When designing change, teams should regularly pause to reflect on whether equity has been embedded in their process and whether their planned change will lead to more equitable outcomes.
When designing change, teams select solutions that reflect the needs and priorities of students, families, teachers, and classified staff.
When designing change, teams brainstorm a wide range of potential ways to address their problem related to equity and resiliency in teaching and learning.
When designing change, teams define a problem to tackle, asking “How might we?” as a way to start to imagine a more equitable, resilient future of teaching and learning.
When designing change, teams make sense of input and feedback from students, families, teachers, and classified staff to identify what changes are needed and what those changes might look like.
When designing change, teams regularly pause and reflect on how equity is embedded in their change processes.
When designing change, teams look externally to glean best practices from other districts and schools that have implemented strategies to increase equity and resiliency in teaching and learning.
When designing change, teams ensure that stakeholders – students, families, teachers, and classified staff – are the primary sources of input for what change is necessary and what change might look like through direct interviewing.
When designing change, teams start with an in-depth analysis of the history of their school(s), what is currently working well in the district, and where the district’s primary pain points are.
When designing change, teams should start with a clear definition of and commitment to why change is necessary.
