Equity Facilitation Slides
The Equity Architect
Facilitating Professional Learning as an Equity-Focused Leader
Our Primary Goals
01
Master the Moves
Introduce five key leadership moves to transform facilitation into an equity practice.
02
Analyze the Data
Provide practical tools for disaggregating data to reveal hidden patterns.
03
Interrupt the Narrative
Develop the skill to identify and interrupt deficit thinking in adult learning spaces.
Move 01
Naming
Inequities
The ability to name inequities directly and professionally is the foundation of equity-focused leadership.
Use precise, non-judgmental language.
Focus on observable patterns rather than intentions.
The Scripting Guide
Instead of:
"Some teachers are failing our black students."
Try:
"Our current data shows a 15% gap in outcomes for our Black students that we need to investigate."
Move 02
Disaggregating Data
Participation Data
Who is raising their hand? Who is being called on? Who is leading the small group?
Student Outcomes
Looking beyond the average to see how specific subgroups are experiencing the learning.
"Data is the mirror that makes inequities visible."
Move 03
Structuring
Dialogue
Equitable facilitation doesn't happen by accident. It requires intentional structures to elevate quieter voices.
Progressive Stacks
Prioritizing those who haven't spoken yet.
Equitable Airtime
Using timers or "Save the Last Word" protocols.
Silent Brainstorming
Allowing processing time before oral discussion.
Move 04
Interrupting Deficit Thinking
Red Flags
- "They don't value education."
- "There's nothing we can do here."
- "They aren't ready for this content."
The Pivot
- "What strengths can we build on?"
- "How is our practice contributing?"
- "What scaffolding is missing?"
Move 05
Differentiated Support
Equity for students requires equity for adults. Leaders must meet teachers where they are in their equity journey.
Stage: Awareness
Focus on building empathy, examining personal bias, and understanding systemic barriers.
Stage: Implementation
Focus on concrete instructional strategies, coaching cycles, and data-driven adjustments.
Press vs. Pause
When should a leader press into a difficult conversation?
When should they pause to allow for processing?
The Press
When harm is being done, when silence is complicity, or when momentum is stalling on a critical equity goal.
The Pause
When emotions are dysregulated, when more data is needed, or to allow space for productive struggle.
The Balancing Act
How do you balance psychological safety with accountability?
"Safety is not the absence of discomfort; it is the presence of trust."
"Accountability is not punishment; it is the commitment to our shared mission."
Lead the Change
Equity is not a destination; it is the way we facilitate the journey.
Reflection
Action
Equity Facilitator Guide
The Equity Architect
Facilitator Guide & Discussion Framework
Leadership Series
Session Overview
This 30-minute mini-lecture and discussion is designed to shift leadership practice from general facilitation to equity-focused intervention. Participants will explore five critical "moves" that allow leaders to surface and address inequities within professional learning communities.
Primary Goals
- Equip leaders with specific linguistic scripts for naming inequities.
- Provide a framework for disaggregating adult and student data in real-time.
- Develop the capacity to identify and pivot away from deficit-based narratives.
Pacing Guide
Intro & Goals 5 min
The 5 Moves (Lecture) 12 min
Press vs. Pause Disc. 6 min
Safety vs. Accountability 7 min
Instructional Deep Dive
Move 1: Naming Inequities
Focus on Objectivity. Facilitators often fail here because they fear sounding accusatory. Emphasize that naming a gap is not a judgment of character, but a recognition of a shared challenge.
Facilitator Tip: If the room gets quiet, stay in the silence. Don't rush to "fix" the discomfort of naming an inequity.
Move 2 & 3: Data & Dialogue
Move 2 is about Visibility; Move 3 is about Inclusion. When disaggregating data, look for "bright spots" as well as gaps. When structuring dialogue, use a "Save the Last Word" protocol to ensure the most junior person in the room has the final say.
Move 4: Interrupting Deficit Thinking
The "Pivot" is essential. We aren't just saying "don't say that." We are redirecting the energy toward agency and professional responsibility. Remind participants: We cannot control the students' lives, but we can control our instructional response.
Facilitating the Critical Debrief
Discussion 1: Press vs. Pause
Guiding Questions
- "Tell me about a time you 'pressed' and it backfired. What would a 'pause' have looked like?"
- "How do you signal to a group that you are pausing for processing versus pausing to avoid a topic?"
Key Takeaway
"The goal is not to avoid tension, but to manage it. A 'Press' is an intervention in a pattern. A 'Pause' is an investment in the relationship."
Discussion 2: Safety vs. Accountability
The Tension
In many schools, "safety" is used as a shield to avoid accountability. True psychological safety means feeling safe enough to take risks and admit mistakes, not feeling safe from hard truths.
