St Margaret Episcopal School Leadership and Inclusion

Seattle Girls’ School
Rosetta Eun Ryong Lee
Leadership and Inclusion:
Creating Inclusive Communities
as Student and Adult Leaders
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

About Seattle Girls’ School
What Brings You to Leadership?
Think about the time or experiences that
got you interested in being a student
leader. What keeps you going? What do
you hope for?

Agenda
 The Leadership Challenge
 Who We Are
 Shaping the Climate
 Interruption Skills
 Practice Makes…
 Facilitation Skills
 Practice Makes…
 Wrap up

Leadership Challenge

A Different Kind of Leader
 Model the Way
 Inspire a Shared
Vision
 Challenge the
Process
 Enable Others to Act
 Encourage the Heart

Servant Leaders
 Listen Well and Demonstrate Empathy
 Foster Health and Wholeness in Everyone
 Demonstrate Self-Awareness
 Influence Others Through Persuasiveness, not Power
 Understand Present Realities and Future Possibilities
 Steward Resources and Trust for Greater Good
 Commit to People’s Growth and Serve Their Needs
 Build Community

Conversation:
My Leadership Challenge
What do YOU think are
important leadership
characteristics and
behaviors? What are your
personal strengths and
areas for improvement?

Self-Knowledge: Who We Are

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).

National Coalition Building Institute, Seattle Chapter, “Building Bridges Workshop,” Adapted by Rosetta Eun Ryong Lee
• Stand proudly for your group
• Stand for as many groups
within one category
as applies to you
• If you are not standing,
cheer and applaud
the people who are
Exercise: Up-Downs

Birth Status

Racial/Ethnic/Cultural Heritage

Religion

Socioeconomic Class

Gender

Sexual Orientation

Ability

Private Identity

Debrief: Who Am I?
How did it feel to claim
various identities and
experiences? Did you learn
anything new, interesting,
or surprising? What did it
feel like to be affirmed for
your identities? To affirm
others?

Break

 Identity Frames
 Intractability
 Co-Authorship of Identity
Shaping the Climate:
Identity and Cultural Inclusion

Exercise:
Have You Heard?
Put-Downs and Isms
 Please work in small groups.
 What names or phrases have you
heard youth use to hurt or exclude
each other?
 How are societal isms are at the root
of these comments?
 Any thoughts or insights?

Put Downs and Isms
“That’s so gay!” ----- heterosexism
“You’re so ghetto.” ----- classism and racism
“That’s retarded.” ----- abelism
“Don’t be such a b**ch.” ----- sexism
“Your name’s weird.” ----- ethnocentrism
“Sissy” ----- sexism, heterosexism
“Trailer trash!” ----- classism and racism
“Did you forget to take your meds?” ---- ableism
“You look like a terrorist” ---- ethnocentrism and Christiancentrism
“That’s so lame.” ----- abelism
“Your food stinks!” ----- ethnocentrism
“Crybaby!” ----- adultism and sexism

Becoming the Adults
We Want to Be
Adolescent Brain Development
Peer Pressure
The Pressure of Being Middle
Backstage and Frontstage Spaces
Path of Least Resistance

An Ally Is…
“a person who is a member of the dominant or
majority group who works to end oppression in
his or her personal and professional life
through support of, and as an advocate with
and for, the oppressed population”
Washington and Evans, Becoming an Ally

An Ally Is…
“Someone who doesn’t have to stand up for
someone else, who might even lose something
if they do, but they do it anyway because they
know it’s the right thing to do”
Anna, 6th Grader

Bystander to Ally
Karen Bradberry, PhD
Active Passive Passive Active
Agent Bystander Ally

Relationship Based Interruption

NCBI Effective Interventions Model
 Reduce Defensiveness
– Tone
– Body Language
– Respect
 Keep the Conversation Going
– Hear Them Out
– Ask Open-Ended Questions
– Set Aside Your Feeling for the Moment
– Dialogue
 Build the Relationship
 Win an Ally

Everything You Ever Wanted to Interrupt
But Didn’t Know How To…
 Think of trigger events of phrases
 Which ones have proven most challenging?
 Which ones would you like to strategize effective
interventions for?
 Strategize for different people: strangers,
acquaintances, friends, family members, younger
people, etc.

Practice Makes…
Two Lines Facing Each Other
-Line 1 say trigger phrase
-Line 2 respond
-Line 2 move one person
-Repeat for several rounds
After 10 minutes, we will
switch roles (Line 2 say
trigger, Line 1 respond) and
practice another 10 minutes.

Sharing the Wisdom

Lunch
Until 1PM

Facilitation Skills
 Space
 Confidence and Competence
 Relationship Building
 Credibility
 Flexibility and Authority
 Optimism
 Modeling
 Multiple Learning Styles

Facilitation Tips
 Co-facilitation
 Depersonalization
 Vulnerability
 Relationships
 Saving it for Later
 Discomfort
 Clarification
 Listening
 Hot Buttons

Avoiding the Pitfalls and
Overcoming the Obstacles
 Powerful stories
 Powerful statistics
 Powerful analogies
 Facilitation Skills
 Welcoming environment
 Clear and strict norms
 Willingness to sit with
discomfort

What’s YOUR
Facilitation Challenge?

Practice Makes…
Feeling Even More Comfortable!

Structure
 Groups of 6
– 1 Facilitator
– 3 Participants
– 2 Challengers
 Discussion
 Feedback for the Facilitator

Goals to Strive For
 Be Real
 Don’t End Early
 Don’t “Admire the Problem”
 Sit With All the Feelings
 Support the Facilitator

Discussion Time
Round One
Discussion
Round One
Feedback and
Discussion
Discussion One : How does
socioeconomic difference and privilege
show up at your school? How does it
impact students? How might the
situation improve?

Discussion Time
Round One
Discussion
Round One
Feedback and
Discussion
Discussion Two : How does gender
difference and gender bias show up at
your school? How does it impact
students, particularly leaders? How
might the situation improve?

Large Group Share
What were some:
Ah-ha moments
Great strategies
Heads up
Questions or Concerns

Next Steps
 Attend more Train the Trainer workshops
 Have more real discussions with people
who affirm you
 Have more real one-on-one dialogue with
people who may or may not affirm you
 Continue to learn and grow in your
knowledge base for content AND skills

Resources
• Anti-Defamation League
• Cross Cultural Connections
(www.CulturesConnecting.com)
• Facilitation First
• Jimpact Enterprises, Inc.
• National Coalition Building Institute
• The People’s Institute
• Stirfry Seminars
• The Thiagi Group

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

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