Byron's Babbles

Questions?

Posted in 3D Leadership, Communication, Education, Educational Leadership, Leadership, Questions by Dr. Byron L. Ernest on October 5, 2019

Yesterday at our North Carolina 3D Leadership gathering we went to Phillips Farm pumpkin patch in Carey, North Carolina to get pumpkins for an activity. The activity is not the focus of this post. The focus is on a booth set up at the farm for answering questions. The kiosk literally had a question mark sign on it with the word “questions” (see picture). Everyone in our group was immediately struck by the feeling of being put at ease knowing that we had a person and place specifically designed to answer any and all of our questions. What a simple sign and simple concept!

The young lady at the kiosk was able to answer all our questions and get us set up to get everyone the chance to pick out their very own pumpkins. She even gave us a Dum Dums sucker, telling us that no question was too dumb to ask. But the part that continued to amaze us was how comfortable that sign made us feel when entering the area. There was no anxiety trying to figure out where to go or what to do.

We then began to discuss how we should make kiosks in our schools during parent events or back to school events to make families comfortable asking questions. The question mark sign had empowered us to ask questions. It gave a very different feeling than if there would have been a sign that said “information” or just people standing around to answer questions. It was just comfortable – there is no other way to describe it.

This reminded me of the research that has been done in schools on surveys of climate and culture. Research tells us that if we were only able to ask one question on a survey the most important one would be, “How comfortable are you asking questions in your class?” If students are comfortable asking questions the schools is most likely on an upward trajectory. Therefore, we need to make our classrooms comfortable places for inquiry and empower our students to ask lots of questions.

In fact, as leaders, we need to make every environment we facilitate a safe place to ask questions. Think about the last meeting, professional development session, or gathering that you didn’t feel comfortable asking questions. Miserable, wasn’t it? Then, think about the times when no question was a dumb question and there was a free flow of inquiry. Makes us feel very empowered and comfortable, doesn’t it?

So, let’s start staffing “Questions?” kiosk both literally and figuratively, and creating empowerment through comfort in asking questions.

Less “Why” and More “How To”

IMG_6531Recently, I was sitting in on some teacher professional development sessions and I looked over at a teacher’s notes and saw that he had written, “I need less ‘why’, and more ‘how to”. This really struck me because I had just interrupted an earlier session to see how many really thought they would be able to jump right in and do the task being trained on – some thought they could, but many wanted to try it and then have someone ready to help them. Having spent most of my career in the classroom I knew it was thing to have been shown how to do something, and then actually doing it when there were 30+ young scholars staring you in the face.

After seeing this note, I began to think about whether we had become so enamored with always explaining the “why” that we were missing the mark on the “how”. Clearly in these trainings we were for at least one participant. This struck home with me because I believe in my own world I get a lot of “why”, and then there are very few who really understand the “how”. As you will find later in this post, we need both.

I told the teacher after the session that I had seen his note and was interested. He told me it was not being critical, but he needed more time on how to do some of the tasks than so much time on why. I told him this made total sense. Really, the why should be about the vision in a quick statement of the importance and not a dissertation, or what turns into a chance for the presenter to pontificate and gain self gratification. Many times, I have found, this is because the person presenting does not understand how to do the task very well themselves.

The more I thought about this, I realized we have become very “into” talking about the “why” of everything. I get it! I really do, but because of all the writing about the “why” I believe we are forgetting to develop the “how” to the same extent. Even though the title of Simon Sinek’s great book Start With Why focuses on the “why,” he still told us that there must be those doing the “how.” For example, without Roy Disney, Walt Disney’s vision would never have been carried out. Thinking about all this brought to mind one of my favorite parts of L. David Marquet’s great book Turn The Ship Around! A True Story of Turning Followers Into Leaders. Marquet explained to us in the book that when practicing intent-based leadership, where everyone is a leader, we must provide the needed technical training or it will be chaos. Genius, right! I might know “why” I need to put a fire out on a submarine, but if I don’t know “how” it becomes a bigger problem. So I might add to Simon Sinek’s Start With Why, “Finish With How”.

Think about it from a school perspective; if I spend an hour telling you how important taking accurate attendance is each period for high school students and why each period will be analyzed and rolled into the daily attendance, but then don’t spend the majority of the time making sure you understand the management program (technology) and how to use it, I have failed you. Also, we would need to make sure you understand the best practices of taking proper attendance at the beginning of the period and then updating for individual circumstances that happen during the period. I believe you get the idea, but it has become to easy and “cool” to just spend time on the “why” because that is the latest buzz phrase – “gotta tell them the why.” I’m cool with that, but make sure I understand “how to” too!

How about you? Do you need less “why”, and more “how to”?

Teacher Leader Shape-Shifter

This morning I did a session for our Teacher Academy where I had the teachers pick a toy from a bag of lots of different cool toys. I gave them two minutes to play with the toy and then they had to report out how the toy related to their classroom, serving students, and them personally. This is a great reflective activity that really makes participants think. Then, of course, these reflections really get me thinking and I end up writing blog posts like this one.

One of the teachers chose a Slinky® and while reporting out she described herself as a shape-shifter. She stated that she needed to adjust and adapt according to student needs. This was genius. I have always tried to inspire team members to be continually comfortable shape-shifters. I am such a big fan of fluid change; whether that is organizationally, personally, or in the classroom. We need to be comfortable with the one thing that is constant – change.

Here’s the deal: as leaders, teacher leaders, and organizations, we must be comfortable with an ever-changing skin; no matter what we call it. Whether we call it change, changeover, conversion, metamorphosis, mutation, shift, transfiguration, transformation, translation, transmutation, transubstantiation we must have the resilience that shape-shifting brings to be successful. I would suggest that leaders and teachers must become adept at negotiating multiple, sometimes divergent, identities. We must be adaptive because everything we do during the day as teachers is situational – it shifts from context to context.

In other words we all need to use our portfolio of attributes, skills, and experiences to arrange, re-arrange, and adapt to meet the needs of our current situation. The concept of shape-shifting implies a sense of individuality and free agency in making choices, removed from constraints. By creating her own meanings for curriculum and leading of learning, the teacher who inspired this post, will be able to apply it within the context she is teaching. We then need to be able to demonstrate the resourcefulness and ability to change as contexts change.

Shape-shifters can be seen as innovators, rebels, or even a compromiser, but I see this as an important adaptive leadership trait. I do believe that shape-shifting also allows us to push away from the status-quo way of doing things and adapt to changing needs.

Leading With A Touch Of Quirkiness

IMG_6293I finished the awesome book Joyful: The Surprising Power Of Ordinary Things To Create Extraordinary Happiness by Ingrid Fetell Lee yesterday evening. It is such a great book that really opened my eyes as to the ways I am already creating joy and need to continue, and the external environments I need to be creating to give rise to inner joy for both myself and others. Two parts of the book had a big impact on me: the idea of playful design bringing joy and not being bound by convention brings joy. Those that know me very well at all know that these are two things that I put into practice almost every day.

IMG_6480Ingrid Fetell Lee taught us to not feel bound by convention; break the mold and bring joy to the world. I believe it is about being a divergent thinker; the ability to generate novel ideas and conjure up multiple solutions to a problem. This is about being creative and thinking outside the box. This celebrates creativity. I have watched this way of operating bring joy to groups doing the divergent thinking and have felt the joy myself when conjuring up new and exciting ways of doing things. I believe we are very guilty in education right now of promoting the idea of one correct answer. This is really promoting when using high stakes summative tests. I get that at some point there has to be convergence of ideas but I believe we take the joy out of learning by not allowing for enough divergence – both in our educational systems and in the workplace. We tend to reward the students who work hard, like learning, are rule followers, but are not going to break any molds or create anything wowful.

Interestingly, childhood creativity has been shown to have a higher correlation to adulthood success than IQ. So, maybe we should create systems in our organizations and schools that value creative, interesting, and innovative answers, rather than the “right” ones. I also believe this mold-breaking thinking allows us to better question ourselves. This gives us the opportunity to be more comfortable with the idea that what we thought we knew could be wrong. This kind of thinking can position us well in our learning, work, and personal lives.

IMG_6481We were also taught in Joyful that being a little quirky and even bring joy. I proved this yesterday when I emceed our Impact Georgia back to school event. I wore my white linen suite that is a little out of character for me. I must say I was looking pretty fly. The look was just enough different from my usual that I believe it brought joy to others which made me feel joyful as well. I also added to the quirkiness by asking a teacher to come up on stage, and I quote myself here, “Take a selfie of us. Make it look like I am holding the camera.” This was of the things I really learned from the book is that joyfulness can be found in some of the most obscure and little things.

IMG_6484I even think about a couple of weeks ago when we were in Alberta, Canada and went to see the worlds largest dinosaur in Drumheller, Alberta, Canada. It was super quirky, but the quirkiness made it so much fun and it brought so much joy that it keeps bringing joyfulness when we look at the two pictures included in this post.

Go ahead and embrace your quirkiness and celebrate creativity!

 

Experiencing, Not Attending For Learning

As I travel home this evening from what was an incredible journey to Calgary, Alberta, Canada, I am reflecting on all that my family and I saw and experienced, all that I learned at the 2019 International Research Conference, and can’t help but reflect on yesterday’s 50th anniversary of the first moon landing. A week ago yesterday we began this excursion and a week ago today attended the Calgary Stampede. What we found is that one does not attend the Stampede, one experiences the Stampede. Through this experience I learned about invented traditions. These Invented traditions are activities that are actually recent but are accepted by the public as having a particularly long and resonant history and as representing something essential about a nation’s character, values, and identity–arose from a widespread effort to justify the nation state, royal dynasties, and national boundaries by linking them, often tenuously and sometimes even falsely, with the past. These invented traditions spring from the need to reconcile constant change in the modern world with the desire for stability and traditional understandings about society.

We found that the Calgary Stampede has evolved over the decades in response to economic and political dynamics and the perceived need to maintain a vibrant balance between nostalgia for the past and celebration of the economic and ideological promise of the future. Successful cities have managed to brand themselves through identification with their annual festivals. We found that the brand lived up to the hype. One of the things I learned from experiencing and studying the Calgary Stampede is Americans cherish individualism and individuality above community. Canadians have exactly the reverse set of political priorities. This is not to say one is right and one is wrong; it is just to say that I learned some cultural differences along the way. We made some great friends while at the Stampede.

I can’t help but also reflect on all the great scenery, nature, and natural beauty we had the opportunity to see and experience as well. The Canadian Rockies are awesome, and we had the opportunity to experience them from as far south as Waterton Lakes National Park and as far north as Lake Louise in Banff National Park. This all reminded us, as a family, of how important sustainable development is to making sure future generations will be able to enjoy and learn from these natural beauties like we did. We must work hard to meet the needs of our present generation without compromising future generations ability to meet their own needs.

This was also discussed during the 2019 International Research Conference. Dr. Gerald Farthing, Former Deputy Minister Of Education Manitoba Department Of Education reminded us to act locally, while knowing what’s going on globally. I was honored to speak at the conference on discovering, developing, and distributing great leadership. It was awesome to visit from individuals from around the world to discuss current education issues and the innovative solutions to opportunities. We must find ways to end our preoccupation with the industrial and factory models of just “doing school”. The gap between what we call education in schools and learning that happens from being a part of society is widening. We must redesign our learning environments if we want to engage our students in the learning process. Learning needs to be 24/7, and not confined to a physical space we call school.

Yesterday, as I reflected throughout the day on the 50th Anniversary of the landing of Apollo 11 on the moon, and those first steps, I was struck by all the ways we could relive the history. For example, Neil Armstrong’s Spacesuit was at the Smithsonian Castle yesterday and I was in Canada, but I took an in-depth 3D tour of the suit using Smithsonian’s new 3D Digitization site for doing interactive tours. You can also take an up close and in-depth 3D look at the 1903 Wright Flyer. It is such a great thing that the Smithsonian is doing. Every person can learn from and take part in Smithsonian exhibits without physically being on site. Think of the possibilities of this. I can remember saying, “Wow, everyone should experience the great learning that goes on at the Smithsonian’s many museums.” They can! Opportunities like this begin to take away the effects of zip code or socioeconomic status. Every child really can experience the Smithsonian. By leveraging the technology the Smithsonian is able to let their researchers tell their stories to the world and allow students to take a quest of discovery.

For me, I am going home with a renewed commitment that we must quit just having students attend and “doing school”. We must enable them to experience learning and go on a quest of discovery.

Teachers As Designers

IMG_6433Yesterday, I started my day by spending time at Fort Calgary. Fort Calgary is the exact location where the city of Calgary, Alberta, Canada started. The fort, originally name Fort Briseboise, was built as the post for the North-West Mounted Police in 1875. Then when the railroad came west, Calgary began to grow and the rest is history.

The location was chosen because of of the confluence of the Bow and Elbow Rivers. In fact Calgary got its name because of being a location of a great water source. Calgary is named after Calgary Bay on the Isle of Mull, Scotland. It was originally thought to mean “clear running water” but has since been defined as “bay farm,”

After this learning time, I was back over at the 2019 International Research Conference discussing teachers as designers and leaders at Mount Royal University. We were discussing the Double Diamond Design Approach pictured here:IMG_6393With this model we must first find the right problem or topic. Then we use convergence to bring the topics, partners, and education entities together to decide subject matter and activities and then divergence to get the day-to-day pedagogy developed. As we discussed the model, I got to thinking about Fort Calgary and what a great tool this historic site could be for education. The site certainly has needs for support and volunteerism. Therefore, the schools could:

  1. Determine needs of Fort Calgary
  2. Determine what needs could be supported by the education entity
  3. Use convergence to bring all parties in the partnership to determine the scope of the project and learning
  4. Finally, use divergence to break the learning and work down into the day-to-day bites

IMG_6432We don’t want people who just do school. We must figure out how we teach and facilitate learning with our students by radically collaborating in our communities. Additionally, we must make sure our very traditional school leaders recognize the great facilitation of learning this radical collaboration creates. We must shift from the compliance factory model of school to education as facilitation of learning. We do this by connecting and collaborating, which enables us to be adaptive, intertwined, interactive, and diverse. How about you? Are you leading learning, or just doing school?

 

Travel Is Education & BIG Learning

As you know from my previous posts, my family and I are in Calgary, Alberta, Canada right now and have seen and learned a lot. Here are my posts from the previous days:

As you can see, it has been an action packed few days of learning for my family and I. I am speaking and doing a workshop at an education research conference on leadership development here in Calgary and am so glad we came out a little early to do some exploring together.

Yesterday, before the conference we had the opportunity to go to Banff, Banff National Park Of Canada, and Lake Louise. These are two destinations that a person does not want to miss when traveling in Alberta. I am so glad that we have had the opportunity, as a family, to see so many different places and experience different cultures. My son made a comment yesterday about all the new ideas and things he has learned from talking to everyone and taking it all in. This is how we keep the creative juices flowing.

When we are young, like my son Heath, we are still finding ourselves and preparing for our education and career. The skills and experience we gain from traveling can give us life-long personal benefits as well as a leg up in the professional world. I believe traveling, even within one’s state, province, or country builds cultural awareness. Being aware of cultural values and norms is not only fascinating, but can help us understand international issues and conflicts, or even relate to the cultural norms of a foreign business partner. It is an important skill to be able to shift perspectives and see where someone else is coming from. In our globalized world it is so important to be culturally aware.

Yesterday, in Banff National Park Of Canada I learned that they are doing extensive studies on saving wildlife and reducing accidents on the Trans Canada Highway. They are fencing along the road and have built overpasses and underpasses for the wildlife to cross the interstate. Genius! Accidents and wildlife injuries have been reduced. Interestingly, they have found that black bears and cougars like to cross in the underpass and grizzly bears like to use the overpassed. You’ll find a picture of the overpass before this paragraph and a picture of the fencing here:

I get so many ideas when traveling. These inspirations can happen from seeing a sign, talking to a restaurant owner, meeting a local person, or just reflecting and meditating while enjoying the beauty of nature. I believe my creativity and innovative abilities are boosted by just taking in all I can experience. If you’re open and willing, travel will make you an incredibly more well-rounded human being.

Calgary Stampede: Invented Tradition & Cultural Phenomenon

IMG_6251One of the events I have wanted to attend for a long time is the Calgary Stampede. Yesterday that dream came true for my family and I. I had to come to Calgary, Alberta, Canada and speak at a research conference this week; so we decided we would make this our family vacation and get here in time to experience the Calgary Stampede. What an experience it was!

 

I also had the unexpected surprise of having a Smithbilt hat box at the hotel waiting on me when I got the hotel. I had been presented with the iconic Smithbilt Hats, Inc. White Hat representing friendship. This tradition was started in 1950 by Calgary Mayor Don MacKay. I wore it proudly all day at the Calgary Stampede, and will wear my White Hat of friendship proudly all week. Actually, I wear a cowboy hat every day back home on the farm.

To start off with we were able to walk out of our hotel, step across the street and get right on the Calgary Transit System’s, CTrain. Fifteen minutes, and Ten stops later we were exiting the CTrain and walking across the street to Stampede Park. This was just about as easy as it gets. I am a huge believer it public transit transportation and this experience to and from Stampede Park validated this. The CTrain cars were super clean and comfortable. We are looking forward to making use of this system throughout the week. Calgary had one of the earliest transit systems in North American and it is evident they have done it right.

IMG_6272Now, back to the Stampede! We were immediately greeted and made to feel welcome by the Calgary Stampede International Agriculture and Agri-Food Committee. We discussed the agriculture industries in our countries and we were given access to the hospitality area that we visited during the day and met many new friends from around the world. The Stampede is an ideal vehicle through which respect for a locally-grounded tradition can be integrated with the active promotion of the values it embodies. Specifically, these include western hospitality, commitment to community, pride of place, and integrity. This committee of the Calgary Stampede is getting it right for agriculture.

IMG_6270Then it was off to Elbow River River Camp to take part in the morning flag raising ritual. This was an incredible experience of learning cultures of the Siksika, Piikani, Kainai, Tsuut′ina, and Stoney Nakoda First Nations. It was great to connect with Indigenous culture and experience First Nations culture through stories, art, tipi life and culture, and other events. This was an incredible learning experience for my family and I. While some outsiders have claimed that native culture as being commercialized, the Calgary Stampede has actually proved to be an important factor in preserving it. IMG_6244IMG_6277It was then off to see the sites; go to the Junior Steer Classic, check out all the exhibits, walk the Midway, and check out all the food options for some lunch. It was all pretty overwhelming. The Stampede is truly an invented tradition – an activity that is accepted by the public as having a particularly long and resonant history and as representing something essential about a nation’s character, values, and identity. The Stampede symbolizes the ideals of rural collective purpose, sociability, and community. These invented traditions develop from the need to reconcile the constantly changing nature of our world with our desire for stability. The Stampede presents new values or shows us how old values apply to new situations.

 

One of my favorites was the Blacksmith Showcase. This was a great way to experience and learn what blacksmithing is all about. This was found in the Country Trail of the Agriculture Zone. We learned so much and even got to watch as a blacksmith made the hat pictured here for us.

 

Then came the signature event: The Calgary Stampede Rodeo. Little did I know we were going to be part of the richest rodeo and see the championship culmination of the week. One million dollars in prizes with $100,000 to the winners in each of the six events: calf roping, bare back bronc riding, steer wrestling, barrel racing, saddle bronc riding, and bull riding. Additionally, it was awesome to hear the Calgary Stampede Show Band perform at the rodeo. This is an incredible youth program that gives these young adults great experiences throughout the year to perform and gain leadership experience.

 

The day ended with the awesome GMC Rangeland Derby Chuckwagon Races, more looking around, visiting with our new international friends, and an awesome fireworks show. Needless to say, we did not want to leave. My family and I rated the Calgary Stampede as one of the best events we have ever been to. It might be the first multi-day event (10 days) event I have ever been to where you would not have known it was the last day, unless you were told. I have always said that a person going to the last day of an event should get the same great experience as the person who attended on the first day. I would argue that the Stampede has evolved into a cultural phenomenon. As my family and I found out, the stampede is not simply attended; it is experienced. It is clear when going through the city of Calgary that the Stampede is by and of the citizens of Calgary. It is also for the world. Starting with the parade, then the fireworks display, midway, stage shows, rodeo, agricultural exhibits that “edutain”, and Elbow River Camp, the Calgary Stampede is the best visual cornucopia I have ever experienced. Well done, my new friends!

Scaling Partnerships In Education & Telling Our Story

D-BSkhhXsAIXDRGI’m so sad to be sitting at the airport because I hate leaving Harvard University. I always learn so much from my friends at the Harvard Graduate School of Education. As always, my thinking as stretched, what I thought I knew challenged, and new creative and innovative ideas developed. As Dr. Mandy Savitz-Romer said last Sunday, “You may not leave here with complete closure, but with new questions.” That is learning at its best! My description for my learning this week is that I have been “coached up!”

Screen Shot 2019-06-26 at 7.48.22 PMToday’s learning was just as great as the rest of the week. I loved doing a case study on a partnership with the Nike Innovation Fund for improving Oregon student success. Dr. Monica Higgins did a great job of facilitating the case study and I learned a great deal about scaling the impact of public private partnerships. This learning was followed up by a great session by Dr. Irvin Scott on story telling and its importance to teaching and leadership.

As I have done all week in Thriving Students, Developing & Supporting Our Students: Future Identity Versus No Future Identity, and Changing The Narrative For Our Students, I compiled a top 20 list of the things I learned today. Here is my list:

  1. It’s not just if we do partnerships, it’s how we do partnerships.
  2. Partnerships should match the core values or mission of the partners.
  3. Partnerships are great ways for industry to understand education and for education to understand industry.
  4. It is very important to analyze both sides of all partnerships.
  5. Partnerships are a psychological contract.
    1. Everything’s not always explicit (context, risks, et cetera).
    2. In partnerships everything is not always spelled out.
  6. Move partnerships from individual to individual to organization to organization. This plays to sustainability.
  7. Open communication is key to partnerships, even when things go wrong.
  8. Agenda items versus surface level just for show.
  9. Eliminate hidden targets in partnerships
  10. Partnerships need an exit strategy so the innovation can be sustained without the partner.
  11. Partnerships should be mutually beneficial, with beneficial up for debate.
  12. In partnerships:
    1. Make implicit explicit
    2. Have clarity of roles and limitations
    3. Have flexibility built in
    4. Have mutual goals, timelines, and milestones
  13. Is the voice of the student heard in the partnership?
  14. You never want to scale until you know you have something that works.
  15. Need to decide to scale deep or scale out.
  16. Everyone has a story of how they got where they are. What is your trajectory?
  17. We need to be warm demanders for our students.
  18. We need to give an academic press to our students.
  19. You can’t lead if you don’t read.
  20. Why story/narrative in leadership?
    1. Stories are fundamentally human…
    2. Stories build connection…critical for leaders…
    3. Stories bring data alive…
    4. Stories capture what is possible…

Changing The Narrative For Our Students

Yesterday was another powerful day of learning at Harvard University. It started out with Liya Escalera walking us through changing the narrative, valuing the cultural wealth of our underrepresented students in order to achieve equity. Additionally, she taught some great asset-based approaches to leading for student success. The best part was how she had us start this session. She had us reflect on situations in an educational setting that made us feel unwelcome and then reflect on a situation that made us feel welcome. This was a great way to get us in a mode of thinking about changing the narrative for our students. Liya also worked us through asset based communication. Below is a slide that does a great job of showing what our discussion included: IMG_6148Then we spent time digging into family engagement and making families true partners with Stephany Cuevas of Harvard University. We know that students with engaged families:

  • Exhibit faster rates of literacy acquisition
  • Earn higher grades and test scores
  • Enroll in higher level programs
  • Are promoted more and earn more credits
  • Adapt better to school and attend more regularly
  • Have better social skills and behaviors
  • Graduate and go on to higher education

IMG_6149The learning did not stop here. We then spent time with Daren Graves diving into issues of race with intentionality. This was very powerful learning. We discussed how racism can happen without it being intentional. In education we must be diligent in monitoring the areas where we see disparate racial outcomes or impact:

  • Curriculum
  • Groupings
  • Assessment
  • Relationships with students and faculty
  • Relationships with the community
  • Recruitment/Retention

IMG_6157Just like in Thriving Students and Developing & Supporting Our Students: Future Identity Versus No Future Identity here is the top 30 list from our Tuesday learning:

  1. Reflect on a situation in an educational setting that made you feel unwelcome.
  2. Reflect on a situation that made you feel welcome.
  3. Asset-Based versus Deficit-Based Communication
  4. It is a bad habit to not look at all our communication through a critical lens.
  5. What is the problem? The problem is not our students.
  6. Is the problem that our students aren’t post-secondary ready, or that our education system is not student ready?
  7. Cultural competence will not cut it. We need to be highly skilled, not just competent.
  8. We need to make sure all schools are student ready.
  9. Google Translate™ is a good thing, but must be edited, or those reading will feel disrespected.
  10. We need information to go to parents as well as the students.
  11. We need to offer parents parents questions to ask their students.
  12. Our families are collaborators.
  13. We need to have parents presenting to parents.
  14. Have parents talk to each other.
  15. Students need to be thought of as part of a family, and then the family as part of all the practices of the school.
  16. Staff needs to view families as collaborators and partners.
  17. Staff Relationships With Parents + School Knowledge = Family Engagement As Confident Partner
  18. Staff needs to think of themselves as mentors to their parents.
  19. Family engagement is a way of thinking, not a practice.
  20. Family engagement is a value, not just a practice.
  21. There is no gene for race. Science saved the day!
  22. Race is an idea.
  23. Race is not culture.
  24. Race is something that happens, not something we are.
  25. It’s not about doing well in school, it’s about doing school well.
  26. Racism is usually pretty mundane.
  27. A system that confers privilege and produces disparate outcomes on the basis of race.
    1. historically-based systems
    2. actions/beliefs/policies/practices/conceptions
    3. confers visible and unacknowledged privilege
  28. Sometimes we set students up for failure by trying to not set them up for failure.
  29. Start with implicit biases, then move to structural biases.
  30. Racism can happen without anyone intentionally wanting it to happen.