Rydell Harrison and Isobel Stevenson are program coordinators at Partners for Educational Leadership in West Hartford, CT.

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• Contents (Tentative)PrefaceAcknowledgments1.  Iterative JusticeWhy Read This BookMental Models and Institutional LogicsImproving TogetherWhat Do We Mean by Equity and Why Do We Want It?Why Improvement and Science and Equity Have More in Common Than You Might ThinkValues That Run Through This Book2.  Centering the Experiences of StudentsStudent Centered vs. Centering StudentsBelonging and IdentityMarginalized Group IdentitySocial HomelessnessEmpathy and Empathy InterviewsFocus GroupsAt Your Desk or In the Halls3.  Dispositions of the Liberatory ImproverBackground on DispositionsDispositions in Improvement ScienceDispositions of Equity Leaders in EducationDispositions of Liberatory ImproversAt Your Desk or In the Halls4.  The Adjacent PossibleLimitations of Traditional Mental ModelsLeveraging the Adjacent PossibleAt Your Desk or In the Halls5.  Beliefs About Change and About PeopleAttributionDefensive RoutinesBias and Psychological DistanceMindsetsSelf-Efficacy and Stereotype ThreatIdentityMotivationGoals and AccountabilityPsychological SafetyAt Your Desk or In the Halls6.  Dismantling Traditional Power StructuresTraditional Power StructuresRationalization of PowerPower and the Perception of RightnessInfantilization and BlameInterrogating the Status QuoRenegotiating PowerEmbracing Transformative ChangeTime as a Tool of PowerLiberatory Power SharingAt Your Desk or In the Halls7.  Broadening Our Concept of DataData Contaminated by HistoryA Test-Based Theory of ActionPoor Assumptions and Unintended ConsequencesReconfiguring Data Teams to Make Better Use of Data and Empower TeachersA Word on Equity AuditsAt Your Desk or In the Halls8.  The Absolute Necessity of ConversationWhy Conversations About Race Are So DifficultThe Privilege of ComfortConversation SkillsConversation: Where the Big Ideas Come TogetherAt Your Desk or in the HallsEpilogueReferencesIndexAbout the Author

Rydell Harrison and Isobel Stevenson are program coordinators at Partners for Educational Leadership in West Hartford, CT.

Select Guide Rating

• Contents (Tentative)PrefaceAcknowledgments1.  Iterative JusticeWhy Read This BookMental Models and Institutional LogicsImproving TogetherWhat Do We Mean by Equity and Why Do We Want It?Why Improvement and Science and Equity Have More in Common Than You Might ThinkValues That Run Through This Book2.  Centering the Experiences of StudentsStudent Centered vs. Centering StudentsBelonging and IdentityMarginalized Group IdentitySocial HomelessnessEmpathy and Empathy InterviewsFocus GroupsAt Your Desk or In the Halls3.  Dispositions of the Liberatory ImproverBackground on DispositionsDispositions in Improvement ScienceDispositions of Equity Leaders in EducationDispositions of Liberatory ImproversAt Your Desk or In the Halls4.  The Adjacent PossibleLimitations of Traditional Mental ModelsLeveraging the Adjacent PossibleAt Your Desk or In the Halls5.  Beliefs About Change and About PeopleAttributionDefensive RoutinesBias and Psychological DistanceMindsetsSelf-Efficacy and Stereotype ThreatIdentityMotivationGoals and AccountabilityPsychological SafetyAt Your Desk or In the Halls6.  Dismantling Traditional Power StructuresTraditional Power StructuresRationalization of PowerPower and the Perception of RightnessInfantilization and BlameInterrogating the Status QuoRenegotiating PowerEmbracing Transformative ChangeTime as a Tool of PowerLiberatory Power SharingAt Your Desk or In the Halls7.  Broadening Our Concept of DataData Contaminated by HistoryA Test-Based Theory of ActionPoor Assumptions and Unintended ConsequencesReconfiguring Data Teams to Make Better Use of Data and Empower TeachersA Word on Equity AuditsAt Your Desk or In the Halls8.  The Absolute Necessity of ConversationWhy Conversations About Race Are So DifficultThe Privilege of ComfortConversation SkillsConversation: Where the Big Ideas Come TogetherAt Your Desk or in the HallsEpilogueReferencesIndexAbout the Author

Rydell Harrison and Isobel Stevenson are program coordinators at Partners for Educational Leadership in West Hartford, CT.

Select Guide Rating

• Contents (Tentative)PrefaceAcknowledgments1.  Iterative JusticeWhy Read This BookMental Models and Institutional LogicsImproving TogetherWhat Do We Mean by Equity and Why Do We Want It?Why Improvement and Science and Equity Have More in Common Than You Might ThinkValues That Run Through This Book2.  Centering the Experiences of StudentsStudent Centered vs. Centering StudentsBelonging and IdentityMarginalized Group IdentitySocial HomelessnessEmpathy and Empathy InterviewsFocus GroupsAt Your Desk or In the Halls3.  Dispositions of the Liberatory ImproverBackground on DispositionsDispositions in Improvement ScienceDispositions of Equity Leaders in EducationDispositions of Liberatory ImproversAt Your Desk or In the Halls4.  The Adjacent PossibleLimitations of Traditional Mental ModelsLeveraging the Adjacent PossibleAt Your Desk or In the Halls5.  Beliefs About Change and About PeopleAttributionDefensive RoutinesBias and Psychological DistanceMindsetsSelf-Efficacy and Stereotype ThreatIdentityMotivationGoals and AccountabilityPsychological SafetyAt Your Desk or In the Halls6.  Dismantling Traditional Power StructuresTraditional Power StructuresRationalization of PowerPower and the Perception of RightnessInfantilization and BlameInterrogating the Status QuoRenegotiating PowerEmbracing Transformative ChangeTime as a Tool of PowerLiberatory Power SharingAt Your Desk or In the Halls7.  Broadening Our Concept of DataData Contaminated by HistoryA Test-Based Theory of ActionPoor Assumptions and Unintended ConsequencesReconfiguring Data Teams to Make Better Use of Data and Empower TeachersA Word on Equity AuditsAt Your Desk or In the Halls8.  The Absolute Necessity of ConversationWhy Conversations About Race Are So DifficultThe Privilege of ComfortConversation SkillsConversation: Where the Big Ideas Come TogetherAt Your Desk or in the HallsEpilogueReferencesIndexAbout the Author