Courageous Conversations
Glenn Singleton
Embedded Files
"It is pretty clear the achievement gap has roots in school and non-school factors, but if you tell teachers the gap has two sources, they want to fix the out-of-school stuff first. They never get around to doing the things they can do." Kati Haycock as quoted in Courageous Conversations About Race
"It is pretty clear the achievement gap has roots in school and non-school factors, but if you tell teachers the gap has two sources, they want to fix the out-of-school stuff first. They never get around to doing the things they can do." Kati Haycock as quoted in Courageous Conversations About Race
I have never been happy with the way conversations about data have played out in schools. These conversations become even more challenging when we attempt to focus the conversation on race. In my experience, educators use data to confirm their biased beliefs, blame others, and avoid bringing race into the conversation at all costs. After attending the Courageous Conversation Conference this year, we are building the capacity of our staff to develop the skills to use protocols that create a brave space when talking about data. See below for examples of how this looks at Hortons Creek. Our goal is to create a culture where teachers, administrators, parents, and students bravely call out inequities in our community and where those who are being called out respond bravely by remaining engaged in the challenging conversation so personal growth can occur.
During the 2018-2019 school year, the Hortons Creek Staff is learning and practicing the agreements, conditions and compass from Courageous Conversations.
Protocol: “Getting Centered”
Purpose: To gain heightened understanding of other perspectives.
Process:
- Personal reaction: 2 minutes to look at data and reflect
- Personal place on the compass: Determine where you are on the compass after your reflection on data
- Multiple Perspectives from others: Find a partner that is not at your table. Determine Partner A and Partner B. Partner A shares reflection without interruption (1 minute). Partner B determines A’s location on compass. Partner B shares reflection (1 minute). Partner A determines B’s location on compass.
Questions asked using the above protocol:
(taken from Courageous Conversations book)
What do you believe to be the causalities of the racial disparities we see in our behavior data?
What is it that educators should know and be able to do to narrow the racial achievement opportunity gap?
How will educators know when they are experiencing success in their efforts in to narrow the racial achievement opportunity gap?
What do educators do as they discover what they don’t yet know and are not yet able to do to eliminate the racial achievement gap?
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