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Scope & Sequence for Diversity Discussion Series
AF staff members will collectively engage in a common set of diversity discussions, starting with several pilots during the 12-13 academic year. Through this set of experiences
and conversations around diversity we hope to increase our capacity around the D&I competencies
Competency Focus for discussion series
Through participation in this pilot, staff members will
 Deepen understanding of race and class inequities in U.S. and in our local communities, how they persist leading to the achievement gap, and how these inequities
could be replicated or interrupted at AF. (Knowledge of race & class inequities)
 Deepen understanding of our individual identity, including how it was forged, how it impacts others & how it impacts our work (Self-awareness)
 Improve their ability to engage diverse perspectives in daily work and build productive working relationships across cultural differences (Interaction with others)
 Increase our willingness and skill to engage effectively in courageous conversations about diversity to improve our schools/network and outcomes for students
(Courageous Conversations)
 Increase our ability to identify and act on opportunities to make AF a more diversity-minded organization at the team, school and organizational level (D&I Leadership)
Pilot Overview
Session/Date
#1 (3.5 hours)
#2 (4 hours)
#3 (4 hours)
#4 (3 hours)
Title
Starting the Dialogue – Engaging in Courageous
Conversations about Race and Reflecting on
Your Story
Examining Racial & Socioeconomic Identity
Unpacking Biases and Stereotypes
The Few Among Many- Understanding
Staff/Student Experiences & developing
personal accountability
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Session #1: Starting the Dialogue – Engaging in Courageous Conversations about Race and Reflecting on Your Story
Competencies, AIMS & Associated Activities
 Knowledge of the opportunity divide
o PWBAT deepen their understanding of equity & diversity dynamics facing our students, staff & communities (Tatum Discussion)
 Interaction with colleagues & Courageous Conversations
o PWBAT Engage more directly and effectively in “courageous conversations” about diversity & inclusiveness issues by applying a conversation protocol and being
able to name and address common detours (role plays)
 Self-Awareness
o PWBAT Share stories of times when we did and did not actively engage in courageous conversations about race and class and unpack what supports & conditions
are necessary to “move against the moving walkway” – and reflect on our role is as leaders in creating those conditions (moving walkway)
o Reflect on your own strengths and areas for growth around D&I work
Agenda
Time Topic
2
Dacia Framing
3
 Introductions
 Agenda & Objectives for today’s session
 Community Agreements
10
Warm-Up: Student Writings
Read the student reflection.
Circle 1 word and 1 sentence that resonated with you.
Turn and share with a partner.
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 Overview of D&I Priority
 Objectives for discussion series (session overviews & outcomes)
20
D&I Self-Assessment
1. 2 min: Explanation of competencies
2. 5 min: Individual self-assessment
3. 10 min: Turn & Talk
a. Where are your strengths?
b. What areas would you like to focus on for development?
4. 3 min: Closing
30
Tatum Book & True Colors group discussion (Chapter 1 and Epilogue)
1. Small Group Discussions – split into 3 groups (40 min)
o What is Tatum’s definition of racism? What are your reactions to the definition of racism?
o What were other key take-aways or “ah has” you had based on this reading, the video or your group discussion?
o Use one word to describe your feelings after watching the True Colors video (everyone respond)
o Which aspect of the video did you find the most disturbing or surprising?
o Describe the impact the system of racism is still having on our kids, families and communities.
o How do you see the system of racism or classism persisting at among the staff at AF?
Materials
None
Student
Writing
None
Competencies
handout
Tatum articles
3
20
35
10
15
75
Intro to Moving Walkway and Detour spotting
 Read Tatum quote & Modeling (15 min)
 Reflection (5 min)
Moving walkway and Detour spotting
1. Explain the activity and have participants move into small groups of 3 (5 min)
2. Participants will respond to both prompts
3. Identify a note taker for each sharing round and ask them to write down the example on a piece flip chart paper; please put all
three answers on the same piece of chart paper
 Talk about a time you a) went against the moving walkway or b) chose to engage in a courageous conversation or action about
race or class; Who or what supported you during this time? (5 min)
 Talk about a time when you a) did not move against the moving walkway or b) engage in a courageous conversation or action
about race or class but wish that you had; Did you use a detour? If so, which detour did you use? What would you have
needed in order to engage in this action or conversation? (5 min)
Break (people read charts)
Moving walkway and Detour spotting Debrief
 What trends do you see or ahas do you have from looking at the lists of conditions?
 What detours do you see people taking at AF?
Courageous conversations role play
1. Introduce the activity: We’re going to explore and develop strategies to deal with detours that we typically use when faced
with a challenging conversation about race or class. (5 min)
2. Review effective strategies for difficult conversations (5 min)
Establish the purpose for the conversation
Make it clear that you are inquiring to learn more about the situation/statement or decision made
 Acknowledge your own personal blind spots
Be direct and state the impact as you saw it
Check-in and clarify through the conversation
Make it safe for the participant(s) by using the following techniques:
 Contrast
 Mirror
 Paraphrase
Wrap up the conversation without the expectation of closure
3. Fishbowl activity: Facilitators participate in one fishbowl activity (5 min)
4. Fishbowl debrief: Ask participants to share their thoughts or questions (10 min)
5. Explain role play: The groups will replicate the fishbowl activity; each group will receive several scenarios and they will run
through the scenario with the goal of getting to a positive outcome by the end of the conversation
6. Reveal groups
7. Run role play 1: (5 min)
8. Group debrief 1: Following the role play, use the following questions to debrief (5 min)
a. Did the participants use any detours? If so, which one?
b. What went well?
c. What could they have done to be even more effective?
Tatum quote
Flip charts
Flip charts
Role plays
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9. Run role play 2: (5 min)
10. Group debrief 2: Following the role play, use the following questions to debrief (5 min)
a. Did the participants use any detours? If so, which one?
b. What went well?
c. What could they have done to be even more effective?
11. Run role play 3: Following the role play, use the following questions to debrief (5 min)
a. Did the participants use any detours? If so, which one?
b. What went well?
c. What could they have done to be even more effective?
12. Group debrief (10 min)
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Closing
 5 min: Reflection & Take-aways
 Identify one take-away that influences something you want to start doing over the next week (or stop doing)
 Identify one question you would like to tackle and/or thing you would like to learn before the end of the series
 Group share Take-aways (10 min)
 5 min: Next Steps
o Preview of future sessions
o Homework for session #2 (reading from Tatum)
o Time for survey feedback (survey monkey)
Pre-Work
 Community agreements
 Pre-reading “Why are all the Black kids sitting together?” Chapters 1 and Epilogue
 Detour spotting for White anti-racists
 Watch True Colors
o http://www.youtube.com/watch?v=YyL5EcAwB9c
o http://www.youtube.com/watch?v=gOS3BBmUxvs
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