Leadership Circle

Leadership Circle: The DEI Committee is led by a Leadership Circle, a group of self-selecting individuals who have the desire and capacity to be involved in shaping the course of the committee. The Leadership Circle meets monthly. A team of two co-chairs facilitate this group. The Leadership Circle works collectively on the following tasks:

  • Lead communication efforts about the committee’s work to the broader school community:
    • Provide 2-5 minute written update of committee agenda, concerns, etc to be read during staff in-service days
    • Attend quarterly Le Monde board meetings, presenting the status of the committee as a scheduled 5-7 minute agenda item
    • Create and maintain the Le Monde DEI website
  • Plan for and facilitate quarterly meeting of the larger DEI committee 
  • Document the committee’s activities through meeting notes
  • Maintain an updated email list of committee members

Agreements

To become a member of the DEI Leadership Circle, I agree to the following:

  1. I will stay engaged: Staying engaged means “remaining morally, emotionally, intellectually, and socially involved in the dialogue” (p.59) 
  2. I will experience discomfort: Discomfort is inevitable when discussing topics centered on equity, especially in dialogue about race, and members make a commitment to bring issues into the open. It is not talking about these issues that create divisiveness. The divisiveness already exists in the society and in our schools. It is through dialogue, even when uncomfortable, that healing and change begin.
  3. I will speak my truth: This means being open about thoughts and feelings and not just saying what you think others want to hear. 
  4. I will expect and accept non­closure: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, especially in relation to dismantle inequities, which requires ongoing dialogue (pp.58-­65).
  5. I will remain committed: I commit to practicing the vision, mission and values as defined by the committee. I also commit to review the committee’s practices and processes as a way to model anti-oppressive, pro-equity structures of thinking, strategizing and acting.*

*Adapted from Singleton, G.E., & Linton, C. (2006). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. pp. 58-65. Thousand Oaks, CA: Corwin.


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