J U S TI C E I S N’ T BL I N D
tices. 5 This has helped provide context for
re-thinking classrooms, and opportunities
for student choice, so that every child has a
sense of belonging and is an active contrib-
utor to their own learning. Faculty have em-
braced opportunities to create new learning
spaces, student-friendly tasks, and lesson
designs that incorporate student feedback
and voice. As the diversity of learner needs
is addressed, students are supported, feel a
sense of belonging, and feel braver taking
academic risks. The emphasis on celebrat-
ing and supporting the range of diversity
within our community has aligned our aca-
demic and social-emotional work, decreas-
ing off-task behaviors (and the perception
thereof ). We are more aligned and are pro-
viding the tools and resources to support
every child in our community.
fees, or launching into classroom activities,
we review norms that were co-crafted WITH
each group. How do we expect to work and
learn together? How will we engage with one
another? What might happen if we break these
agreements? Our diversity work and norm-
setting allows us to be, simply said, more
human. All of the learners in our community
can reflect on the classroom or community
agreements that they helped shape. We
create regular opportunities to give grati-
tude and normalize apologies. And when a
norm or community agreement is broken,
we dialog and ask, “What happened and
how are we going to make things right?” All
community members affected may provide
input on a logical consequence, promoting
problem-solving and conflict resolution. It
is messy and iterative, requires thoughtful-
ness and dialoging, aligns with our school
values of taking responsibility, has a growth
mindset, and celebrates diversity of all kinds
—key ingredients to sustaining intellect
and imagination.
What norms support your school’s ecosys-
tem? How do we make things right?
Mistakes are expected, respected, inspect-
ed, and corrected... Make your teammates
look good...
Assume good will...
Make “yes...and” statements...
Be more curious than certain...
I have a dream that we won’t have to talk
about ‘restorative justice’ because it will
be understood that true justice is about
restoration, and about transformation. I
have a dream. –Howard Zehr
Reflection is essential for learning. We are
intentional about modeling reflection and
collaboration for students. For example, be-
fore faculty meetings, parent/guardian cof-
They hate your brilliance. They hate your
beauty. They hate us. But we not gonna
hate ourselves. –When They See Us
5. For the past four years, San Francisco Day School has partnered with the CAST Institute to broaden our teaching
practices to support the range of diverse learners in our community (Universal Design for Learning).
Continues on page 16
CSEE Connections
Winter 2019
Page 15