“Let me live, love, and say it well in good sentences.”
–Sylvia Plath
Strategic Design & Delivery of Services
Organization Storientation
“The human brain is hardwired
to understand the world through stories.”
-Shane Safir
In The Listening Leader: Creating the Conditions for Equitable School Transformation, Shane Safir discusses five core tenets of listening leadership. The first is that “Organizations have core memories.” Stories bring us together in community, help us see each other’s humanity, and celebrate oral language. Today I want to summarize some of what I took away from the book, with respect to collective stories.
A First Try: Unit Planning With Cultivating Genius
I’ve been studying the work of Dr. Gholdy Muhammad for several years by watching webinars, reading and re-reading her Cultivating Genius: An Equity Framework for Culturally Responsive and Historically Responsive Literacy, and this year by working alongside her in a year long in-depth study of her work and how to use the Historically Responsive Literacy framework. In the past I’ve integrated the framework into lessons and last week I started my first unit plan using the tool. I’m excited to share some of my thoughts in this post.
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Pedagogy of Voice
Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation is a text I highly recommend! I cannot put the book down and know that it is going to drive much of my coaching and continuous improvement work around equity next year. In this post I want to highlight a section of the book on Pedagogy of Voice. This section connects to my past four posts on feedback.
Thanks for the Feedback
The past two posts have focused on feedback based on the book Tell Me So I Can Hear You, by Drago-Severson and Blum-DeStefano. Today’s post will continue the theme of feedback, using the book Thanks for the Feedback, by Stone and Heen. Learning to give and receive feedback are skills that can be, and should be cultivated as we grow as educators. It is important to recognize that both the giver and receiver of feedback are learners in the process. In order to embrace the learning, we need to recognize our feedback triggers.
The Power of a Process Observer
I have to admit I was initially afraid to use Process Observers to give feedback on meetings. I read about the Process Observer (PO) role in Elena Aguilar’s The Art of Coaching Teams and was intrigued. However I had never participated in a meeting where a person was designated or trained as a PO. Fortunately a colleague modeled the process for me in a meeting we co-facilitated. I immediately saw the benefit for team growth. In today’s post I will summarize some of what I’ve learned and tried with the PO role.
We Got This: Tools for Teams and Teachers
This year, a team of teachers at my site read the book We Got This. Equity Access, and the Quest to Be Who Our Students Need Us to Be, by Cornelius Minor. I highly recommend the text, in order to become a more reflective teacher, to center student voices, and to ensure that classroom practices and curriculum work for students. It is a rich source of planning and reflection tools. In this post, I want to share a few of the tools that we have used and found to be extremely useful.
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Cultivating Genius: Joy
Cultivating Genius: Identity
Dr. Gholdy Muhammad’s Cultivating Genius: An Equity Framework for Culturally Responsive and Historically Responsive Literacy presents background and a tool based on the rich practices of Black Literary Societies of the 1800s. The framework includes 5 Learning Pursuits: Identity, Skills, Intellect, Criticality, and Joy. These pursuits are empowering and connected to the lives of students. They are used to design interdisciplinary unit plans through the use of multi-modal layered texts. Because most traditional unit planning is focused on Skills and Intellect, I am shifting to focus more on Identity, Criticality, and Joy in my planning and coaching. In this post, I will focus on the Learning Pursuit of Identity.
A Focus on Belonging
Dr. Darnisa Amante-Jackson writes and speaks about a road map to guide work towards educational equity. Road maps guide us to our destination, and are important in times of uncertainty and learning/unlearning. If we know where we are going, we can prioritize and intentionally design the steps. In this post, I want to examine Amante-Jackson’s road map in order to deepen my understanding. I know that the work ahead will take time, many years, and that it begins with building a sense of belonging.