The Brave Leaders Playbook: 10 Leadership Shifts That Build Belonging & Bold Results

Outline

Session Outline:

0–10 minutes: Brave grounding: storytelling and reflection protocols.

10–30 minutes: Deep dive into the 10 Brave Shifts; use of breakout groups and digital tools for peer synthesis.

30–50 minutes: Analysis of case studies showing leadership shifts in action, including tech-enhanced coaching and digital culture data dashboards.

50–70 minutes: Brave Action Mapping with Miro or Google Jamboard.

70–80 minutes: AI/tech integration demo (e.g., using analytics tools to identify equity gaps or visualize culture data).

80–90 minutes: Commitment circles, digital pledges, and leadership action sprints.

Engagement Strategies:
This session centers active facilitation, collaborative tech tools, and data-informed storytelling. Participants will use digital visual planning boards, explore real AI-powered dashboards, and role-play coaching scenarios.

Research/Theory:

The Brave Shifts (Aarons-Martin, forthcoming)

B.R.A.V.E. Leadership Framework

Transformational Leadership Theory

Collective Efficacy (Donohoo, 2017)

Outcomes

Participants will be able to:

Apply at least 3 of the 10 Brave Shifts in their leadership context.

Use the Brave Action Map to implement a short-cycle change.

Lead coaching conversations that affirm belonging and equity.

Integrate AI and ed tech tools to assess and drive school culture transformation.

Supporting research

Achor, S. (2011, May). The happy secret to better work [Video]. TED Conferences. https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work
American Progress. (2025, August 27). Public education under threat: 4 Trump administration actions to watch in the 2025-26 school year. Center for American Progress. https://www.americanprogress.org/article/public-education-under-threat-4-trump-administration-actions-to-watch-in-the-2025-26-school-year/
Attendance Works. (2021). The 50% challenge: Crafting a state road map — Step 3: Family engagement. https://www.attendanceworks.org/resources/toolkits/the-50-challenge-crafting-a-state-road-map/the-50-challenge-step-3/family-engagement/
Baker, M. (2013, September 24). Thomas M. Menino: A timeline. Boston Magazine. https://www.bostonmagazine.com/news/2013/09/24/mayor-tom-menino-timeline/
Baker, M., & Kekahio, W. (2013). Five steps for structuring data-informed conversations and action in education (REL 2013–001). U.S. Department of Education, Institute of Education Sciences, Regional Educational Laboratory Pacific. https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2013-001.pdf
Benson, J. (2014). Hanging in: Strategies for teaching the students who challenge us most. ASCD.
Berg, J. H., & Zoellick, B. (2018). Teacher leadership: Toward a new conceptual framework. Journal of Professional Capital and Community, 4(1), 2–14. https://doi.org/10.1108/JPCC-06-2018-0017
Bristol, T. J. (2018). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 334–354. https://doi.org/10.1177/0042085917697200
Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Gotham Books.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
Burke Harris, N. (2018). The deepest well: Healing the long-term effects of childhood adversity. Houghton Mifflin Harcourt.
Byrne-Jiménez, M. C., & Yoon, I. H. (2019). Leadership as an act of love: Leading in dangerous times. Frontiers in Education, 3, Article 117. https://doi.org/10.3389/feduc.2018.00117
Center on the Developing Child at Harvard University. (n.d.). Toxic stress. https://developingchild.harvard.edu/key-concept/toxic-stress/
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.