How We Can Start Living The Future We Want Today
In times of disruption, having a clear and inclusive vision is essential not only for navigating challenges but for actively shaping a more equitable future. Schools are often forced to adapt quickly when the world is unstable, but adaptation alone is insufficient. Instead, this moment offers an opportunity to redesign educational systems that prioritize equity and inclusion from the start. A robust instructional vision that centers the needs of both students and adults becomes a powerful tool for ensuring this future, especially when that vision speaks to how we engage with one another, modeling the very future we aim to create.
Students absorb lessons from textbooks and observe how adults—teachers, administrators, and staff—interact with each other and their surroundings. These relationships send powerful signals about what we value and what we expect from our communities. When adults model empathy, collaboration, and equity, students learn to embody those principles themselves. This is why an instructional vision must go beyond just academic outcomes. It must also encompass how adults engage with one another, as this interaction is part of the educational experience for students, shaping their understanding of leadership, justice, and inclusion.
Speaking the Future into Existence
At its heart, an instructional vision is a way of speaking the future—articulating the values, systems, and relationships we want to see tomorrow and living them out today. This is especially critical in times of disruption when there is a tendency to return to what feels familiar and safe. But as the equityXdesign framework reminds us, “racism and inequality are products of design, and they can be redesigned”. This is our chance to actively design systems that break from the inequities of the past and model a future where everyone, particularly those who have been marginalized, is included.
For this to happen, educators must center the experiences of marginalized communities in both what they teach and how they lead. Schools should not simply react to disruptions—they should use them as an opportunity to innovate, experimenting with new ways to create equitable environments for students and staff alike. This is how we live out the future we envision.
Empathy Interviews: Listening to Build the Future
Empathy interviews are a key tool for ensuring that the instructional vision and the relationships between adults reflect the voices and needs of marginalized communities. By engaging students, families, and staff—particularly those who are often excluded from decision-making—empathy interviews provide invaluable insights into how school systems impact the most vulnerable. This method isn’t just about gathering data; it’s about transforming how we listen and act, using these insights to shape an instructional vision that is truly inclusive.
When adults engage in empathy interviews, they model for students the importance of listening deeply, acknowledging others’ experiences, and using that knowledge to drive action. This process is not transactional; it’s transformational. It shows students that relationships are built through active listening, reflection, and the willingness to change based on what we hear. It demonstrates a commitment to equity in both word and deed, helping students understand that inclusive leadership is about centering those most affected by injustice.
Designing at the Margins: Modeling New Futures
To design systems that truly work for everyone, educators must start by focusing on those who are most marginalized. The equityXdesign principle of designing at the margins calls for elevating the experiences and needs of the students and staff who have historically been left out of the conversation. When schools prioritize the needs of the most vulnerable, they create environments that are more flexible, resilient, and equitable for everyone.
Students observe how adults work together to implement this principle. If they see teachers and administrators designing policies and practices that center the needs of marginalized students, they learn that real leadership requires a focus on those who have been systematically excluded. This approach teaches students that equity isn’t just an add-on—it’s the foundation for creating thriving, inclusive communities.
In practice, designing at the margins can mean developing new ways of delivering instruction that account for disparities in access, such as ensuring that remote learning platforms are designed with students in underserved areas in mind. It can also mean rethinking the ways schools support teachers, particularly those from marginalized groups, in professional development and leadership opportunities. When students see adults actively engaging in these practices, they learn that leadership means challenging the status quo and building systems that work for everyone.
Reflective and Iterative Practices: Living the Future Now
An instructional vision must be dynamic, allowing space for reflection and iteration. The work of building equitable systems doesn’t end with a single decision or policy; it’s an ongoing process that requires regular reassessment. By incorporating reflective practices such as “equity pauses”—moments where educators stop to consider whether their decisions are truly benefiting marginalized groups—schools can ensure that their actions remain aligned with their values.
This iterative process models for students that creating a just and equitable future is not a one-time achievement, but a continuous effort. When adults take time to reflect on their work, admit mistakes, and adjust their approach, they show students that growth comes through humility and persistence. This practice of living the future now—trying new ideas, reflecting on them, and refining them—demonstrates that equity is not a fixed goal but an ongoing journey.
By making these reflective practices visible to students, educators teach them that progress requires flexibility, collaboration, and the courage to change. This openness to growth, both in relationships and in systems, is key to building a school environment where students feel empowered to question, innovate, and lead.
Modeling the Future in Our Relationships
An instructional vision that centers both students and adults must not only focus on what is taught but also on how we engage with one another. Students learn by watching the adults around them, and when they see teachers and staff actively building equitable, inclusive relationships, they internalize those values themselves. In this way, the relationships between adults in the school are just as much a part of the instructional vision as the academic curriculum.
In times of disruption, this vision becomes even more important. It’s a way of speaking the future—not just imagining a better world, but actively practicing the values and systems that will make that world a reality. By conducting empathy interviews, designing at the margins, and embracing reflective practices, educators can create environments where both students and staff are empowered to thrive.
This future isn’t something we wait for—it’s something we live out every day, in our classrooms, our hallways, and our relationships with one another. In doing so, we model for students the kind of equitable, inclusive world we all deserve to live in.
