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CIRCLE STUDENTS is a
framework that explicitly
illustrates how your mindset
drives equitable action.
Teachers that value equity
have adopted a mindset that
informs intentional relational
and instructional moves.
Created by Carmen Williams
Care
Consciously
Caring consciously is a choice
to engage deeply in a mental
state that produces aligned
behavior. Caring consciously
acknowledges the whole child
as they are, not as we would
hope them to be and tends to
the individual needs and
dreams.
Created by Carmen Williams
Invite Dialogue
Inviting dialogue speaks to the
ability to create an environment
where 2-way communication is
expected, accepted, and
respected. Communication is
motivated through trusting
relationships. Multiple
modalities are used and
encouraged to support dialogue.
Created by Carmen Williams
Invite Dialogue
Created by Carmen Williams
Care
Consciously
Restore Dignity
Restoring dignity acknowledges
the oppressive systems and
inequalities that have stripped
students of their true identity.
To restore dignity is to honor the
core self and support the
development of a healthy self-
concept.
Created by Carmen Williams
Co-create
Space
Co-creating space requires an
acknowledgement of the
inherent gifts and talents in
others and the value they add to
the community. It is finding the
balance of stepping up and
stepping back. Intentionally
joining to deconstruct and
construct what the community
needs.
Created by Carmen Williams
Co-create
Space
Created by Carmen Williams
Restore Dignity
Learn Alongside
Learning alongside requires a
humble stance and genuine
curiosity for self, students, and
content. It is a willingness to fail
forward and maintain
vulnerability.
Created by Carmen Williams
Empathize
Radically
Empathizing radically requires
one to momentarily abandon
their values, beliefs, and
perceptions in order to fully
adopt those of another. To
internalize others’ experiences
as a means to deeply
understand and engage.
Created by Carmen Williams
Empathize
Radically
Created by Carmen Williams
Learn Alongside
Beyond Culture (1976) by Edward T. Hall
Introspective Activity
1. Former Self: Go through the CIRCLE STUDENTS framework as if you were a
student in the grade you are currently teaching. Can you describe an event
where the adult embodied each mindset?
2. Current Self: Go through the CIRCLE STUDENTS framework in your current
(aspiring) role as a classroom teacher. Can you imagine a scenario in which
you embody each mindset?
3. Future Self: Given your understanding, can you set a goal?
4. Learning Self: Reflect on the differences do you saw? Identify at least three
implications for your work? Rank the implications in terms of importance.
Committing to Your Practice
Write a classroom routine for each mindset. Include a specific, measurable outcome to
indicate your intention is delivering the intended impact.
Example:
Mindset Empathize Radically
Routine Meet one-on-one with students
Frequency Once a month
Intention Understand how students perceive and value assignments
Evidence of Impact Ability to paraphrase what was heard, adjust assignments, and evaluate student
feedback on adjustments.
Example Teacher meets with one student per day. This could be during lunch or independent
work time. Teacher and student participate in dialogue as a personal check-in ...
CIRCLE STUDENTS Committing to Your Practice
Whole Group Debrief
1. Which CIRCLE component did you feel the most creative?
2. Which CIRCLE component do you see yourself being the most consistent?
3. Which CIRCLE component was a struggle for you?
4. What are you learning about yourself?
Feedback
Pluses Wishes

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Circle Students Professional Development Carmen Williams (1).pptx

  • 1.
  • 2. CIRCLE STUDENTS is a framework that explicitly illustrates how your mindset drives equitable action. Teachers that value equity have adopted a mindset that informs intentional relational and instructional moves. Created by Carmen Williams
  • 3. Care Consciously Caring consciously is a choice to engage deeply in a mental state that produces aligned behavior. Caring consciously acknowledges the whole child as they are, not as we would hope them to be and tends to the individual needs and dreams. Created by Carmen Williams
  • 4. Invite Dialogue Inviting dialogue speaks to the ability to create an environment where 2-way communication is expected, accepted, and respected. Communication is motivated through trusting relationships. Multiple modalities are used and encouraged to support dialogue. Created by Carmen Williams
  • 5. Invite Dialogue Created by Carmen Williams Care Consciously
  • 6. Restore Dignity Restoring dignity acknowledges the oppressive systems and inequalities that have stripped students of their true identity. To restore dignity is to honor the core self and support the development of a healthy self- concept. Created by Carmen Williams
  • 7. Co-create Space Co-creating space requires an acknowledgement of the inherent gifts and talents in others and the value they add to the community. It is finding the balance of stepping up and stepping back. Intentionally joining to deconstruct and construct what the community needs. Created by Carmen Williams
  • 8. Co-create Space Created by Carmen Williams Restore Dignity
  • 9. Learn Alongside Learning alongside requires a humble stance and genuine curiosity for self, students, and content. It is a willingness to fail forward and maintain vulnerability. Created by Carmen Williams
  • 10. Empathize Radically Empathizing radically requires one to momentarily abandon their values, beliefs, and perceptions in order to fully adopt those of another. To internalize others’ experiences as a means to deeply understand and engage. Created by Carmen Williams
  • 11. Empathize Radically Created by Carmen Williams Learn Alongside
  • 12. Beyond Culture (1976) by Edward T. Hall
  • 13. Introspective Activity 1. Former Self: Go through the CIRCLE STUDENTS framework as if you were a student in the grade you are currently teaching. Can you describe an event where the adult embodied each mindset? 2. Current Self: Go through the CIRCLE STUDENTS framework in your current (aspiring) role as a classroom teacher. Can you imagine a scenario in which you embody each mindset? 3. Future Self: Given your understanding, can you set a goal? 4. Learning Self: Reflect on the differences do you saw? Identify at least three implications for your work? Rank the implications in terms of importance.
  • 14. Committing to Your Practice Write a classroom routine for each mindset. Include a specific, measurable outcome to indicate your intention is delivering the intended impact. Example: Mindset Empathize Radically Routine Meet one-on-one with students Frequency Once a month Intention Understand how students perceive and value assignments Evidence of Impact Ability to paraphrase what was heard, adjust assignments, and evaluate student feedback on adjustments. Example Teacher meets with one student per day. This could be during lunch or independent work time. Teacher and student participate in dialogue as a personal check-in ...
  • 15. CIRCLE STUDENTS Committing to Your Practice
  • 16. Whole Group Debrief 1. Which CIRCLE component did you feel the most creative? 2. Which CIRCLE component do you see yourself being the most consistent? 3. Which CIRCLE component was a struggle for you? 4. What are you learning about yourself?

Editor's Notes

  1. What are the values that inform these mindsets
  2. Do you want to create the classroom you