetings (at the beginning of meetings). What I have found is that because of the demands, the number of agenda items and the limited amount of time to "get things done" at said meetings, more and more of our time has been focused on transactional and not transformative structures.

Having moments like the ones we experience during these Pivot Conversations, on a regular basis, really help me to see the value of slowing down and focusing on things that matter just as much as "getting things done."

Another challenge is that these experiences are taking place at ICO but need to also be taking place at our school sites with our educators.

To support this, we design activities that encourage team members to bring their full selves into the space. These activities are carefully crafted to go beyond surface level interactions, allowing for shared stories, empathy, and mutual understanding.

Our team responds to moments of vulnerability with empathy and care, reinforcing that this is a space where everyone’s experiences are valid and valued. This has not only deepened relationships among colleagues who might not have otherwise connected, but it has also highlights the "why" behind people's actions and decisions.

Feedback from these activities/ sessions have been positive. Many have expressed appreciation for the opportunity to connect on a deeper level and have strengthened our team.

The percentage of staff retention could be used to determine the impact as I've consistently have at least 80% of staff returning yearly.

Answer: At the beginning of the school year, I modeled the process of creating co-created norms with my staff and encourage them to mirror the practice with their own students via a social contract. When you visit classrooms at Nascent Jeff you will see the social contracts displayed in the classroom. In addition, teachers are encouraged to review these co-created expectations daily (preferably in the morning prior to instruction taking place).

I also review the co-created norms that I created with my staff prior to every meeting we have. One way of monitoring the effectiveness of the norms (for students) is through the ODR (Office Disciplinary Referrals) process that I put in place - in which behavior is documented throughout the day by all staff members. ODR's are reviewed and filed daily in my office.

I monitor staff in a more qualitative way and adjust as needed (staff can share their thoughts and feelings through multiples forms of media and/or through handwritten notes that be left in our teachers' lounge).

Answer: I recently had to support my team member in Afterschool due to miscommunication with another staff member. My team member is very passionate about her job and she also happens to be new to our ISANA schools. During her emotional breakdown I reminded her along with the entire team that its ok if you are passionate about your work, but also to keep in mind that we service not only our students, staff and parents but also the community. I expressed that I often get very emotional when it comes to my work(meeting deadlines, addressing concerns among staff and parents, etc). However, as we navigate through life and challenges its ok to be vulnerable and it is ok to express how you feel respectfully!!

I do have surveys I push out twice a year for professional feedback.

A: While not yet consistent, some structures that I would like to implement in our meetings (C/I Meeting, Curriculum Task Force, etc.) are wellness checks, intention setting and other similar practices at the beginning of every meeting. We've done these on and off at meetings and when we have a packed meeting we tend to cut them out of the agenda. Ensuring that they are a consistent part of our agendas would send the message that creating the space and time for team members to share emotions, challenges/struggles/accomplishments, stories, and ultimately form transformational relationships is critical to the work we do.

I supported my team and staff in responding empathetically and appropriately to vulnerable disclosures by leading by example.

Building trust in our holding environment by sharing part of my identities and creating a space where they trust me to do the same without fear of retribution.  I tend to pause and take a step back, leading with questions and not forming opinions immediately. I seek to learn and listen versus trying to solve immediately. I utilize the reflective cycle (Rodgers, 2002) as my guide to aid me in answering questions when I feel uncomfortable about a situation and using my responses to guide my next interaction with the team member or staff.

The tools currently used are discussion agreements, setting clear expectations collectively, and understanding of shared language. I would like to further work on creating a space where we can go deeper using reflection journals and Informal qualitative data based on the number of individuals in our team.

A: I have recently been modeling emotional vulnerability with my team by sharing more personal experiences.  As a person who believes in keeping both professional and personal lives separate from each other, sharing my personal life has helped with creating a safer and more inclusive environment for our team. I believe that I allow opportunities for others to reciprocate their emotional vulnerability by modeling my own emotional vulnerability. Allowing myself to take chances and speak about mistakes and lessons that I have learned provides others with the safe space to do the same.

Answer: The last time that I modeled vulnerability within my team was a few weeks ago. Doing so, allowed me to accept my truth. Sometimes, I don't like sharing personal things because I feel like I will be judged.

When you are vulnerable with others, oftentimes the person that is listening will likely do the same. If that doesn't happen as a person, it's important to take note of that.