One of the NY State Standards points to the importance of ethics.  Specifically, that of setting a standard for ethical behavior by example.

  I believe that the way we enact decisions regarding kids and schools, and the words we use to enact the decisions, are just as important.

A necessary part of setting this ethical standard is to practice antiracism, which promotes a school in which students and staff do not face discrimination on the basis of their race.  This is important because even though the nation’s children are growing more and more diverse, the nation’s teaching populations tend to be rather homogeneous.  There is, therefore, a need for teacher education programs that tackle the challenging task of preparing teachers to meet the needs of diverse populations.

In the meantime, school leaders must assume the role of leading antiracist strategies, which are both intrapersonal and extrapersonal.

During my coursework at New York University, I learned how to become a leader of antiracism. 

I learned the antiracist strategy of "Beginning Courageous Conversations about Race", practiced it, and then taught it to other NYU classmates.

Below you will find evidence of my competency to set a standard for ethical behavior.

Beginning Courageous Conversations about Race

Guidelines for more successful interracial dialogue about crucial issues with both students, colleagues, and families 

Source: Everyday Antiracism by Mica Pollack

• Keep in mind that interracial conversations about race are always a bit dangerous, as they unleash emotions that we have all learned to bury.  Racial topics are a hot-button issue in the U.S. that can cause people of color to become vocally angry and white people to become silent, defiant, or disconnected.  It is our responsibility to muster the strength to facilitate those potentially explosive conversations.
• The discussion leader must have thought through the issues from multiple angles in order to steer the conversation in a positive direction.

1. Stay engaged – one day, one conversation at a time, until it becomes a part of the culture of dialogue.  Discussion leaders must explicitly invite participants into a dialogue about race.

• White participants often resort to silence in fear that their comments will be misconstrued as evidence of racist thinking, while participants of color may feel it is unsafe or futile to give voice to their inner thoughts.  When this occurs, the facilitator should invite participants to reflect upon, write about, and share the thoughts and feelings giving rise to the silence.

2. Expect to experience discomfort – inform colleagues right away that a hallmark of examining race is feeling uncomfortable with that we discover about our own and others’ perspectives.

• Instead of retreating, normalize the presence of multiple perspectives and encourage one another to engage in self-examination of racial identities and personal racial histories.

3. Speak your truth – Be honest about your thoughts, feelings, and opinions.  As many beliefs concerning race are based on misconceptions, it is precisely through the sharing of honest and heartfelt sentiments that transformation can occur. The discussion leader must help participants open up and share their perspectives regardless of how unusual or unpopular they fear those views might be.  Use reflexive questions:

• Can you tell me what you mean when you say…?
• Is it possible for you to say more about…?
• Have the thoughts you shared been shaped by others, or is this your own personal perspective?
• Why do you think others might want to challenge your perspective?

4. Expect and accept a lack of closure – conversations about race usually provide no resolution. Accept that the courageous conversations will be ongoing.

Paramount to being able to engage effectively in everyday antiracism with others, is developing the will, skill, and capacity to do so