WEBVTT - This file was automatically generated by VIMEO 0 00:00:06.700 --> 00:00:09.500 What we were asking we make assumptions about who's 1 00:00:09.500 --> 00:00:11.900 in our community is underestimating 2 00:00:13.500 --> 00:00:16.500 the drive of young people, the drive of 3 00:00:16.500 --> 00:00:17.000 families 4 00:00:17.600 --> 00:00:18.800 the drive of communities 5 00:00:19.700 --> 00:00:20.600 to uplift ourselves. 6 00:00:25.200 --> 00:00:28.600 The first step in pursuing equity is really defining equity 7 00:00:28.600 --> 00:00:31.700 for your community. What kind of school do 8 00:00:31.700 --> 00:00:34.500 we want to have? What kind of community are we 9 00:00:34.500 --> 00:00:37.300 solving for? And then when you do that you're 10 00:00:37.300 --> 00:00:41.200 starting to think about? Okay. Well who would need to be at the table? What voices 11 00:00:40.200 --> 00:00:43.200 would be that the table in order to get to that 12 00:00:43.200 --> 00:00:47.000 outcome? And then what are the methodologies that 13 00:00:46.300 --> 00:00:50.000 we're using to incorporate these voices particularly when 14 00:00:49.100 --> 00:00:52.200 they're not all on same page to come to 15 00:00:52.200 --> 00:00:55.200 a common outcome to come to a consensus to move us forward. 16 00:00:55.200 --> 00:00:58.600 When young people or people come to a space and they 17 00:00:58.600 --> 00:01:00.000 don't feel heard they get louder. 18 00:01:00.800 --> 00:01:03.400 And and they get louder and they get louder until 19 00:01:03.400 --> 00:01:04.200 people are shouting. 20 00:01:04.900 --> 00:01:07.500 And one reaction to people getting louder is 21 00:01:07.500 --> 00:01:08.900 you're shouting at me. 22 00:01:09.600 --> 00:01:10.600 You know, why are you shouting? 23 00:01:11.800 --> 00:01:14.000 But when you realize that people are getting louder because they don't 24 00:01:14.200 --> 00:01:14.800 feel heard. 25 00:01:15.400 --> 00:01:18.200 And you speak take time to listen, you'll know 26 00:01:18.200 --> 00:01:21.500 that they tend to get softer because they don't have to shout 27 00:01:21.500 --> 00:01:22.100 to be heard. 28 00:01:23.100 --> 00:01:26.500 And so when we make assumptions of people we make 29 00:01:26.500 --> 00:01:28.300 them have to shout to be heard. 30 00:01:29.600 --> 00:01:30.700 And when we listen to people 31 00:01:31.700 --> 00:01:34.400 we allow them to tell their story and their narrative in 32 00:01:34.400 --> 00:01:35.600 a way that's respectful and honored. 33 00:01:38.400 --> 00:01:41.800 We used to have social emotional learning showcases when 34 00:01:41.800 --> 00:01:44.500 I was director of social emotional learning at the Urban Assembly and 35 00:01:44.500 --> 00:01:47.700 we ask what SEL skill do students, did they 36 00:01:47.700 --> 00:01:48.900 think that teachers could best develop? 37 00:01:49.600 --> 00:01:52.700 And inevitably our students would say listening active listening. 38 00:01:53.600 --> 00:01:56.300 To listen to young people is to 39 00:01:56.300 --> 00:01:59.800 be able to connect the ideas that you're trying to teach 40 00:02:00.800 --> 00:02:03.400 to the things that they care about the things that they're 41 00:02:03.400 --> 00:02:06.600 they're passionate about. When we are paying attention 42 00:02:06.600 --> 00:02:09.400 to how students learn who the learning 43 00:02:09.400 --> 00:02:12.300 from we're paying attention to young people. 44 00:02:13.500 --> 00:02:16.300 And young people know when we're paying 45 00:02:16.300 --> 00:02:17.000 attention to them. 46 00:02:21.500 --> 00:02:24.300 There was an idea for a long time that 47 00:02:25.200 --> 00:02:26.800 pulling parents into the school 48 00:02:27.500 --> 00:02:30.600 was the only way to represent what parent 49 00:02:30.600 --> 00:02:31.100 engagement could be. 50 00:02:32.700 --> 00:02:35.200 What we learned in the pandemic was if we go to 51 00:02:35.200 --> 00:02:38.200 parents through virtual opportunities to engage with young 52 00:02:38.200 --> 00:02:41.700 people to engage with the school to engage with 53 00:02:41.700 --> 00:02:43.700 the school administration and staff, 54 00:02:44.700 --> 00:02:45.900 parents wanted to do that. 55 00:02:46.700 --> 00:02:49.200 So it turns out the constraints were 56 00:02:49.200 --> 00:02:53.200 not parent will and when we opened up the opportunities 57 00:02:52.200 --> 00:02:56.100 for parents to engage in different formats and 58 00:02:56.100 --> 00:02:59.000 different modalities parent engagement went through 59 00:02:59.400 --> 00:02:59.500 the roof. 60 00:03:00.100 --> 00:03:03.500 Right, and this is a really important lesson for us. It's not about 61 00:03:03.500 --> 00:03:06.300 being school-centric. It's about 62 00:03:06.300 --> 00:03:07.800 being people-centric. 63 00:03:08.500 --> 00:03:11.300 And when we are people-centric and we're listening to 64 00:03:11.300 --> 00:03:11.700 young people 65 00:03:12.800 --> 00:03:15.600 we understand the purpose of a public education and 66 00:03:15.600 --> 00:03:18.700 different ways. When we're parent-centric and 67 00:03:18.700 --> 00:03:22.100 we're paying attention to where parents are, we're 68 00:03:21.100 --> 00:03:24.400 opening up access to all parents across 69 00:03:24.400 --> 00:03:27.600 social economic status across racial categories, so 70 00:03:27.600 --> 00:03:30.500 they can be involved in young people's learning. And 71 00:03:30.500 --> 00:03:33.500 those are the processes that are going to move us forward to come 72 00:03:33.500 --> 00:03:37.100 into a more perfect union by incorporating 73 00:03:36.100 --> 00:03:39.000 the voices that we need in order to move forward.