Systemic Friction Prioritization

What participants gain

• Evaluate potential anti-bias interventions based on impact and effort
• Distinguish between individual locus of control and systemic issues requiring administrative support
• Identify at least two 'Quick Wins' that can be implemented immediately
• Develop a strategic mindset for tackling complex equity challenges sequentially

Materials needed

• Prioritization Matrix worksheets (Impact vs. Effort)
• Sticky notes from previous sessions (Pain Points/Opportunities)
• Blue painter's tape to create a giant matrix on the floor or wall
• Voting dots (3 per participant)
• Digital camera or phone to capture the final board

How to run Systemic Friction Prioritization, step by step

1. Introduce the Impact vs. Effort matrix, explaining the definitions of the four quadrants (Quick Wins, Major Projects, Fill-ins, Thankless Tasks) (5 min).
2. Instruct participants to gather the 'Opportunities' and 'Pain Points' identified in the previous exercises (5 min).
3. Have participants work in pairs to refine these points into actionable intervention statements (e.g., 'Use a randomizer app for calling on students' instead of 'Stop calling on the same kids') (10 min).
4. Direct pairs to approach the giant wall matrix and place their sticky notes in the appropriate quadrant, discussing the placement with the facilitator and peers (15 min).
5. Once all notes are placed, guide the group to review the board and challenge any placements they disagree with, moving notes until consensus is reached (10 min).
6. Distribute three voting dots to each participant and instruct them to vote on the 'Quick Wins' they believe are most critical for the entire school to adopt (5 min).
7. Identify the top three voted interventions and discuss how they can be standardized across departments (5 min).
8. Instruct each participant to record their personal top two 'Quick Wins' on their individual Prioritization worksheet for the final planning phase (5 min).

Facilitator tips

• Define 'Impact' strictly through the lens of student equity and psychological safety, not academic test scores.
• Define 'Effort' in terms of cognitive load, preparation time, and emotional labor for the teacher.
• Watch out for the 'Thankless Tasks' quadrant (High Effort, Low Impact) and explicitly give teachers permission to stop doing those things.
• If the 'Quick Wins' quadrant is empty, help the group break down 'Major Projects' into smaller, immediate steps.
• Use the physical movement of placing notes on the wall to re-energize the room after the heavy analytical work.
• Take a high-quality photo of the final matrix to include in the post-workshop follow-up materials.

Common challenges

• Overestimating effort - Teachers may view any change as high effort. Break down the intervention to its smallest component.
• Confusing systemic issues with individual actions - If a note says 'Change the district curriculum', move it to Major Projects and ask what they can do *tomorrow* in their own room.
• Clustering in the middle - Force participants to make a decision; no sticky notes are allowed to touch the axis lines.
• Disagreement on impact - Remind the group that impact is subjective based on the student persona; defer to the experience of the marginalized persona.

Running it virtually

Use a digital whiteboard with a pre-drawn 2x2 matrix. Have participants drag and drop digital sticky notes. Use the platform's built-in dot voting feature to identify the consensus 'Quick Wins'.

Expected results

A prioritized backlog of anti-bias interventions, clearly categorized into Quick Wins, Major Projects, Fill-ins, and Thankless Tasks, providing a clear starting point for behavioral change.

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