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)
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.
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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/
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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.
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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.
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