1. Whose Skin Is In The Game?
Educational Equity:
Whose Skin Is In The Game?
refletion ea morning
lab, participating
what is a cfg
protocols and balance this week
Norms    
imani
flow another week...
Keep changing to “I”
Parking lot ----
-----
not all can be explicit
equity rubric = your least reached students...
Thursday because of liberal resistence...
need a text
and revelation of stopping some of the bad conversation
protocol vehicle after inside out work
running from vs. to something...
multiple opps and ways
bring issues here first...
protocol with the text... and with the stance...
practice...
figure out the language of both and and
least reached – but not scare – and go to the ones on the cusp
start with what is our stance?

2. Objectives
You Will...
Consider the connection between doing one’s own identity work and interrupting inequities that exist for our students.
Explore how students across difference may experience implicit biases.
Begin to review suggestions and strategies for more effectively engaging students across difference.
protocols and balance this week
Norms

3. Context
You Will...
Consider the connection between doing one’s own identity work and interrupting inequities that exist for our students.
Explore how students across difference may experience implicit biases.
Begin to review suggestions and strategies for more effectively engaging students across difference.
protocols and balance this week
Norms

4. Theory of Transformation: Inside Out Work
Personal
Professional
Transferred
Inside out work
Foucs on us in our control

5. Conceptual Framework for Teacher Transformation

6. Who Am I? Find a partner; ID who will speak first.
In 60”, each person answers, “Who am I?” - uninterrupted.
Debrief: How was that? What came up for you doing that?
Find a new partner with whom you usually don’t talk; ID who will speak first.
In 90”, each person answers, “Who am I?” – uninterrupted, repeating nothing said in the 1st round.
Debrief: What was different this time about what you felt or shared?
Find a new partner specifically across difference – racial difference if possible.
Who spoke first/second both of the last times?
In 90” (120” if time), each person answers, “Who am I?” – uninterrupted, without repeating anything from the 1st two rounds.
Debrief: Why did we do this work in the way we did?
Ground Rules:
1. Equal time – each partner in each round gets the same amount of time to do “uninterrupted work.”
2. Listening partner is not to respond to what her partner says during the allotted time. If speaking partner gets stuck, listening partner may prompt with “Who are you?”
3. When speaking, participants may not repeat anything they said in the previous rounds to their new partners.
4. Maintain double confidentiality – participants may not speak about what their partner said during debrief or bring it up to the partner later in conversation.
Process:
- Round 1: Participants find a partner (any partner) and introduce themselves and decide who will speak first. For one minute the speaker answers the question, “Who am I?” and the listener listens uninterrupted. Switch partners and repeat (~3 minutes)
- Debrief: How did this feel? What came up for you? (~2 minutes)
- Round 2: Participants find a new partner with whom they don’t already have a relationship. The process repeats except that each person now gets 90 seconds to speak and they cannot repeat anything they said in the first round (~5 minutes)
- Debrief: How did it feel this time? (~2 minutes)
- Round 3: Participants find a new partner across difference (racial difference, if possible). Time may be extended to two minutes each in this round at the discretion of the facilitator. Once again, participants may not repeat anything they said in the first two rounds to their previous partners. If either partner went first both times in the last two rounds, they should go second and vice versa (~6 minutes)
- Whole Group Debrief:
1.) Why did we do this?
2.) What did we learn?
3.) How might we do this with students? (~12 minutes)

7. The Final Word Protocol
Read “A Letter To My District”.
Identify 1-2 quotes that resonate for you. Specifically, consider how this text relates to your own students & families.
Get into trios (knee-to-knee) and identify who will go 1st, 2nd & 3rd.
What is in the room

8. The Final Word Protocol
For each round,
In 2’, one person to locates & reads her/his text, and shares why s/he chose it. Everyone else listens without interrupting.
The other participants get 1’ each to build on the quote & what already has been said about it - seeking to expand its meaning.
At the end, the original person has an additional minute (the final word) to make additional meaning based on what has been added by the group.
Debrief: What are you thinking about your own practice and context after this?

9. Closing Moves: Suggested Takeaways (Continuous & Constant Work)
Schema/ Stance (Identity) Awareness
Engage identity & schooling through guided reflections research & texts; shared (his)stories & equity walks.
Interrogate & calibrate espoused vs. actual impact of systems; key language & concepts (i.e. equity, excellence).
Conditions for Interruption
Develop mission driven practices to share work, offer feedback, develop shared leadership and challenge dominant culture norms, assumptions & pedagogies*.
Use equity-centered collaboration strategies (i.e. norms, protocols) to engage all voices & model pedagogies
Frequently ask about what to do to reach – students -

10. Closing Moves: Suggested Takeaways (Continuous & Constant Work)
Making New Meaning: Create learning space for equity work
Alone (i.e. resources, coaching, PD),
In Affinity (i.e. affinity groups, mentorship), &
Across difference (i.e. mixed groups, panels, readings, RP, multicultural norms, practices, pedagogies, etc.).
Bold New Actions
Create & find opportunities to de-stigmatize failure & celebrate risk, progress & change with wider community/ power players (i.e. students, families, policy makers)
Engage in regular, formal DBI to re-conceptualize support & evaluation.
A piece on remorse -