1

Diversity/Equity/Inclusiveness Facilitation & Coaching 201

Cheryl Camacho & Anna Savitsky Values-Based Leadership Collaborative

Teacher Preparation & Support Team

2

1 Building Community

Awareness: Self, Team, Students

Vision

3 Measuring Impact

Effective Strategy Development

Practice

2 Awareness: Self, Team, Students

DEI Theory of Development

Effective Strategy Development

Practice

Workshop Agenda

3

Welcome: Day One (Hopes & Fears)

1. What do the examples that have been shared make you think about the

current state of DEI across our organization?

2. What overarching concerns are raised for you? Why?

3. What seeds of hope/inspiration have been planted for you? Why?

*Emotion* *Intellect* *Action* *Belief*

4

External Processor Internal Processor

Fast Pace Relaxed Pace Constructing Own Knowledge Sage on a Stage Global Processor Analytical Processor Reflection Action Processing in Groups Processing by Self

Group Preferences

“The opposite of

preference is balance”

Maecenas faucibus

mollis interdum. Cras

mattis consectetur

purus sit amet

fermaentum.

Maecenas faucibus

mollis interdum. Duis

mollis, est non

commodo luctus, nisi

erat porttitor ligula,

eget lacinia odio sem

nec elit. Curabitur

blandit tempus

porttitor

Maecenas faucibus

mollis interdum. Cras

mattis consectetur

purus sit amet

fermaentum.

Maecenas faucibus

mollis interdum. Duis

mollis, est non

commodo luctus, nisi

erat porttitor ligula,

eget lacinia odio sem

nec elit. Curabitur

blandit tempus

porttitor

5

Our Orientations/Entry Points

6

1. Stay Engaged

2. Speak Your Truth

3. Experience Discomfort

4. Expect/Accept Non-Closure

5. Focus on the Personal, Local, Immediate

6. Isolate Race

Group Working Agreements:

“Whatever happens or doesn’t

happen in the group space is the

responsibility of the participants in

the group”

-Clayton Robbins

7

• Emotion-Intellect-Belief-Action

• Safety & Bravery

• Support & Challenge

• Group Development & Personal Development

• New Stories & Old Stories

• Theory & Practice

• Alignment/Standardization & Innovation

• Complexity & Simplicity

• Work stream & Big Picture

• Diving in & Stepping back

• Focusing on self & focusing on students

Core Tensions

8

What is DEI Facilitation & Coaching 201?

Awareness.

Vision.

Strategy.

“…so they are good enough to lead the 30, but not the 300”

9

10

11

(Self) Read & Reflect pgs. 1-6/Summary of parts I & II Leadership on the Line by Linsky & Heifetz

Key Questions:

• How do aspects of your identity (racial and other) interact with the reality/dangers of leading adaptive change?

• What challenges are particularly salient as you reflect?

• What are the implications for your work?

(Team) Read & Reflect: pgs. 195-207 The Five Dysfunctions of a Team by Patrick Lencioni (Trust/Conflict)

Key Questions:

• How do aspects of identity (racial and other) interact with the ability to build/deepen team along lines of trust and conflict?

• What challenges are particularly salient as you reflect?

• What are the implications for your work?

(Students) Read & Reflect: “The Education of Children Whose Nightmares Come Both Day and Night” by Jacqueline Jordan Irvine

Key Questions:

• How do aspects of identity (racial and other) show up in this article?

• What connections can you make to classrooms in your region?

• What are the implications for your work?

Awareness: Key Questions (Self)

12

“The major challenge is to meet the need to generate new leaders. The paucity of courageous leaders….requires that we look beyond the same elites and voices that recycle the older frameworks. We need leaders—neither saints nor sparkling television personalities—who can situate themselves within a larger historical narrative of this country and our world, who can grasps the complex dynamics of our peoplehood and imagine a future grounded in the best of our past, yet who are attuned to the frightening obstacles that now perplex us. Our ideals of freedom, democracy, and equality must be invoked to invigorate all of us, especially the landless, propertyless, and luckless. Only a visionary leadership that can motivate “the better angels of our nature”, as Lincoln said, and activate possibilities for a freer, more efficient, and stable America—only that leadership deserves cultivation and support”

- Cornel West (2001, p.7)

Day One Closing Reflection

13

Welcome: Day Two (8:15-8:20)

“To the extent possible…you must live in the world today as you wish everyone to live in the world to come. That can be your contribution. Otherwise, the world you want will never be formed. Why? Because you are waiting for others to do what you are not doing; and they are waiting for you, and so on.” – Alice Walker

• Using tokenism as a strategy

• Is two years enough?

• Is this work on the backs of black

and brown children?

• How do we measure adaptive

change?

• How do we balance the short and

long term of the work?

• How do we not lose hope?

• Is TFA perpetuating the cycles of

inequity?

• How can we dismantle something

so entrenched?

• What does “One Day” really

mean?

• Is this the right way to do this? Is

it the right stuff with the right

people?

• Is this where I am supposed to

be?

• Is there enough of us given the

magnitude? Do we have the

ability to influence? What am I

doing with my power?

• Am I developing fast enough?

14

15

Adaptive Change (8:20-8:30)

16

Leading Complex Change (8:30-8:55)

• Vision (Confusion)

• Skills (Anxiety)

• Incentives (Resistance)

• Resources (Frustration)

• Action Plan (False Starts)

1. As you look at your regional vision and think about your regional

strategy, what is present and missing?

2. As you look at your regional vision, what kind of change is being

communicated through it?

3. What is this making you think, feel, believe, or want to do?

17

Start With “Why” (8:55-9:10)

18

1.How clear is your “why”? Pushing past jargon/buzzwords such as “critical consciousness” “educational inequity”, “excellent education”, “transformational change”, etc.?

2.Who is your vision compelling?

3.When you think of the law of diffusion and early innovation, where is your region?

Reflection (9:10-9:25)

19

Why

Deeply inspiring and relevant to stakeholders (staff/CM/community/students)

How

Strategically deepening and growing the work (staff/CM/community/students)

What

Clarity on what DEI is in your region (staff/CM/community/student level)

Who

Embedded in each question

The Four Questions: Vision (9:25-10:00)

1. As you look at your regional vision, what is present and missing?

2. As you look at your regional vision, what kind of change is being

communicated through it?

3. What is this making you think, feel, believe, or want to do?

20

Facilitation/Coaching Practice:

Practice sharing with your head of program or ED some of the reflections that you have had around awareness (the three buckets (self, team, students) and how it connects with DEI in your region

• Share your ideas for change

• Share your rationale

• Share what challenges you anticipate

• Share your ideas on how to mitigate

• Embed and ground this conversation in your awareness of how students are doing in your region

OR

Practice sharing with a staff member who you manage some of the reflections that you have had around awareness (one of the buckets) and how it connects with DEI in your region

• Share your ideas for change

• Share your rationale

• Share what challenges you anticipate

• Share concrete strategies to help them mitigate

• Embed and ground this conversation in your awareness of how students are doing in your region

Facilitation Practice (Prep 10:43-10:53; Practice 10:53-11:15)

21

• Process/Content

• What adjustments do you feel are needed? Why?

• What are the implications of not making those adjustments?

Make your preliminary adjustments

Vision Work (11:15-12:00)

22

You are sharing your vision for DEI work with a new group of corps members. One of the corps members pushes back on your vision, stating that they signed up to help kids learn, period. “I don’t understand why all of this extra fluff is a part of our region’s vision. We don’t even have kids scoring well on standardized tests. I didn’t sign up for all of this extra stuff; I just want to teach.” You see other corps members nodding their heads in agreement.

What does this bring up for you internally? How do you respond?

OR

You are post-201 training and excited to share your vision for DEI work with your manager. Your manager responds to what you share with the following questions:

• “how is this going to fit into our existing structure for programming?”

• “MTLDs are already overwhelmed/feelings stretched. How can we justify adding more onto their plates.”

• “I’m worried about how this might impact CALI scores. National is evaluating my work on that measure….”

• “what does this have to do with DEI facilitation/coaching?”

What does this bring up for you internally? How do you respond?

Facilitation Practice (Prep 12:45-1:10; Practice 1:10-1:55)

23

“Strategy 101 is about choices: You can’t be all things to all people.”

– Michael Porter

What is Strategy?”

“The set of actions an organization or person chooses to pursue in order to achieve its objectives. These deliberate actions are puzzle pieces that fit together to create a clear picture of how the people, activities, and resources of an organization can work effectively to accomplish a collective purpose.”

-High-leverage

-Carefully chosen

-Well-aligned/coherent/mutually reinforcing

-Add up to a whole that is greater than the sum of its individual parts

Moving to Strategy (1:55-2:00)

24

(pg. 23, Strategy In Action)

Innovation: draws on research and best practices and pursues new, promising ways of accelerating improvement; builds organizational conviction

Emphasis on Internal Audience: developed to drive how the system focuses the work of its staff and deploys its resources

Deep and intentional: focuses on doing a few things well; aims for a mix of incremental improvement and growth realized in leaps and bounds

Interdependent: integrates a few key initiatives that require cross-functional team collaboration; when executed together, they yield powerful results

Demands change: requires organization to function differently to execute; the focus is on being intentional and working together to do something big that no single person or department can do alone

Ways of thinking and being: develops the capacity of staff to think systemically, plan intentionally, track and evaluate work in light of data, reflect on experience to learn, and continuously look for ways to innovate and improve

Dynamic: developed on the basis of the best information available at that time; continually reconsidered and adapted in light of new learning and research, implementation experience, and qualitative and quantitative results

Effective Strategy Development (Discuss 2:00-2:15)

25

• Can this work expand and grow if it is owned by one or two people?

• What is the risk if WE become the WORK in our regions?

• Can this work be truly valued by CMs and regional teams if the community’s voice is absent?

Key Champions

Who are the key people in your region (besides yourself) who are champions of DEI work in your region?

How do the formal and informal leaders in the region view the work? What value is ascribed to DEI? What is their level of commitment to see the work focus and grow?

Strategy: Enlist Key Champions in DEI Facilitator/Coach training/visioning

Community Engagement

How have you accessed the community to inform your DEI work?

What community partners can you access to be a thought partner as you grow/broaden/elevate the work?

If you were to present your region’s DEI work to a group of community members (activists, parents, district leaders), how would your work be viewed/perceived/received? Positively? Negatively? Why?

Strategy: Enlist Community Partners/Embed Community Voice into your vision/facilitator training

Strategy: Develop Key Champions/Engage Community Voice (2:35-2:55)

26

You are enlisting community support/voice for your vision for DEI work with a new group of corps members. One community member shares; I’m not sure why you are talking about DEI with new teachers; shouldn’t they focus on becoming better teachers?

What does this bring up for you internally? How do you respond?

Explicitly connect your DEI vision to supporting corps members in becoming “better teachers”

OR

You have set up a meeting with regional team “key champions”; one of them asks why engaging in DEI facilitator/coach training is something that they should be a part of.

Share why you are enlisting their support and your vision for DEI work in the region

Make explicit connections between strong DEI facilitation/coaching and classroom-level impact

Facilitation Practice (Prep 2:55-3:20; Practice 3:20-4:05)

27

Needs to address/make some decisions around some core tensions:

Vision alignment vs. available PD structure alignment

One size fits all vs. differentiated entry points

One and done PD vs. job-embedded PD

PD input vs. CM/staff output

All staff are trained vs. those “ready” are trained

All CMs are exposed vs. those “ready”/self-selected are exposed

Others?

Theory of Development/Making priorities:

Think about DEI Facilitator/Coach development along 6 buckets: Self, Content, Culture/Relationship Building, Facilitation Tools & Strategies, Coaching (using the 1415 framework)

Suggested Scope & Sequence:

1. Self & Content

2. Culture/Relationship Building & Coaching Tools & Strategies

3. Facilitation Tools & Strategies

-Through your prioritization of these buckets, your professional development should align (and

Clarifying Your Regional Theory of Development (4:15-5:00)

28

“To the extent possible…you must live in the world today as you wish everyone to live in the world to come. That can be your contribution. Otherwise, the world you want will never be formed. Why? Because you are waiting for others to do what you are not doing; and they are waiting for you, and so on.” – Alice Walker

Homework

Find a quote for the person in your group whose name you have that either

a) Honors the work they are doing/vision they have for the work

b) Is inspiring

Closing Day Two (5:00-5:15)

29

1. Stay Engaged

2. Speak Your Truth

3. Experience Discomfort

4. Expect/Accept Non-Closure

5. Focus on the Personal, Local, Immediate

6. Isolate Race

How Are We Doing? (9:30-9:40)

“Whatever happens or doesn’t

happen in the group space is the

responsibility of the participants in

the group”

-Clayton Robbins

30

• Emotion-Intellect-Belief-Action

• Safety & Bravery

• Support & Challenge

• Group Development & Personal Development

• New Stories & Old Stories

• Theory & Practice

• Alignment/Standardization & Innovation

• Complexity & Simplicity

• Work stream & Big Picture

• Diving in & Stepping back

• Focusing on self & focusing on students

How Are We Doing? (9:40-9:45)

31

“… coherence-making is a human process of interaction. Greater clarity and action come from the pursuit of important goals through concrete actions and skill development. Purposeful interaction generates a shared mindset”. – DuFour/Fullan

Welcome: Day Three (9:45-9:50)

32

Cognitive dissonance theory holds that our reactions to these sorts of psychological stimuli tend to fall somewhere along a continuum on which each point represents a strategy for returning our consciousnesses into cognitive balance (Huegler, 2006; Van Overalle & Jordens, 2002). At one end of the continuum is acceptance of the new idea or framework: a student readily accepts that the U.S. was not, in fact, founded on Christian principles. She shifts her understanding to fit a new reality. At the other end of the continuum is the employment of intellectual armor: a student refuses even to consider the possibility that the U.S. was not founded on Christian principles. She deflects new information to protect the safety of existing assumptions. As a social justice educator, I hope to facilitate an environment in which students find themselves somewhere in the middle, in which they’re willing to grapple with new ideas without accepting them blindly. I want to help my students shed the armor. This is where the defense mechanisms, and corresponding behavior and body language, come into play. One student, upon hearing that most of the “founding fathers” were not Christian, slumps in his seat and crosses his arms, literally creating distance and a barrier between us. While some educators see resistance in this reaction, I see, at least initially, cognitive dissonance. Another student appears suddenly confounded, arching her eyebrows and peering upwards—a response that might lead some educators to assume she “doesn’t get it.” I, again, see cognitive dissonance. In both instances, individuals are responding to new information that conflicts with their current beliefs.

My job, as an educator, is to create an atmosphere in which more learners respond in the latter way, letting new and sometimes discomforting information into their consciousness, however painful or confusing it might be to do so. My job, as well, is to facilitate experiences in which learners strengthen their wills against the temptation to enact intellectual or emotional armor, the temptation to disallow new information into their consciousnesses for fear of the intellectual and emotional ramifications of doing so. These realizations—that a considerable portion of my educational work is the facilitation of and the facilitation through cognitive dissonance—has been the most important revelation of my life as a social justice educator-activist. It has changed virtually everything about how I teach about poverty, racism, sexism, imperialism, nationalism, heterosexism, and other oppressions, not because I want to protect the feelings of those who are experiencing cognitive dissonance related to one or more of these issues, but because everybody experiences cognitive dissonance related to one or more of these issues. And my second most important revelation has been this: the best way—perhaps the only way— to engage cognitive dissonance as a pedagogical tool in social justice learning is to teach explicitly about cognitive dissonance. Of the hundreds of pedagogical strategies, curricular tools, and facilitative approaches I’ve pursued over the years as a social justice educator, none has affected my teaching and learning spaces more vitally than this one.

Cognitive Dissonance (9:50-10:00)

33

individuals are responding to new information that conflicts with their current beliefs.

My job, as an educator, is to create an atmosphere in which more learners respond in the latter way, letting new and sometimes discomforting information into their consciousness, however painful or confusing it might be to do so. My job, as well, is to facilitate experiences in which learners strengthen their wills against the temptation to enact intellectual or emotional armor, the temptation to disallow new information into their consciousnesses for fear of the intellectual and emotional ramifications of doing so. These realizations—that a considerable portion of my educational work is the facilitation of and the facilitation through cognitive dissonance—has been the most important revelation of my life as a social justice educator-activist. It has changed virtually everything about how I teach about poverty, racism, sexism, imperialism, nationalism, heterosexism, and other oppressions, not because I want to protect the feelings of those who are experiencing cognitive dissonance related to one or more of these issues, but because everybody experiences cognitive dissonance related to one or more of these issues. And my second most important revelation has been this: the best way—perhaps the only way— to engage cognitive dissonance as a pedagogical tool in social justice learning is to teach explicitly about cognitive dissonance. Of the hundreds of pedagogical strategies, curricular tools, and facilitative approaches I’ve pursued over the years as a social justice educator, none has affected my teaching and learning spaces more vitally than this one.

34

1.Have you experienced cognitive dissonance during this training? Why or why not?

2.How have you responded?

3.What key things are you grappling with?

4.What is this making you think, feel, believe, or want to do?

Group Reflection Questions: (10:00-10:20)

35

•What are your reactions/responses to this article?

•What is this making you think, feel, believe, or want to do?

Racial/Ethnic Identity Development & Adult Learning (10:20-10:40)

36

Needs to address/make some decisions around some core tensions:

Vision alignment vs. available PD structure alignment

One size fits all vs. differentiated entry points

One and done PD vs. job-embedded PD

PD input vs. CM/staff output

All staff are trained vs. those “ready” are trained

All CMs are exposed vs. those “ready”/self-selected are exposed

Others?

Theory of Development/Making priorities:

Think about DEI Facilitator/Coach development along 6 buckets: Self, Content, Culture/Relationship Building, Facilitation Tools & Strategies, Coaching (using the 1415 framework)

Suggested Scope & Sequence:

1. Self & Content

2. Culture/Relationship Building & Coaching Tools & Strategies

3. Facilitation Tools & Strategies

-Through your prioritization of these buckets, your professional development should align (and

Clarifying Your Regional Theory of Development (10:20-10:30)

37

• "Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.

• Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.

• Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.

• Adult learners need direct, concrete experiences in which they apply the learning in real work.

• Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.

• Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.

• Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.

• Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.

• Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained." (pp. 36-37)

Adult Learning Theory (Speck, 1996) (10:30-10:40)

38

• Ongoing

• Embedded within context-specific needs of a particular setting

• Aligned with reform initiatives

• Grounded in collaborative, inquiry-based approach

• Data-informed

• Standards-driven

• Focused on instruction, equity, results

• Monthly sessions & embedded in coaching conversations

• DEI as a means to develop CRP

• DEI CRP Academic Achievement

• Dialogical & Inquiry-Based Learning

• Student data serving as a kickoff for inquiry

• Selecting “standards” from the facilitator framework to develop/focus

• Every session connecting instruction-equity-results (examining how instruction that is culturally responsive improves student results & equity)

Adult Learning Best Practices- Professional Learning Communities (DuFour) (10:40-10:50)

39

• What do we know?

• What don’t we know that is necessary to find solutions to the problem?

• What do we need to find out, learn or discover?

• What solutions would impact the problem in a manner desired?

Relevant: to the experience or intended experience of the adult learner. Whereas children and adolescents will attempt to learn content isolated from its application, adults learn best when they see the relevance of the taught concept to their experience (PD uniquely created to respond to local context; students/communities/teaching/learning)

Engaged: the adult learner retains knowledge and concepts more readily if they are engaged in the process of discovery and exploration rather than being the recipient of information (PD developed with an inquiry focus)

Active: the learning process should be active, and replicate as closely as possible the environment within which the skill or knowledge will be applied. Rather than memorizing code sections, adults would retain and apply knowledge more effectively if they worked to discover the content, and then were able to practice its application in a simulation or scenario. (PD developed with concrete scenarios relevant/likely for corps members that connect DEI & the classroom)

Learner-centered: The focus on the learner acquiring knowledge, skill, and awareness, is a critical step in effective training. (PD that is designed around/responsive to what the learners need)

Adult Learning Best Practices- Problem-Solving/Problem-Based Learning (Knowles) (10:50-11:00)

40

• analyzing student data (risk ratios, data between classrooms, student longitudinal data)

• case studies (real studies of students, focusing on impact or non-impact of teachers and teacher orientations/mindsets)

• peer observation or visitations (video examples of cultural conflict in the classroom; connecting teacher orientation to student outcomes; naming the role that race and identity play in orientations)

• simulations (digging into self; what do these challenging scenarios bring up for you? How does racial identity play into it?)

• co-teaching with peers or specialists (co-teaching with strong culturally responsive teachers or staff with strong CRP; debriefing orientations and actions and how they are connected)

• action research (corps member-driven; focused around DEI and CRP)

• peer and expert coaching (getting explicit about thoughts connected with different orientations and how they influence constructive or destructive action)

• observing and analyzing demonstrations of practice

• problem-based learning

• inquiry into practice

• student observation (across classrooms; video; different student responses to different teacher actions; why?)

• study groups (digging into local context; history, connecting to current reality, implications for the future)

• data analysis (regular disaggregation of classroom data; selection of data that matters)

• constructing and scoring assessments (rigor; how identity plays a role in it)

• examining student or educator work

• lesson study

• video clubs

• professional reading, or book studies

Adult Learning Best Practices- Job-Embedded Learning (LearningForward) (11:00-11:15)

Job-embedded learning designs engage individuals, pairs, or teams of educators in professional

learning during the workday. Learning designs that occur during the workday and engage peers

in learning facilitate ongoing communication about learning, develop a collaborative culture with

peer accountability, foster professionalism, and support transfer of the learning to practice.

Designs for job-embedded learning include:

41

Reflect:

• “How Is Your DEI regional work being measured?”

• “How something is measured impacts how it’s enacted/lived out”

• “What gets measured gets done”- Schmoker

Discuss:

• What metrics are connected to DEI in your region?

• What additional quantitative/qualitative metrics could you use to inform your workk?

Measuring Impact: Key Questions (11:15-12:00)

42

• Guided Reflection

• Enabling mutual learning (peer to peer)

• Probing (questions)

• Scanning/panning (listening/paying attention)

• Modeling

• Mirroring

• Developing Dialogue

• Supporting: Empathizing, normalizing, encouraging, holding group able, affirming

• Intervening: Confronting, focusing (to/away), requesting (stop/start/try), containing (last resort)

Differentiated Work Time (12:45-3:00)