GOOD MORNING! Sacramento City Unified School District Leading for Equity Learning Community October 21, 2015

From last time... -Help me find ways to have this conversation with my staff -I need tools to help me engage my stakeholders in the equity conversation -Can we speed up equity learning and get right into how to do this work at sites? -Please give us a hard copy of the powerpoint -Focusing on listening will make a big difference in relationship building and interactions -It seems we all are looking for the same outcome. Do you think we have trust enough to share deeply to move forward as a group?

About today... 1.Connecting as a learning community 2.New ‘input’ (concept, framework, strategy) 3.Practice 4.Planning your next moves 1.Morning MIXER, refresh on listening 2.Competencies of an Equity Leader 3.Getting ready for an ‘equity conversation’ 4.Helping Trios

Community Agreements

Morning Mixer – Find a Partner Describe an ‘equity moment’ you’ve had recently and what it left you thinking about.

CONCEPTS REFRESH

Leadership for Equity means taking responsibility for what matters to you. Julian Weissglass Ripples of Hope (1998)

“If something is ugly, say so. If it is tacky, inappropriate, out of proportion, unsustainable, morally degrading, ecologically impoverishing, or humanly demeaning, don’t let it pass. Don’t be stopped by the “if you can’t define it and measure it, I don’t have to pay attention to it” ploy. No one can precisely define or measure justice, democracy, security, freedom, truth, or love. No one can precisely define or measure any value. But if no one speaks up for them, if systems aren’t designed to produce them, if we don’t speak about them and point toward their presence or absence, they will cease to exist.” - Donella Meadows Pay attention to what matters, not just to what is quantifiable. LEADING FOR EQUITY

Listening as a LEADERSHIP STRATEGY

Structured Listening Guiding Principle I agree to listen to and think about you in exchange for you doing the same for me.

Guidelines Each person: Has equal time to talk Listens without interrupting, giving advice or breaking in with a personal story Maintains confidentiality Does not criticize or complain about others during their time to talk

DYAD What have you noticed about the quality of listening you do at your site or in your work? DYAD

What ‘equity issues or challenges’ are showing up right now in your school or work? DYAD

Developing an Equity Imperative/Increasing Consciousness  You champion a vision for educational equity and enroll others to participate.  You publicly commit to a specific equity result stated in easily understood language.  You guide data collection and analysis to reflect the complexity of equity challenges to surface root causes and foster insight.  You understand and acknowledge power, privilege, and oppression as factors shaping inequitable outcomes.  You have the courage to respectfully interrupt conversations and behaviors laden with unconscious bias.

Leading from an Equity Imperative

Set an intention for yourself as an ‘Equity Leader”

Find a partner and share  What area(s) did you choose to work on?  When/how/where do you imagine doing some work in this area?  What support might you need?  What will success look like for you?

Nondiscussables “The health of an organization is inversely proportional to the number of nondiscussables… The fewer the nondiscussables, the healthier the place. The more nondiscussables, the more pathology in the culture.” Roland Barth

Getting Ready “Helping Trios” Protocol

Think of a ‘nondiscussable’ in your school or work that feels pressing. Where and when might you begin a conversation about it? What might be your next move in making that happen?

Form Trios

Helping Trios Protocol ‘A’ shares team context and thoughts about getting started. Identify a focus question. (‘B’ & ‘C’ listen and take notes) -4 mins ‘B’ & ‘C’ ask clarifying questions. ‘A’ responds. -2 mins ‘B’ & ‘C’ conversation- B & C talk about what they heard, what they wonder, similar situations, ideas of what they might do as related to the focus question. (‘A’ pulls back and listens and takes notes.) -6 min. ‘A’ responds to and reflects on to what she/he heard as helpful related to their focus question. -2 min.

REFLECTIONS ON TODAY