• Addressing systemic inequities of race, gender, ability, sexual orientation, class, occupation, age, religious belief, language, and power—and fighting for and building alternative equitable structures for public education.

• Recognizing that all of us have been socialized in oppressive ways, and thus need to embark upon an ongoing process of unlearning and relearning to address our own privilege and/or internalized oppression as a necessary first step towards dismantling the systemic oppression our individual biases reinforce and reproduce.

• Amplifying the voices of communities of color to advocate for their own vision for public education.

• Providing a seat at decision-making tables or in forums where the people we work to serve can express their own lived experiences specifically for educators, activists, community leaders, parents, and students in underserved communities.

• Creating long-term leadership opportunities for people of color at all levels of the educational system and across overlapping identities.

• Restructuring pedagogies through critical cultural lenses, including but not limited to curating and assisting in the creation of resources and support for administrators and educators to use with students.

• Protecting public education for all people, especially from current movements to destroy it.

• Actively working to direct public education towards removing its legacy of oppression, exclusion and disenfranchisement that is a fundamental feature of the system.

(Internal)

• Maintain a steering committee that is greater than 90% members of color.

• Maintain a membership that is greater than two thirds (2/3) majority members of color.

• Consider race, gender, age, role/occupation, class, “ability” and sexual orientation balance in our leadership structure.

(External)

• Mobilize our resources and serve as champions for students, parents, and educators of color and their allies who are attacked, criticized, censured, denied opportunity, fired, or harmed due to their pursuit of educational equity.

• Develop long-term strategies and policy to ensure K-12 schools are served by at least representative proportions of educators of color.

• Develop long-term partnerships, strategies and policies designed to strengthen, support or otherwise create entities led by, or inclusive of people of color in leadership, seeking to direct educational outcomes for students.

• Develop long-term strategies and policies to address the general pattern of educational disparities across race, gender, class, “ability” and sexual orientation that create negative effects for students.