2. 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. 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. 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”
6. 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. 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. 8
What is DEI Facilitation & Coaching 201?
Awareness.
Vision.
Strategy.
“…so they are good enough to lead the 30, but not the 300”
11. 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. 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. 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?
16. 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?
18. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
Cognitive Dissonance (9:50-10:00)
33. 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.
34. 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. 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. 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. 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. 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. 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. 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. 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)
