Hargreaves and O/C, 77 - weak forms of collegiality were centered on gossip, talk, and sharing of ideas while strong forms of collegiality entailed actually working or laboring together in joint work that involved collective responsibility for results.

Hargreaves and O/C, 82 - Globally and historically, public school teaching has been rooted in a culture of individualism that has, in more developed and higher performing countries, begun to shift toward cultures of professional collaboration.

Reading these articles has solidified this position. Robinson (5 short articles) reflects this (pg. 16):
Weakness: The policy rhetoric is there – the practice not necessarily so. Implementation plans and resourcing have not always accompanied and supported the implementation processes of these documents

And this is indicative of not only the difficulties facing collaboration across schools, but can be distilled down to collaboration on a micro/individual level. Collaboration may be pushed from above (via PLCs or PD), but it may lack the necessary direction, objectives, or resources to make it feasible.

Jan Robertson, from 5 Think Pieces - Everything in a system can socialize that system back into being what it has always been unless there are interventions of transformative change that prevent this.

Timp, 2020, 59 - Biases influence judgments and expectations - good for top learners, not for others:
Biases influence judgements through what is noticed, and they inform decision making and actions. Leaders and teachers must make multiple decisions throughout the school day and beyond. Most of these in-the-moment decisions are based on tacit knowledge and perceptions of learners with unconscious bias playing a part when deciding what to teach to whom. They influence expectations. This works favourably for those learners who experience high expectations from their teachers but impacts negatively for those who experience low expectations

Bolton, 27 - Lower expectations for priority learner groups:
In New Zealand, as in many other countries, some teachers hold an unconscious bias against priority learner groups that can lead to lower expectations for these populations.

Timp, 2020, 59 - Biases are difficult to address, both in the classroom and beyond. This is, in part, because most people are unaware of them, do not fully understand how they work and, understandably, reject the idea that they hold them because they want the best for their students. It is difficult to address something that we are not consciously aware of and that our daily experiences may unknowingly reinforce.

Blank, 30 - Simply put, when teachers expect students to do well and show intellectual growth, they do. When teachers do not have such expectations – students perform poorly.
31 - Planting positive expectations seems vital – for both students and teachers.

With students, I recognize that I have consistently formed opinions and expectations about their academic performance and abilities. These are largely based on prior experience, but of course I am sure my assumptions and biases have played a role too. I would like to set clear goals and expectations for my students going forward. I would like to explicitly communicate my high expectations for all of them, get their agreement, and then hold myself and them accountable for their achievement. I need to consistently message high achievement to all my students.

Good leadership needs to be redefined

• currently not dsiplaying traits of leadership for SJ
• how can I stand up for SJ, espcially when others are clearly closed to it?

Theo, 253 - SJ leadership is the new definition of good leadership, and years of 'good leadership' alone have led to inequity:
the leadership described in this article goes beyond what has been seen as good leadership and raises the challenge to recast good leadership as leadership for social justice.... leadership that is not focused on and successful at creating more just and equitable schools for marginalized students is indeed not good leadership. I caution us all to consider that decades of good leadership have created and sanctioned unjust and inequitable schools. The kind of leadership that needs to be defined and discussed as good leadership is the leadership the principals in this study have pioneered, leadership centered on enacting social justice, and leadership that creates equitable schools

Aware of biases in varying contexts eg. stereotypes

• no real hardened conceptual understanding - no theoretical base

Can see the issue in other teachers (language, stance) eg. Suah

• Less able to recognize my own deficit views eg. Lucy
• Blindspot due to her zero level when she first started. To me she has made a lot of progress, to others, she has not made enough. Am I willing to accept less because of where she started? What does that say about equity?