Diversity in Independent Schools:
What Leaders Need to Know

The Philadelphia School
Rosetta Eun Ryong Lee
Seattle Girls’ ...
About Seattle Girls’ School

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Goals


Understanding the Case for Diversity



Assessing Where You Are



Priming for Change (or Sustaining It)



Di...
Dimensions of Identity and Culture

This model of identifiers and culture was created by Karen Bradberry and Johnnie Forem...
Understanding the Case
for Diversity and Inclusion



The Moral Case



The Academic Case



The Economic Case

Rosetta...
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6Cs of 21st Century
Education and Excellence


Critical Thinking



Collaboration



Communication



Creativity



C...
Developmental Model of Intercultural
Sensitivity (DMIS) Schematic

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
From Exclusive to Inclusive:
Developmental Stages

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Hallmarks of Earlier Phases
 People feel pressure to fit in
 People fear speaking up
 “Who you know” is more important ...
Hallmarks of Later Phases
 People can bring their full selves to school
 The school encourages and welcomes people to

c...
Identifying Growth Zones – The 5Ps

• Policy – Enumeration of the school’s diversity
commitment through mission, strategic...
Stages of Recruitment to Retention
 Recruiting

 Interviewing
 Admitting/Hiring
 Starting before the first school year...
Process Break
Where do you feel your
school is currently in its
development toward
inclusion? What makes you
think so? Wha...
Break

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Schools Have ZPDs, Too!
Status Quo:
Reliance on what the
school does already
and naturally
Zone of Proximal
Development:
M...
Success vs Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + -...
Priming For Improvement

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Cultural Values



Values



Value Priorities



Norms of Behavior



Decision Making

Rosetta Eun Ryong Lee (http://t...
Cultural Value Differences

RELATIONAL
Individualism
Collectivism
group interdependence
self-reliance, independence
(mindl...
Effective Communication Models
Common Threads
SUPPORTIVE

DEFENSIVE

Description

Evaluation

Problem-Orientation

Control...
Conversation Norms














Speak from the “I” perspective
Disagree without being disagreeable
Seek firs...
Examining a Practice

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Reflection
What are some of your
thoughts, feelings or
other reflections of our
discussion?

Rosetta Eun Ryong Lee (http:/...
Looking Ahead

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Final Questions or Comments?

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Str...
Resources

• Cornell University ILR Management Programs
(www.ilr.cornell.edu)
• National Training Lab (www.ntl.org)

•
•
•...
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The Philadelphia School Board Training on Diversity and Leadership

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3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.

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The Philadelphia School Board Training on Diversity and Leadership

  1. 1. Diversity in Independent Schools: What Leaders Need to Know The Philadelphia School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  3. 3. Goals  Understanding the Case for Diversity  Assessing Where You Are  Priming for Change (or Sustaining It)  Dialogue At the Ground Level  Assessing and Reassessing  Questions Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  4. 4. Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  5. 5. Understanding the Case for Diversity and Inclusion  The Moral Case  The Academic Case  The Economic Case Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  6. 6. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  7. 7. 6Cs of 21st Century Education and Excellence  Critical Thinking  Collaboration  Communication  Creativity  Cosmopolitanism/Cross-Cultural Competency Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  8. 8. Developmental Model of Intercultural Sensitivity (DMIS) Schematic Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  9. 9. From Exclusive to Inclusive: Developmental Stages Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  10. 10. Hallmarks of Earlier Phases  People feel pressure to fit in  People fear speaking up  “Who you know” is more important than “what you know” (relationship-based culture)  You only trust those closest to you (cliques)  Denial of differences is considered a virtue (“we don’t see differences here”)  It’s hard for outsiders to learn the rules (sink or swim to prove yourself) Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  11. 11. Hallmarks of Later Phases  People can bring their full selves to school  The school encourages and welcomes people to contribute different opinions and points of view  There is a performance driven culture  People form dynamic and diverse groups (trust)  Differences are seen as additive and productive  Success is explicitly defined, and the school supports people in achieving it  The school has an interactive culture  People have the competencies to adapt to different cultural contexts. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  12. 12. Identifying Growth Zones – The 5Ps • Policy – Enumeration of the school’s diversity commitment through mission, strategic plan, handbooks, websites, etc. • Programming – Diversity training and programming for all constituencies (board, admin, faculty, staff, students, families, etc.). Diversity and inclusivity curriculum. • Practice – Consistent and meaningful revisit of policy and programs. Climate assessments, proactive changes, and meaningful responses to incidents. • People – Critical mass of people who are supportive AND active on all levels. • Pecuniary Resources – Funding allocated in the strategic plan for supporting diversity efforts. Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  13. 13. Stages of Recruitment to Retention  Recruiting  Interviewing  Admitting/Hiring  Starting before the first school year begins  Conducting professional development  Mentoring and collaborating  Assessing, supervising, observing and evaluating  Granting tenure/permanence/leadership  Sustaining the connection  Developing career-long learners  Renewing and reorienting Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  14. 14. Process Break Where do you feel your school is currently in its development toward inclusion? What makes you think so? What are some initial thoughts on what areas the school can improve? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  15. 15. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  16. 16. Schools Have ZPDs, Too! Status Quo: Reliance on what the school does already and naturally Zone of Proximal Development: Mindful and strategic change toward the next stage of growth Too Much, Too Fast: Unrealistic demands on the community Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  17. 17. Success vs Failure of Initiatives ------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change DON’T FORGET TO ADD PLENTY OF HEART!!! *Adapted from T. Krosier’s “Managing Complex Change.” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  18. 18. Priming For Improvement Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  19. 19. Cultural Values  Values  Value Priorities  Norms of Behavior  Decision Making Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  20. 20. Cultural Value Differences RELATIONAL Individualism Collectivism group interdependence self-reliance, independence (mindless follower) (selfis h ) Informality Formality directness, give and take discussion indirectness, protect "face" (rude and abrupt) (stiff and impersonal) Competition Cooperation individual achievement group achievement (egotistical, show-off) (avoiding doing work or taking responsibility) AUTHORITY Egalitarianism Hierarchy fairness, belief in equal opportunity privilege of status or rank (being picky, on a soapbox) (power hungry or avoiding accountability) TEMPORAL Use of Time Passage of Time "Time is money" "Time is for life" (doesn’t get the important things in life) (lazy and irresponsible) Change/Future Tradition/Past Adaptability ensures survival Stability ensures survival (muckraker, stirs up trouble) (old-school, afraid of change) ACTIVITY Action orientation "Being" orientation "Make things happen" "Let things happen" (rushes without thinkin g ) (indecisive and slow) Practicality Idealism Efficiency is always best Always maintain principles (impersonal and unscrupulous) (naïve and impractical) Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  21. 21. Effective Communication Models Common Threads SUPPORTIVE DEFENSIVE Description Evaluation Problem-Orientation Control Spontaneity Strategy Empathy Neutrality Equality Superiority Provisionalism Certainty Brenda J. Allen, Difference Matters: Communicating Social Ide Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  22. 22. Conversation Norms              Speak from the “I” perspective Disagree without being disagreeable Seek first to understand before being understood Criticize ideas, not people Work from your own learning edge and acknowledge others may be coming from different places Demonstrate respect Be open-minded; seek clarification Take risks; lean into discomfort Assume positive regard Honor the spirit of confidentiality Remember the right to pass Ouch! Share air time Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  23. 23. Examining a Practice Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  24. 24. Reflection What are some of your thoughts, feelings or other reflections of our discussion? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  25. 25. Looking Ahead Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  26. 26. Final Questions or Comments? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  27. 27. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  28. 28. Resources • Cornell University ILR Management Programs (www.ilr.cornell.edu) • National Training Lab (www.ntl.org) • • • • • • • Robert Evans, The Human Side of School Change Malcolm Gladwell, The Tipping Point Jim Collins, Good To Great Stephen R. Covey’s Coveylink Stephen M. R. Covey, The Speed of Trust Michelle Cummings, Training-Wheels.com Terrence Deal and Kent Peterson, Shaping School Culture: The Heart of Leadership • NAIS Press, Diversity Work in Independent Schools: The Practice and the Practitioner Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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