mom of mona & maximo masa/mase spring conference...safir (noun) hebrew. scribe. one who writes...
TRANSCRIPT
MA
SA/M
ASE Spring C
onferenceListening
and
Lead
ing for E
quity
March
8, 20
19
Your Keynote H
ost
Sh
ane
Safir
Au
tho
r, Co
ach, F
acilitator
@S
han
eS
afir
Josse
y-Bass, 20
17
#liste
nin
gle
ade
rs
Story of Self
SA
FIR (noun)
He
bre
w. S
cribe
. On
e w
ho
write
s for th
eir trib
e.
Arab
ic. Am
bassad
or. B
roke
r and
brid
ge
-bu
ilde
r across cu
lture
s.
Mom
of Mona &
Maxim
o
Our C
onnections and D
ifferences
1.F
ind
on
e th
ing
you
have
in co
mm
on
.
2.T
alk abo
ut so
me
on
e w
ho
insp
ires yo
u.
3.R
efle
ct on
an e
xpe
rien
ce th
at mad
e yo
u
wh
o yo
u are
tod
ay.
Listening and Leading for Equity
Wh
at do
es
ed
ucatio
nal
eq
uity m
ean
to
you?
Eve
ry pe
rson
ge
ts wh
at he
or sh
e n
ee
ds to
th
rive: so
cially, em
otio
nally, an
d in
telle
ctually.
What is eq
uity?Equity
Working tow
ard equity is a journey...…
that begins with you.
We
can o
nly le
ad
for e
qu
ity up
to
the
leve
l of
pe
rson
al wo
rk w
e’ve
do
ne
...
Listening and
Leading
for Equity
1.D
ee
p L
isten
ing
○B
uild
the cu
lture.
2.D
ee
p P
urp
ose
○C
ho
ose th
e righ
t da
ta.
3.D
ee
p D
iscou
rse○
Sh
ift the n
arra
tive.
Deep Listening:
Build the C
ulture
Culture vs. Strategy
We listen all the tim
e…
•8
5% o
f wh
at we
kno
w h
as com
e th
rou
gh
liste
nin
g.
•W
e sp
en
d 45%
of a typ
ical wo
rk day liste
nin
g.
•L
ess th
an 2%
of p
rofe
ssion
als rece
ive train
ing
in
listen
ing
.
Constructivist/D
eep Listening
•F
or th
e b
en
efit o
f the
spea
ker
•I ag
ree
to liste
n to
and
care fo
r yo
u in
exch
ang
e fo
r you
do
ing
th
e sam
e fo
r me
.
The Guidelines
1.E
qu
al time
to talk. E
veryone deserves to b
e listened to.
2.N
o in
terru
ptio
ns, ad
vice, o
r bre
aking
in w
ith a
pe
rson
al story. P
eople ca
n solve their own p
roblem
s.
3.D
ou
ble
con
fide
ntiality. P
eople need
to know they ca
n b
e comp
letely authentic.
4.N
o criticizin
g o
r com
plain
ing
abo
ut m
utu
al co
lleag
ue
s du
ring
you
r sharin
g. A
person ca
nnot listen w
ell when feeling
atta
cked or d
efensive.
Dyad
Wh
at role
do
es liste
nin
g p
lay in yo
ur w
ork?
Wh
en
do
es it g
et h
ard fo
r you to liste
n w
ell?
What %
of meaning is conveyed by w
ords?
Ch
imam
and
a Ng
ozi A
dich
ie
“The Danger of a Single Story”
Dyad
Wh
at is a sing
le sto
ry in yo
ur syste
m th
at you
wo
uld
like to
disru
pt?
(ab
out teachers, fa
milies, stud
ents, princip
als, etc.)
Wh
at pain
s you
abo
ut th
at story?
Where do single stories com
e from?
•W
e are
me
anin
g-m
aking
m
achin
es.
•O
ur b
rains co
nstan
tly see
k p
attern
s.
•S
ing
le sto
ries are
a sho
rtcut th
e
brain
takes.
•O
ver tim
e, th
ey so
lidify in
to n
eu
ral p
athw
ays.
Implicit/U
nconscious Bias
Attitu
de
s, be
liefs, an
d ste
reo
type
s that
un
con
sciou
sly affect o
ur p
erce
ptio
ns an
d actio
ns
●W
e are
con
sciou
sly aware
of 2%
of
ou
r em
otio
nal co
gn
ition
.
●B
ias ten
ds to
resid
e in
ou
r u
nco
nscio
us n
etw
orks.
—D
r. Tim
oth
y Wilso
n &
Dr. jo
hn
a. po
we
ll
Key C
haracteristics
●E
veryo
ne
has u
nco
nscio
us b
iases.
●O
ur u
nco
nscio
us b
iases d
on
’t always m
atch
ou
r stated
be
liefs.
●T
he
se b
iases are
malle
able
. We
can u
nle
arn
the
imp
licit associatio
ns w
e h
ave fo
rme
d.
Deep listening disrupts
single stories.Listening builds relational capital
Move at the speed of trust
Liste
nin
g b
uild
s the
cultu
re.
“Th
e m
icro re
flects th
e
macro
and
vice
versa—
Fib
on
acci patte
rns
sho
w u
p fro
m sp
ace to
cau
liflow
er. T
he
tinie
st m
ost m
un
dan
e act re
flects
the
big
ge
st creatio
ns w
e
can im
age
.”
- adrie
nn
e m
arie b
row
n
Deep Purpose:
Choose the Right D
ata
Consider
Wh
at is the
pu
rpo
se o
f ed
ucatio
n?
Th
e p
urp
ose
of e
du
cation
, finally, is to
cre
ate in
a pe
rson
the
ability to
loo
k at the
w
orld
for h
imse
lf, to m
ake h
is ow
n
de
cision
s… To
ask qu
estio
ns o
f the
u
nive
rse, an
d th
en
learn
to live
with
tho
se
qu
estio
ns, is th
e w
ay he
achie
ves h
is ow
n
ide
ntity. B
ut n
o so
ciety is re
ally anxio
us to
h
ave th
at kind
of p
erso
n aro
un
d. W
hat
socie
ties re
ally, ide
ally, wan
t is a citizen
ry w
hich
will sim
ply o
be
y the
rule
s of
socie
ty. If a socie
ty succe
ed
s in th
is, that
socie
ty is abo
ut to
pe
rish.
James B
aldwin (1963)
A View
from the B
alcony
A syste
m, an
y syste
m, p
rod
uce
s w
hat it is d
esig
ne
d
to p
rod
uce
.
—T
ho
mas K
elly
1776
Th
om
as Jeffe
rson
pro
po
ses a tw
o-track
ed
ucatio
nal syste
m, w
ith d
iffere
nt tracks in
his
wo
rds fo
r “the
labo
ring
and
the
learn
ed
.” S
cho
larship
wo
uld
allow
a very fe
w o
f the
lab
orin
g class to
advan
ce, Je
fferso
n says, b
y “rakin
g a fe
w g
en
iuse
s from
the
rub
bish
.”
1932
A su
rvey o
f 150 sch
oo
l districts re
veals th
at th
ree
qu
arters o
f the
m are
usin
g so
- called
in
tellig
en
ce te
sting
to p
lace stu
de
nts in
d
iffere
nt acad
em
ic tracks.
This is the system w
e inherited.
Sate
llite D
ata: test scores, g
rad
uation ra
tes, a
ttenda
nce pa
tterns
Th
ree
flaws
●It’s lag
gin
g
●It le
nd
s cred
ibility to
swe
ep
ing
de
cision
s mad
e
far from
the
locu
s of le
arnin
g, th
e classro
om
●It re
info
rces sin
gle
storie
s and
de
ficit thin
king
Levels of Data
Le
vel 1: S
AT
EL
LIT
E
DA
TA
Le
vel 2: M
AP
DA
TA
Schoolw
ide stud
ent surveys, comm
on a
ssessments, Founta
s and
Pinnell
Le
vel 3: S
TR
EE
T D
AT
AListening
to and
observing
students,
fam
ilies, and
staff exp
eriences and
voices
Street data is everyw
here…if w
e listen for it.
Stre
et
Data
Audio Interview
s
Focus Groups
Fishbowl
Conversations in M
eetings
Shadow
a S
tudent, Teacher, or
Principal
Equity
Participation Tracker
Academ
ic Language TrackerS
tudent/ Teacher
Experience S
urveys
Co
mm
un
ity Walks
A trad
ition
of liste
nin
g an
d le
arnin
g at
Oaklan
d In
tern
ation
al Hig
h S
cho
ol
Oakland
International
●10
0%
of stu
de
nts are
En
glish
lang
uag
e
learn
ers, m
ostly n
ew
com
ers
●S
pe
ak 32+ lang
uag
es
●C
om
e fro
m 35 co
un
tries
1)PTSA
2)ESL C
lasses
3)Fo
od
Ban
k
4)Legal Services C
linics
5)In
ternatio
nal Festival
Fam
ily En
gag
em
en
tL
isten
ing
to F
amilie
s(S
treet Da
ta)
1)Paren
t Surveys
2)1:1 C
on
ferences
3)H
om
e visits
4)Fo
cus G
rou
ps
5)C
om
mu
nity W
alks
Street Data: C
omm
unity Walks
●P
D d
esig
ne
d b
y pare
nts, stu
de
nts
and
com
mu
nity le
ade
rs
●E
du
cates te
ache
rs abo
ut stu
de
nts’
backg
rou
nd
s, challe
ng
es, an
d
assets
●S
taff learn
s abo
ut im
po
rtant
land
marks an
d cu
ltural ce
nte
rs; m
ee
t with
com
mu
nity le
ade
rs, ad
vocate
s and
familie
s
Yemeni C
omm
unity Walk:
Start with a teach-in.
1.Stu
den
t
presen
tation
s
2.V
isit to H
alal Market
3.V
isit to M
osq
ue
4.Lu
nch
feast with
families an
d im
am
5.C
losin
g circle with
staff
Ye
me
ni W
alk: H
alal Marke
t
Me
et th
e Im
am
Fe
ast at the
mo
squ
e o
r a ho
me
Unaccom
panied
Minors
Com
munity W
alk
1.Stu
den
t presen
tation
s
2.Stu
den
t Panel
3.V
isit to C
entro
Legal
4. Visit to
Dream
catcher
5. Lun
ch at a p
up
useria
6. Clo
sing circle w
ith staff
Guillerm
oYoung
peop
le are the ones leaving now
Going
to School in El Salvador
A Treacherous Journey
Detention at the B
order...
La Frontera
Turn and Talk
Wh
at came
up
for you as yo
u liste
ne
d to
Gu
illerm
o’s sto
ry?
Wh
at matte
rs abo
ut th
is stree
t-leve
l data?
Au
dio
Inte
rview
sL
isten
ing
to P
rincip
als
Satellite Data:
Principal Turnover in CA
The Impact of
Principal Churn
53% o
f scho
ols in
the b
otto
m 20%
have
no
vice prin
cipals (in
first th
ree years)vs.
26% o
f scho
ols in
the to
p 20%
A p
rincip
al in a
high
-po
verty urb
an sch
oo
l is
50%
mo
re likely to leave th
an
on
e in a lo
w-p
overty
sub
urb
an sch
oo
l.
Jot down key w
ords/phrasesTurn and
Talk
Imag
ine
Trish
is a prin
cipal in
you
r system
.
●W
hat d
ata stoo
d o
ut to
you
?
●W
hat are
you
r imp
ortan
t takeaw
ays?
To teach for equity, we m
ust view student
and staff voices and experiences as data.
Vo
ices an
d sto
ries
Artifacts o
f wo
rk or
practice
Live
d e
xpe
rien
ces an
d
pe
rcep
tion
s
Street Data helps us...
●A
lign
ou
r me
ans an
d e
nd
s arou
nd
eq
uity
●H
um
anize
the
process o
f data-g
athe
ring
●D
isrup
t sing
le sto
ries an
d im
plicit b
iases
●E
ng
age
in rap
id cycle
s of im
pro
vem
en
t
Deep D
iscourse:C
hange the Narrative
Th
e
CU
LT
UR
Ew
e b
uild
Th
eS
TR
UC
TU
RE
Sw
e d
esig
n
Th
eR
ES
UL
TS
we
ge
t
•H
ow
we talk…
fram
e p
rob
lems…
d
efine su
ccess o
r failure…
•H
ow
we
organ
ize ou
r tim
e and
w
ork...
•C
an eith
er rep
rod
uce O
R
transfo
rm…
What is discourse?
Disco
urse
1D
iscou
rse 2
Do
min
ant w
ays of th
inkin
g
abo
ut an
d talkin
g ab
ou
t ou
r w
ork th
at ma
intain e
xisting
p
ractices an
d se
rve to
re
pro
du
ce th
e statu
s qu
o.
Ways o
f thin
king
and
talking
ab
ou
t ou
r wo
rk that cha
llenge
the
status q
uo
by n
amin
g u
nco
mfo
rtable
and
u
ne
qu
al con
ditio
ns.
Working tow
ard equity requires us to change how
we fram
e the problem.
Discourse Excerpt (pages 7-9)
1.S
kim th
e d
iscou
rse e
xcerp
t.
2.N
ote
one exam
ple
or
exce
rpt th
at stand
s ou
t to
you
.
3.T
urn
and
talk to sh
are yo
ur
exce
rpt an
d re
flect to
ge
the
r.
DI A
ttribu
tes
D2 A
ttribu
tes
Sin
gle
Sto
ries
Mu
ltiple
Sto
ries
An
swe
rs and
Qu
ick Fixe
sIn
qu
iry and
Ad
aptive
Ch
allen
ge
s
Imp
rovin
g w
hat e
xistsA
dd
ressin
g ro
ot cau
ses
Exte
rnalizatio
n/
blam
e
(“Lo
ok o
ut th
e w
ind
ow
”)In
tern
al Re
flectio
n(“L
oo
k in th
e m
irror”)
Lim
ited
Tim
e an
d A
bility
Ge
tting
started
anyw
ay
Credit: N
ational Equity Project
Discourse I vs. D
iscourse IID
ilemm
a: In Hallow
een, in Idaho...Visualize...
Wh
at mig
ht you d
o o
r say abo
ut w
hat’s
hap
pe
ne
d?
Superintendent’s Response
A fe
w assu
mp
tion
s
●T
his in
cide
nt is an
o
utlie
r.
●O
ur te
ache
rs are g
oo
d
pe
op
le—
no
malicio
us
inte
nt.
●W
e are
be
tter th
an th
is.
Re
lated
action
s
●Id
en
tify the
teach
ers in
co
stum
e.
●P
ut th
em
on
leave
.
●M
ake su
re th
ey d
on
’t d
o th
is again
.
Shifting the Discourse
Re
frame
“This incid
ent and
others like it illustra
te that our
current ap
proa
ches are
ma
rgina
lizing La
tino and
other fa
milies of color in
our system. W
e need to
pa
use, acknow
ledg
e the im
pa
ct, and
deep
ly exa
mine our p
ractices.”
An
Inq
uiry S
tance
●H
ow is our system
built in
wa
ys that exclud
e and
d
ehuma
nize our fam
ilies of color?
●H
ow ca
n we slow
dow
n and
listen to the voices of
imp
acted
fam
ilies in order to
get to root ca
uses?
●W
hat m
ight w
e funda
menta
lly need
to chang
e if we d
o?
Dilem
ma: Pilgrim
Assignm
ent
Email from
fatherW
hy focus on shifting the discourse?
•L
ang
uag
e is p
ow
er.
•It sh
ape
s reality in
scho
ols.
•L
isten
ing
lead
ers h
ave th
e co
urag
e an
d
mo
ral pu
rpo
se to
shift th
e d
iscou
rse.
Optim
istic Closure
PasitosThree Levers:
1.D
ee
p liste
nin
g b
uild
s the
cultu
re.
2.S
tree
t data an
imate
s the
pu
rpo
se.
3.S
hiftin
g th
e d
iscou
rse ch
ang
es th
e
narrative
.
I have
ne
ver e
nco
un
tere
d
any ch
ildre
n in
any g
rou
p
wh
o are
no
t ge
niu
ses. T
he
re
is no
myste
ry on
ho
w to
te
ach th
em
. Th
e first th
ing
yo
u d
o is tre
at the
m like
h
um
an b
ein
gs, an
d th
e n
ext
thin
g yo
u d
o is lo
ve th
em
.
Dr. A
sa Hilliard