Equity and Diversity

Task Force
2014-2015

The Team
Kara, Abe, Nancy D., Lindsay, Annetta,
Cami, Nancy H., Jen, Kimberly, Ariah,
Her, Liz, Ryan

Centering Ourselves
Quick Write:
Where are you coming from today? What is in
your backpack? What are you carrying with
you as you enter this PD?

Learning Targets
I can highlight the work of the Equity and
Diversity Team.
I can locate myself on the the Courageous
Conversations compass when presented with
issues of race and equity.

Norms

Assume positive intent

Speak your truth (use I statements)
Ask for clarification to increase understanding
Step back, speak up
Work for our common goal

2013-2014 Listening Sessions

What was Learned

2013-2014 Listening Sessions

What was Learned

Communication with school and teachers isnt always effective and

consistent
Behavior problems in classrooms are disruptive to other students and
students are frustrated their learning time is compromised
Books and curriculum dont represent students and families
Staff does not reflect the diversity of the students
Hmong families often feel disconnected and would appreciate more
Hmong interpretation
Concern that certain behaviors are misunderstood, especially across
cultures

2014-2015 Beliefs

2014-2015 Beliefs
We believe that all staff at Loring should build relationships with
students so they feel safe, loved, and supported.
We believe the language used at Loring should be respectful,
positive, and hopeful in order to maintain a growth mindset.
We believe at Loring all students should feel proud, and see
themselves represented in a meaningful way.
We believe Loring must foster an atmosphere where students and
staff see themselves as learners.
We believe in the Loring mission: We exist to ensure that all
students learn.

Pencils In

Everyone picks up a pencil.

Once youve spoken, put your

pencil in the middle.
When all the pencils are in,
then anyone can speak.

Where are we going?

Where are we
going?

Dyad
1. Each person is given the same amount of time to talk
2. The listener does not interrupt, paraphrase, analyze,
give advice or break in with a personal story
3. Confidentiality is maintained
4. The talker does not criticize or complain about the
listener or about mutual colleagues during their time to
talk

You overhear a conversation between two

African American female students:
A: Why did you make your hair long and
yellow in the picture?
B: Because that is what I want my hair to
look like.
A: Oh yeah, me too.

While you are redirecting a student's

behavior another student calls you a racist
and most of the class hears it.

Yeah but . . .

Yeah but . . ., What if . . .