3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.

1. Diversity in Independent Schools:
What Leaders Need to Know
The Philadelphia School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

3. Goals

Understanding the Case for Diversity

Assessing Where You Are

Priming for Change (or Sustaining It)

Dialogue At the Ground Level

Assessing and Reassessing

Questions
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. 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).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

5. Understanding the Case
for Diversity and Inclusion

The Moral Case

The Academic Case

The Economic Case
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

7. 6Cs of 21st Century
Education and Excellence

Critical Thinking

Collaboration

Communication

Creativity

Cosmopolitanism/Cross-Cultural
Competency
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

8. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. From Exclusive to Inclusive:
Developmental Stages
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

10. Hallmarks of Earlier Phases
 People feel pressure to fit in
 People fear speaking up
 “Who you know” is more important than “what you
know” (relationship-based culture)
 You only trust those closest to you (cliques)
 Denial of differences is considered a virtue (“we
don’t see differences here”)
 It’s hard for outsiders to learn the rules (sink or
swim to prove yourself)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

11. Hallmarks of Later Phases
 People can bring their full selves to school
 The school encourages and welcomes people to
contribute different opinions and points of view
 There is a performance driven culture
 People form dynamic and diverse groups (trust)
 Differences are seen as additive and productive
 Success is explicitly defined, and the school supports
people in achieving it
 The school has an interactive culture
 People have the competencies to adapt to different
cultural contexts.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

12. Identifying Growth Zones – The 5Ps
• Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.
• Programming – Diversity training and programming for
all constituencies (board, admin, faculty, staff,
students, families, etc.). Diversity and inclusivity
curriculum.
• Practice – Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• People – Critical mass of people who are supportive AND
active on all levels.
• Pecuniary Resources – Funding allocated in the
strategic plan for supporting diversity efforts.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

13. Stages of Recruitment to Retention
 Recruiting
 Interviewing
 Admitting/Hiring
 Starting before the first school year begins
 Conducting professional development
 Mentoring and collaborating
 Assessing, supervising, observing and evaluating
 Granting tenure/permanence/leadership
 Sustaining the connection
 Developing career-long learners
 Renewing and reorienting
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. Process Break
Where do you feel your
school is currently in its
development toward
inclusion? What makes you
think so? What are some
initial thoughts on what areas
the school can improve?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

15. Break
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. Schools Have ZPDs, Too!
Status Quo:
Reliance on what the
school does already
and naturally
Zone of Proximal
Development:
Mindful and strategic
change toward the
next stage of growth
Too Much, Too Fast:
Unrealistic demands
on the community
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. Success vs Failure of Initiatives
------ + Consensus + Skills + Incentive + Resources + Action Plan = Confusion
Vision + ------ + Skills + Incentive + Resources + Action Plan = Sabotage
Vision + Consensus + ------ + Incentive + Resources + Action Plan = Anxiety
Vision + Consensus + Skills + ------ + Resources + Action Plan = Resistance
Vision + Consensus + Skills + Incentive + ------ + Action Plan = Frustration
Vision + Consensus + Skills + Incentive + Resources + ------ = Treadmill
Vision + Consensus + Skills + Incentive + Resources + Action Plan = Change
DON’T FORGET TO ADD PLENTY OF HEART!!!
*Adapted from T. Krosier’s “Managing Complex Change.”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

18. Priming For Improvement
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. Cultural Values

Values

Value Priorities

Norms of Behavior

Decision Making
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

20. Cultural Value Differences
RELATIONAL
Individualism
Collectivism
group interdependence
self-reliance, independence
(mindless follower)
(selfis h )
Informality
Formality
directness, give and take discussion
indirectness, protect "face"
(rude and abrupt)
(stiff and impersonal)
Competition
Cooperation
individual achievement
group achievement
(egotistical, show-off)
(avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism
Hierarchy
fairness, belief in equal opportunity
privilege of status or rank
(being picky, on a soapbox)
(power hungry or avoiding accountability)
TEMPORAL
Use of Time
Passage of Time
"Time is money"
"Time is for life"
(doesn’t get the important things in life)
(lazy and irresponsible)
Change/Future
Tradition/Past
Adaptability ensures survival
Stability ensures survival
(muckraker, stirs up trouble)
(old-school, afraid of change)
ACTIVITY
Action orientation
"Being" orientation
"Make things happen"
"Let things happen"
(rushes without thinkin g )
(indecisive and slow)
Practicality
Idealism
Efficiency is always best
Always maintain principles
(impersonal and unscrupulous)
(naïve and impractical)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

21. Effective Communication Models
Common Threads
SUPPORTIVE
DEFENSIVE
Description
Evaluation
Problem-Orientation
Control
Spontaneity
Strategy
Empathy
Neutrality
Equality
Superiority
Provisionalism
Certainty
Brenda J. Allen, Difference Matters: Communicating Social Ide
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

22. Conversation Norms
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



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
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Speak from the “I” perspective
Disagree without being disagreeable
Seek first to understand before being understood
Criticize ideas, not people
Work from your own learning edge and acknowledge
others may be coming from different places
Demonstrate respect
Be open-minded; seek clarification
Take risks; lean into discomfort
Assume positive regard
Honor the spirit of confidentiality
Remember the right to pass
Ouch!
Share air time
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

23. Examining a Practice
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

24. Reflection
What are some of your
thoughts, feelings or
other reflections of our
discussion?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

25. Looking Ahead
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

26. Final Questions or Comments?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

28. Resources
• Cornell University ILR Management Programs
(www.ilr.cornell.edu)
• National Training Lab (www.ntl.org)
•
•
•
•
•
•
•
Robert Evans, The Human Side of School Change
Malcolm Gladwell, The Tipping Point
Jim Collins, Good To Great
Stephen R. Covey’s Coveylink
Stephen M. R. Covey, The Speed of Trust
Michelle Cummings, Training-Wheels.com
Terrence Deal and Kent Peterson, Shaping School
Culture: The Heart of Leadership
• NAIS Press, Diversity Work in Independent Schools:
The Practice and the Practitioner
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)