1. The Time Is Now: Leading for Equity and Access
Leadership Academy
The Time Is Now: Leading for Equity and Access
May 2017
Session 9:45-11:00
@NYCLeadership

2. Introductions 01
ACTIVITY 1 / 5min Mary
9:45-9:50

3. Organization/District Title ---- In pairs:
Introductions
Name
Organization/District
Title
----
In pairs:
How would you describe your school/district leadership for racial equity?
ACTIVITY 1 / 5min Mary
9:45-9:50
reflection question connected to outcomes yet personal---Connect this to the Protocol
In pairs or triads:
-starting with getting a sense of how they describe their school/district leadership for racial equity.
(it might be interesting to hear how people describe it; it might also be part of what the challenge described is.
FN: Mindful of time
Popcorn out depending on size of group

4. Story of Us 02
ACTIVITY 2 / 5min Mary
9:50-9:55

5. NYCLA’s Vision for Impact:
At NYCLA we envision a nation where every school and school system is led by transformational leaders who prepare all children, especially the traditionally underserved, for success.
ACTIVITY 2 / 5min Mary
9:50-9:55
Strong leadership creates a multiplier effect
Leadership from any seat (particularly important as we engage in this room with individuals in various leadership roles in the school)

6. NYC Leadership Academy: Who We Are
A nationally-recognized nonprofit launched in 2003.
Have worked with school systems and their partners in 30 states and 2 countries to advance student achievement by strengthening school leadership capacity.
Specialize in training, coaching, and supporting education leaders who serve and support high-need, hard-to-staff and turnaround schools and districts – and building partner capacity to do this work.
ACTIVITY 2 / 5min Mary
9:50-9:55
The NYC Leadership Academy was founded in 2003 with a mission to prepare and support school leaders who can transform the most challenging schools and improve outcomes for all students. At the time there were 1257 schools in NYC and it was predicted that 600 of those schools would need new principals within the next few years. NYC had a lot of failing schools at that time and those few who wanted to be principals, were not interested in leading the most challenging schools in the city. Chancellor and Mayor decision was to invest in the development and implementation of an aspiring leaders program to prepare teachers and others specifically to go in and turn around schools – the hardest to staff schools – and be ready to lead within one year. We developed an aspiring principals program, driven by what a leader needs to know and be able to do to successfully lead a school through its first year. The first cohort… now…still learning, still evolving – but what we know is that school leaders, under seriously challenging conditions, can transform schools.
5min for all slides

7. NYCLA Footprint 30 states + Colombia and Brazil ACTIVITY 2 / 5min Mary
9:50-9:55
30 states + Colombia and Brazil 7

8. Our Services
“Highly skilled NYC Leadership Academy partners lead an innovative curriculum design, development and coaching model, strategically aligned to the skills required to meet identified district needs. It was highly customized, laser-like in focus and skillfully delivered.”
-Dr. Barbara Dean-Williams, Superintendent of Schools, Rochester City School District
Primary Service Areas:
School Leadership
District Leadership
Leadership Coaching
ACTIVITY 2 / 5min Mary
9:50-9:55
Who We Are
Continuum of services. Direct delivery, building capacity of others in the district to do this work and the in-between where we build client capacity and sustainability plan with client and then step out. In all of this work we are not always easy to work with – we are there to push thinking and practices of others (including district central staff and those training) – we push leaders to continuously identify, examine and manage assumptions, beliefs and personal behavior -- we are looking to produce impactful learning experience that change practice.
5min for all slides

9. NYCLA’s Approach to Racial Equity
We partner with educational leaders to take intentional steps to eliminate the effects of personal bias and institutional racism so that students’ educational outcomes and experiences improve. 
Our racial equity work with educational leaders develops the will, skill, knowledge, and capacity leaders need to:
eliminate inequitable systems, policies, and practices that are embedded in districts, schools, classrooms, and communities served;
promote each student’s well-being and academic success;
create the conditions for students, school staff, educators, and communities served to realize equitable school cultures; and
create equitable, intellectually rigorous, and culturally responsive learning environments that draw on students’ unique cultural assets, needs, and experiences. 
We facilitate this work so that all students have the opportunity and supports essential to thrive in a global society.
ACTIVITY 2 / 5min Mary
9:50-9:55
Discuss the evolution of the Committee’s work with Glenn
*try to shorten text if possible
5min for all slides

10. 03 Leading for Equity and Access ACTIVITY 3 / 5min Mary 9:55-10:00
Presentation of tool 5-10 mins

11. Why THIS? Why NOW?
“The graduation gap between Black and White males has widened, increasing from 19 percentage points in school year to 21 percentage points in Black males continue to be both pushed out and locked out of opportunities for academic achievement, including notable disparities in their enrollment in Advanced Placement courses and participation in Gifted and Talented programming. Furthermore, Black students were more likely to be classified as students with disabilities and were more likely to be suspended or expelled from school. These trends persisted at the national level as well as when analyzing data for individual states.”
–Schott Foundation Report on Public Education (2015)
ACTIVITY 3 / 5min Mary
9:55-10:00
Personal reaction to quote or pic
Prompt: what's coming up for you individually. Share response with a partner

12. CURRENT STATE OF EDUCATION
ACTIVITY 3 / 5min Mary
9:55-10:00
Visual of the current state happening within our Education System
Past and Current Field Experience
Professional Standards Emphasis on Equity
School Leaders
Principal Supervisors
Personal reaction to quote or pic
Prompt: whats coming up for you individually. Share response with a partner

13. Standard #5
5.1 Publicly model a personal belief system that is student- centered and grounded in equity and access
5.2 Partner with families, staff, and communities to ensure fair treatment and equal access to opportunities
5.3 Promote productive dialogue and collective work on equity, with an emphasis on race
5.4 Champion and encourage cultural responsiveness amongst principals as they manage relationships, communicate, and collaborate with stakeholders
ACTIVITY 4 / 8min Mary Need: Standard 5 and graphic organizer
10:00-10:08
*add in data
Self assessment
Standard in folders
What's the actions / evidence that you are enacting these behaviors in your daily practice as a PS
Graphic organizer to complete self-assessment 4 min
Pair share results 4min
Transition: one powerful way to practice these behaviors is an interaction with the simulation (simms)

14. 04 SIMS for Leaders & Schools ACTIVITY 5 / 7min Derick 10:08-10:15
Presentation of tool

15. Intro to the Equity Sims
Online, video-based simulations
The user is the principal of an imaginary school
Purpose: To help users practice making decisions to establish equitable schools
ACTIVITY 5 / 7min Derick
10:08-10:15
FN:
Connect experience to:
intended/unintended consequences of decision making
Common, everyday occurrences
Safe entry point
Content connected to equity:
How did this experience help me exercise leadership behaviors connecting to equity
What were some of the moves utilized connected to leading for equity
Process:
How could I use this simulation in my district
Tech needs:
Simms advertisement
Temporary link
Ensure wireless capability

16. Keep in Mind Sims are artificial
Decisions are more cut and dried than those you face in real life
Emotions and the difficulty of juggling tradeoffs are real
Lots of learning happens after the fact
ACTIVITY 5 / 7min Derick
10:08-10:15
Reminder of Sims limitations

17. Instructions Groups of 3 Spread out across the room Designate roles:
facilitator
“clicker” who advances the sim
timekeeper/process observer
Use a decision making process
Play straight through, no turning back
Be honest about your perspective
Written reflections are not public-facing
ACTIVITY 5 / 7min Derick
10:08-10:15
Fn - pay close attention to race-based differences in perspective that emerge during the sim

18. http://bit.ly/sim-ps17 SIMS Link
Discipline and Instruction: Racial and Cultural Equity Simulation
ACTIVITY 5 / 7min Derick
10:08-10:15

19. SIMS Topic Discipline and Instruction Sim:
Explores the expectations and decision making surrounding a first year principal of a struggling middle school. The school and surrounding community is predominately African American while the teaching staff is 50% African American and 50% White
ACTIVITY 5 / 7min Derick
10:08-10:15
Transition:
Allow 35 minutes for sims interaction (10:15-10:50)

20. Debrief What was hard about this?
What group dynamics arose? Decision-making patterns?
How might your thinking have been different if you had made decisions alone vs. with your small group?
How might you use an equity sim as part of a comprehensive effort to transform your system, rather than a one-off PD session?
ACTIVITY 6 / 10min Derick
10:50-11:00
If in small groups, who facilitated?
Made decisions?
Spoke most?
How did the racial composition of the group affect these dynamics?
How do you think your racial identity affected your participation in the simulation?
FN: Explore the process and connecting back to equity standard

21. Questions?

22. Mary Rice-Boothe mriceboothe@nycleadershipacademy
Mary Rice-Boothe Derick Spaulding

23. Scoring & Feedback
Scores are based on the number of times choices align with a key behavior (out of the total number of opportunities to align with it)
Not an absolute measure of users, their mindsets, or their abilities
Scores offer opportunities for reflection, and suggest which behaviors users might want to think about or practice further
Extra slide that discusses scoring aspect of sim

24. Backup link
mit/Discipline_and_Instruction/