As an elementary principal, when an unspeakable event occurred, it was always my role to offer support to families and guidance for teachers on how to cope, what to say, and to repeat that, yes, it was important to talk about events – even with our youngest students – especially if they were bringing it […]
Micro-affirmations are the small, often unconscious acts of appreciation, praise, and recognition that teachers provide as feedback and encouragement in the classroom. Sometimes these acts are conscious, such as using a system to make sure that all students are being called on equitably. Other times they my be more subtle, such as using a child’s […]
This blog is part of a four part series, Agreements for Talking about Race. This blog introduces readers to the agreement Assume Positive Intent and Take Responsibility for Impact. The other blogs in this series are Using Agreements; Step Up and Step Back (forthcoming); and Protect Anonymity (forthcoming). As you engage with your team in […]
This blog is the first in a series, Agreements for Talking about Race. Here, we introduce how agreements work and how teams can craft a set of agreements that works for them. The rest of the series explains three of the agreements West Wind uses, including Assume Positive Intent and Take Responsibility for Impact; Step […]
This blog was originally posted on The Core Collaborative on Oct. 26, 2020. The murders of George Floyd and Breonna Taylor have brought national focus on the systemic violence perpetuated against Black people. The enormity of the need for change has long been called for by people of color. The degree to which the white world has seen the need is […]
In this fall of impossible challenges, schools are doing the best that they can to address issues that they have never had to address before. Principals and teachers are stretched to the max trying to teach in person and virtually, figure out systems to keep children and adults safe, and hold out until a vaccine. […]
In recent years, schools across the country have modified Halloween celebrations to better meet students needs — some have moved parades to after school, stopped the sharing of candy during school, replaced events with alternative celebrations, or cancelled Halloween celebrations. This blog provides considerations and key questions to support you to center race and ethnicity as you think about and plan for school-based Halloween celebrations and the use of costumes.
Students experience issues related to race daily and conversations about race occur in the classroom all the time. Schools are in a special position because they have the potential to help prepare students to navigate conversations and experiences around race. For teachers and students, especially white teachers and students, learning to discuss race is a […]