Who’s at the Table and What are the Rules?

Who’s at the Table and What are the Rules? Equity Starts with the Leadership Team (E1)

Martine Haglund (she/her/hers)

[email protected]

@haglund_martine

Shavana Talbert (she/her/hers)

[email protected]

@ShavanaTalbert

Kate Higley (she/her/hers)

[email protected]

@KateHigley

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Help Impact Future Learning Opportunities!

Toward the end of this presentation,

we’ll ask you to share your insights and experience with this session.

This session was designed using

participant feedback.

An Equitable, Multi-Level System of Supports

If you see this icon on a

slide, there is a specific

connection to the key

system feature of

equity.

PBIS Cultural ResponsivenessField Guide Resource

If you see this icon on a slide, there is a

specific connection to “PBIS Cultural Responsiveness Field Guide.” This resource can also be

viewed online here.

Session Outcomes

• Hire more people of color in

leadership and instructional roles

• Engage with and involve leaders in

the communities from which

students belong in decision-making

Self-Care in Equity Work

“Anyone who is interested in making change in the world, also has to learn how to take care of herself, himself, themselves...It means that we are able to bring our whole selves in the movement... It means a holistic approach” (Angela Davis, 2018).

• Cultivate self-compassion

• Develop the fair witness

• Respect and serve self and others

• Connect the mind and the heart

• Constructively reframe feelings, emotions, and behaviors

• Generate more collective knowledge and wisdom

Reason for Self-Care

“The unexamined life is not worth

living” (Socrates).

Capture Your Commitment

We are pausing the presentation for a brief time to allow you to

think and to process your learning.

As you make connections to the content, capture any notes or

ideas that you want to share with your team.

Using the link to the Padlet, take 2 min to

share with the group 1 self-care routine

that you find helpful.

People: Understanding Self and Others in Equity Work

• Dominant Culture

• BIPOC’s Culture

People: Dominant Culture

• Innocence and Maintenance

• Stigmatizing shame and reintegrative shame

• Something can be not your fault but is your responsibility

• Systemic racism was created intentionally and has to be

dismantled intentionally

• Analogy: Inheriting a house and fixing what is broken in the

house

People: Dominant

Culture

• Innocence of

individual benefiting

• Maintenance of

system that protects

innocence

Fear, Anger, Shame, Sadness, Surprise

While these are associated

with feelings, they go

deeper than we think to

what is called “affects.” It is natural for anyone when

doing the work of equity to

experience one of these.

Fear, Anger, Shame, Sadness, Surprise

While these are associated

with feelings, they go

deeper than we think to

what is called “affects.” It is natural for anyone when

doing the work of equity to

experience one of these.

People: Dominant Culture

• Storytelling

• Improvising a new reality

Know the story and who you are in the story because there is no script

People: BIPOC’s Culture

• Guiltiness and destruction

• Restorative identities and

communities

• Storytelling

• Affirming a new reality

People: BIPOC’s Culture

• Guiltiness and destruction

• Restorative identities and communities

People: BIPOC’s Culture

• Storytelling

• Affirming a new

reality

Capture Your Commitment

We are pausing the presentation for a brief time to allow you to

think and to process your learning.

As you make connections to the content, capture any notes or

ideas that you want to share with your team.

In groups of 10, reflect on the people in

your schools. How would you explain to

staff why equity give particular weight to

the perspectives and experiences of

BIPOCs? (Length 3 min).

Place: Understanding Where we Live in Equity Work

Layout of the land in context

• Historical

• Cultural

• Societal

• Local

Find your

orientation

in the

work

Clarify and Highlight the Importance

• Racial and Cultural Interactions

• How to address crises, e.g., talk about CRT focusing on “Dasein”• Inclusion

• How to take a subversive thinking and doing approach

• Horizontal Leadership

• How to find and use leaders in unusual places

From Theory to Practice

Capture Your Commitment

We are pausing the presentation for a brief time to allow you to

think and to process your learning.

As you make connections to the content, capture any notes or

ideas that you want to share with your team.

In groups of 10, reflect on the people in

your schools. How would you explain to

staff why equity give particular weight to

the perspectives and experiences of

BIPOCs? (Length 3 min).

Practicing Equity is Like Running a Marathon

• Mirror circle conversations

• Use the language of Restorative Justice

• Decenter privilege and create environments for social friendship

• Focus on formative equity as opposed to performative or

summative

• Allow room for chaos in implementation

• Fine-tune at every level with everyone

Practice 1:

• Mirror circle

conversations

• Use the language

of Restorative

Justice

Practice 1:

• Mirror circle

conversations

• Use the language

of Restorative

Justice

Practice 2:

• Decenter privilege

and create

environments for

social friendship

Practice 2:

• Focus on formative equity as opposed to performative or

summative

Fear

Denial

Superiority

Minimization

Relativism

Empathy

Integration

Practice 3:

• Allow room for chaos

in implementation

• Fine-tune at every level

with everyone

People

Place

Practice

Capture Your Commitment

As we approach the end of our session, we want to give you a

final opportunity to process your learning.

As you make connections to the content, capture any notes or

ideas that you want to share with your team.

In groups of 10, reflect on different

places/spaces where you encounter

BIPOCs. What is the significance of

place/space in building a sense of

belonging? (Length 5 min).

FINAL

THOUGHTS

Equity with high fidelity and integrity:My own journey as a Black woman and

an educational leader

Make an IMPACT; Share Your Feedback!

Please complete this session’s survey to help shape future learning opportunities.

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Sources Cited

• Borkan JM, Neher JO. A developmental model of ethnosensitivity in family practice training. Fam Med. 1991 Mar-Apr;23(3):212-7. PMID:

2016014.

• Boyes-Watson, C., & Pranis, K. (2020). Circle forward: Building a restorative school community. St. Paul, MN: Living Justice Press.

• Brown, J. & Isaacs, D. (2005). The world café: Shaping our futures through conversations that matter. San Francisco, CA: Berrett-

Koehler Publishers, Inc.

• Building Allies. (2019). The active ally model. https://www.buildingallies.org/

• Costello, B., Wachtel, B., & Wachtel, T. (2019). The restorative practices handbook for teachers, disciplinarians and administrators (2nd

ed). International Institute for Restorative Practices.

• Jewell, T. (2020). This book is anti-racist: 20 lessons on how to wake up, take action, and do the work. Minneapolis, MN: Quarto

Publishing plc.

• Jones, K., Okun, T. (2001). Dismantling racism: A resource book for social change groups.

https://www.resourcesharingproject.org/dismantling-racism-resource-book-social-change-groups

• Kubler-Ross, E. (2014). On death and dying: What the dying have to teach doctors, nurses, clergy, & their own families. New York, NY:

Scribner.

• Maltbia, T. E., & Power, A. T. (2009). A leader’s guide to leveraging diversity: Strategic learning capabilities for breakthrough performance. New York, NY: Routledge.

• Philips, L. T., & Lowery, B. (2018). Herd invisibility: The psychology of racial privilege. Association for Psychological Science,(27)3, 156-

162. Doi: 10.1177/0963721417753600.