DIVERSITY, EQUITY, INCLUSION AND BELONGING (DEIB) Leadership Institute

Day 1

​

• Establish learning norms to support the climate and culture of “Getting into Good Trouble at School.”

• Engage in team-building experiences that will afford opportunities to build relationships and develop safe and “brave” space.

• Unpack cultural, social, and historical narratives to discover uncomfortable truths about themselves and the communities they serve.

• Cultivate and encourage the expression of counter-narratives in order to delegitimize racist and non-egalitarian practices, capturing the vision of the social transformations they wish to see.

• Establish routines and social structures to dismantle the inequities that those routines perpetuate.

• Interpret their Individualized Intercultural Development Inventory (IDI) results.

Day 2 

​

• Analyze racial inequities that have been impacting BIPOC students since their first days of schooling, which have been compounding over time.

• Identify strategies and interventions to address these racial inequities in order to minimize life-long financial, health, and well-being differences between White and BIPOC students.

• Generate ideas to challenge predominant paradigms in schooling to better understand the contexts and circumstances of all children’s lives.

• Promote racial literacy and racial fluency among all stakeholders within their school system.

• Generate strategies for fighting the deep resistance that may come when centering racial equity as the foundation of educational excellence.

​

Day 3

​

• Understand the potential for student placement and tracking systems to produce significant educational harms and work to produce equitable systems that provide an excellent educational experience to all students.

• Ensure that no student is locked into a path that limits their options.

• Determine how student placement practices and tracking (e.g., special education and talented and gifted programs) have been used to segregate students based on race and work to ensure a representational balance in all programs.

• Mitigate the damage done to students by tracking programs including student motivation, engagement, and achievement with lowered educational interest, attainment, and performance.

• Identify ways that Culturally Responsive Teaching can positively impact student learning.

​

Day 4

​

• Create disciplinary processes that create community and restoration.

• Understand the nature of the school to prison pipeline and its racist impact on BIPOC students and take steps to disengage the school system from the juvenile justice system.

• Analyze the racial disparities in disciplinary actions and work to eradicate them.

• Work off of strategic plans that are continuously updated road maps aimed at realizing their vision for equity.

• Create well-articulated, equity driven strategic plans that include key performance indicators, necessary resources, clearly articulated timeline, explicit roles and responsibilities, and a sustainable communication plan.

• Understand the “Change Process” and be able to navigate through uncharted waters.

​

Day 5 

​

• Boldly and courageously call out practices and policies that are racist and work to dismantle them.

• Get in the way and cause Good Trouble through vision, integrity and passion.

• Accept that this work will be emotionally, physically, and spiritually draining.

• Upend established priorities to make racial equity the top priority striving tirelessly for the well-being and academic achievement of BIPOC students.

• Support staff, students, parents, and the community in overcoming adversity and achieving a true vision for equity and the sustained achievement of all learners.