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About 30 high school students at the 6th Annual Diversity, Equity, and Inclusion Summit hosted by MIAA/MSAA created their own podcasts during a one-hour breakout session. This episode showcases their voices. Student Groups Discuss… Gentrification Creating Inclusive Sports Communities Unified Sports Programs “True Intentions” Misconceptions of Teenagers Gendered Issues at School (and Student Activism) Racism at School “Accepting” Others (with a focus on LGBTQ athletes) Perspective Lack of Representation in School Note: These topics are in order of how they appear in this podcast episode. Stay Connected You can follow the MIAA and MSAA organizations, which put on this event on Twitter. You can also listen to the podcast of one of these brilliant students (she was in the last segment), The Shy Girl Speaks. To help you bring podcasting to your students, I’m sharing my slide deck from the conference breakout session with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 107 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
Interested in making a student podcast your summative assessment as a civic action project? Check out this new video where I share the top takeaways from DESE's 80-page document on the Civic Project requirements...in just 5 minutes:
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The term “coaching intensive” is uncommon in the educational professional development space. So, in this episode, I’m sharing what it is, why it’s better than standard workshops, and how you can implement intensives in your school or district.
What is an intensive? An intensive is the name I use for any full day workshop that is hyper-focused on creating a usable product by the end of the day(s). It’s kind of like a “design sprint,” which is a term used in the tech world. It’s different from your typical workshop because there’s less talking at you and more building with you. And there's a finished ready-to-use product at the end! Why intensives? Reality: We often don’t implement PD because it requires additional time within our typical work day, which we typically don’t have. Brain Science: We lose hours switching tasks. We want to create the space for teachers to get into the task and a productive and joyful state of flow. Practical: Intensives make changes in practice more likely to be implemented! How? Make space for it. Set aside a whole day for teacher teams to work on an intensive task together. This requires creative allocation of funds (e.g., for substitutes). You may want to use your existing Professional Development days for this purpose. Get creative with ways to make this possible. (More ideas in the episode!) Specify what you’re creating. By the end of the intensive, what will participants have created? Consider what tasks are the highest leverage creation tasks. My top choices are: a shared protocol bank and unit arc, priority standards and a department-wide rubric, driving questions and projects for units, and lesson-level unit creation. Develop the process. Refine as you go and get feedback. Tip: Invite an enthusiastic team to try it out first and give you honest feedback. Then, refine the process based on teams’ feedback. You can reuse the task-specific process with all teams, each year (or each time they will need to create a similar product). For example, my Curriculum Boot Camp program has a clear step-by-step process for creating a new unit. Bonus: Once a team has gone through the process for one unit, the next unit is much faster to design. Final Tips If it’s impossible to do a full day, treat each week’s team time as one hour of a 5-hour intensive. If you do this, make sure the team has nothing else but the focus task to work on for 5 weeks in a row. It would also be helpful to create an online training course with videos and templates that gives teams the most essential need-to-know information and support in bite-sized pieces so they can continue to create each week. (Taking my own advice, I recently re-designed my self-paced Curriculum Boot Camp online course for department teams to be able to use it in this way!) If you are hiring an external consultant, co-create or clarify with the facilitator what the ready-to-implement products participants will create by the end of the time with them. Want to facilitate an intensive for your staff and need an agenda template? Get my Intensive Agenda Template here. If you’re stuck on how to make the time for intensives, grab my Make Time Quick Guide for Leaders. And, if you’re looking for more details on the ideas in this blog post, listen to episode 106 the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
Stuck on figuring out how to make time for your intensives?
Eager to hear more about unit design and planning for success? Check this out below:
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Dr. Gholnecsar Muhammad has held many roles in education from teacher to curriculum director to school board president to associate professor. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad’s books Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy and Unearthing Joy are two of my favorite educational books of all time. In this episode, we talk about her latest book, Unearthing Joy! The Big Dream Our children, teachers, and communities deserve genius, justice, and joy. Defining Joy It’s more than happiness and parties. In studying what joy was for the ancestors: Happiness is more immediate. Joy is long-term, it’s sustainable. Joy is what you have when adversity continues to strike and you retain your happiness. The ancestors define joy as wellness, as healing, as abolition, as working toward a better humanity for all. Joy is the beauty, the aesthetics we recognize within ourselves and within humanity. It’s centering love and music and art in our learning experiences and our childrens’ voices. Joy is doing things as a collective. It is wide. There’s a beautiful relationship between justice and joy. Joy offers solutions and hope. We don’t get to joy if there’s no justice. Creating a culture of joy is anywhere from the way we greet students and what’s on the walls and the room’s colors, but it’s also how we make it a prominent goal, almost like a learning standard, in our curriculum and instruction. Teacher as Artist We are artists! We create from the world around us just like any other artist. We read the word, the world, and we create. Our art is our curriculum. I worked with Bisa Butler and saw how she creates. I watch my husband create music. I do the same things when I write curriculum! I get inspiration from everything. Even silly Netflix shows! I ask myself: What issues are most urgent to be taught right now? Out of all of the things, what must I teach? Sometimes I start with a text I read. Sometimes a learning standard. Sometimes a theme or concept. I try to create and design around our social times and what our children need today. A metaphor for cultivating teachers’ curricular fluency: fashion designer! We have to believe in the genius of our teachers. They’re not often given the time to do the work. Sometimes I’ll just share the model and give teachers 20 minutes to go into groups and create. The work that comes out of that is exhilarating! What I learned from that is teachers need time and space and each other to do this work. There’s joy, energy, and transformation when we collaborate. These spaces create possibilities and we hold one another accountable for teaching criticality, multiple identities, and justice. We need to give teachers more time. We still do education like we did in 1638 in this country. The way we schedule, train, prepare, and teach. It’s time for an overhaul. On Resistance We want to be excellent, we don’t want to be okay or basic. In response to resistance, I always respond with love. For the most part, people are against this work because they don’t know or they’re afraid. This is not new work. Black Americasn have been doing this work since the 1800s. We have to build our capacity. Get uncomfortable. Lose our egos. Stop being so mean. Dr. Yolanda Sealey-Ruiz says this requires an archeological dig of the self. It starts with critical love and critical humility. Step back and listen, learn, and heal. We shouldn’t hire educators who don’t have a record of anti-racism. Hire people who are ready and prepared or at least willing to do this work. Then we don’t have to keep fighting folx who don’t want humanizing practices. One Step to Get Started Don’t just wait for something to pop up on the news. Do your work. Read. Be a scholar of education. Engage with multimodal texts (like podcasts!) and don’t rely on just one person for information. Also, use multimodal texts with students. For a joyful experience, dig into Unearthing Joy. There are songs, artwork, poetry, and coloring book pages. Stay Connected You can find this week’s guest on @GholdyM on Twitter and Instagram. To help you start building your curriculum designing capacity, I’m sharing my Curriculum Boot Camp Planner with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 105 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I do things like walk you through how I approach student-centered, culturally sustaining unit design.
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Diversity, Equity, and Inclusion is often siloed as something separate from the day-to-day curriculum and instruction that occurs in schools. This doesn’t work. Curriculum needs to be designed with justice and belonging at the core.
Why? DEI is too often siloed from curriculum and instruction. It must be embedded in our curriculum work to be sustainable and make lasting change. Too often I see educators using the “add diversity and stir” approach (to go off of Sandra Harding’s “add women and stir” critique from the 1990’s. Here are 3 ways to bridge the current gap between “DEI” work and curriculum design… Develop a pedagogy of student voice. Dugan and Safir talk about this in their amazing book, Street Data. They write, “Equity work is first and foremost pedagogical” (p. 4). They explain student agency is critical to healing from and transforming oppression, and they cite research that shows agency is one of the most significant factors in restoring well-being for marginalized groups (p. 104). I share an overview of their 6 “rules” in the episode, but I’ll highlight one key point here: learners should be engaged in conversation with their peers a minimum of 75% of each class time. This should be a district-wide “look for.” To help make this a reality, we can help each team define and refine the highest-leverage discussion-based protocols they use. Design Driving Questions and Projects That Advance Justice. Our unit questions (or driving questions) and summative assessments should have a purpose beyond the grade and an audience beyond the teacher. To make sure students are interested in the topic or project, co-create the projects with students. Invite students to creatively apply what they learn in class to actually advance justice in their communities. Curate Resources and Content that Affirms Students’ Identities. In doing this, make sure students’ multiple, intersecting identities, experiences, aspirations, and (hi)stories are reflected and affirmed. We want to avoid treating demographic categories as monolithic, and represent various intersections with depth—beyond a “single story” (Ngozi Adichie). We can also invite students and families to share resources or their own expertise as part of the curriculum. Note: this should be an invitation, not an expectation. We don’t want to put our work on our students or their families. Final Tips Curriculum Directors or Assistant Superintendents of Curriculum and Instruction, partner with your DEI counterparts (e.g., Assistant Superintendent of Diversity, Equity, and Inclusion). Share funding sources, and co-plan professional learning experiences. Don’t separate the DEI Task Force and Curriculum Committee meetings. Every committee should be a DEI committee. At the bare minimum, if it must be separate, each committee—including the Curriculum Committee—should have a member on the DEI committee. Remember: Sustainable, embedded approaches to what we do (i.e., curriculum and instruction) will go so much further in advancing educational equity than one-off initiatives. If you’re ready to audit your curriculum for justice, sign up for a complementary Curriculum Audit from me or choose to DIY it with my mini course. If you’re interested in the book, Street Data, you can get it here. And, if you’re looking for more details on the ideas in this blog post, listen to episode 104 the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
Want to learn more about justice based curricula? Watch this video below:
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Namita Prasad is a confidence educator. When times were tough in her life she has had to rely on the “why not” or “Confident Mindset” approach that her father instilled in her as a child. She and her team created a school program so that all children understand how to become confident. Today, we talk about her approach to teaching confidence!
The Big Dream Educators and caretakers will believe and adopt the approach that, “No one is born confident, but anyone can become confident.” She’s excited for this dream to turn into a reality within a few years! Namita found confidence means different things to different people. So, she and her team define confidence as: A feeling that you don’t start out with. You get the feeling after actions of practice. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content A culture of relationship-building is a good foundation for this work. Namita suggests a quick, powerful practice called the One-Word Check-In. Adults can ask each child as they enter the school or class or home how they feel in one word. Additionally, the culture should foster 3 pillars: courage, character, and commitment. Student voice is a major part of Namita’s ACM (A Confident Mindset) Program. In the program, students self-evaluate and tell adults their strengths, areas for growth, and fears. They develop their action plan and create their own Circle of Confidence (in step 6), which includes identifying people who are their “rocks” and “champions” and asking if each of those people are willing to be part of their Circle of Confidence. ACM’s 6 Steps:
Namita’s tip for giving feedback: In 2 minutes:
Namita believes A Confident Mindset is critical for us to be able to face the challenging realities of the world. She says it’s most effective when we all take this approach as adults and children in all areas of our lives. Challenges Adults often put lots of pressure on ourselves and think we can’t help children be confident if we are not confident ourselves. That’s not required! We can learn with our children. Another challenge is thinking we are too busy to do this work, but it’s actually a one-time “forever change,” in our mindset that we can keep practicing in all the things we regularly do. One Step to Get Started Ask yourself: What is YOUR “Why not?” Then, go practice! Remember: Mindset comes before skill set. First, have a confident mindset or a mindset that’s positive and then try to learn a skill set. Stay Connected You can find this week’s guest on her website and Facebook. To help you implement A Confident Mindset, Namita is sharing tons of free resources with you. And, if you’re looking for more details on the ideas in this blog post, listen to episode 103 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, you may also want to check out this video on student voice in decision making:
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I love the idea of inviting listeners and readers to share an idea for an interdisciplinary unit idea. If you’re interested in sharing a topic, question, or resource you want to develop a unit around or coach teachers to develop a unit around, let me know in the comments below or reach out via email. This episode is a glimpse into my own brain’s process of taking a unit idea from a text I heard (and loved) to a full unit outline.
Why support the design of interdisciplinary units? From the research (and from practice), we know interdisciplinary units deepen understanding and nurtures students’ creative genius. Interdisciplinary unit questions and projects enable students to make connections and innovative applications relevant to their lives. This means learners are more engaged than in a siloed curriculum. Finally, it presents a wider range of options for students to advance justice in different areas and supports what Westheimer and Kahne call “justice-oriented citizenship.” Inspiration to Interdisciplinary Unit Outline: What is the process? Note: For context, I’m envisioning a Math, ELA, and Social Studies interdisciplinary unit, so I’ll brainstorm with those content areas in mind. Step 1: Inspiration. I was inspired by a poem by 2018 MacArthur Fellow, Natalie Diaz, called, “American Arithmetic.” Step 2: Brainstorm Initial Connections to Subjects. ELA: Literary choices and connections to lived experience and emotion. Social Studies: Histories and present day perspectives of indigenous people, the origins of the concept of race, and systems of governance and equitable representation. Math: Students’ experiences of math. Step 3: Essential Question. This is a year-long question that is relevant in all of a year’s units, even each lesson can connect to the EQ. Possible EQ: Is math more likely to mask injustice or make it visible? In a math class, we can visibility to statistics, geometry (e.g., gerrymandering), algebra (e.g., intersectionality). Step 4: Driving Question. This is a unit-specific question. In an interdisciplinary unit, this is used in all classes. Possible Question: What is the most powerful strategy to advance justice for indigenous peoples: math, language/poetry, or history? This enables students to create an argument for the subject area they most gravitate toward. Step 5: Project Idea. The project is the way students can answer/address the DQ. Possible idea: Performance poetry with math visuals in background. (I’m thinking something similar to how Hasan Minaj used visual graphs and images to do political commentary on his show, Patriot Act. Step 6: Lesson-Specific Activities or “Texts.” I aim for one “text” (resource) and one protocol (activity) per lesson. Possible text ideas: clips from Hasan Minaj’s show Patriot Act (use for project medium inspiration); Dr. John Littlewolf’s poem (he read this on episode 34 of the podcast); research on the longstanding injustice of Missing and Murdered Indigenous Women and Girls; and Native-Land.Ca to have students research the land their community occupies. Final Tip Coach each teacher to develop a student-centered unit arc first. This will make it much easier to create new curriculum and build interdisciplinary units.
In lieu of a free resource, I’m inviting you to share a topic, resource, or question that you want to think through. Share your idea or question in the comments below. I might feature it on an episode (or invite you on, if that’s your jam!) And, if you’re looking for more details on the ideas in this blog post, listen to episode 104 the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
Want to continue learning more about curriculum development and implementation? Watch this video on how to develop district curriculum that challenges, affirms, and inspires:
2/6/2023 101. Teaching History for Justice with Dr. Kaylene Stevens and Dr. Christopher MartellRead Now
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Former social studies teachers, current university professors, and co-authors of the book "Teaching History for Justice: Centering Activism in Students' Study of the Past,” Dr. Kaylene Stevens and Dr. Christopher Martell talk about how and why we need to teach justice, activism, and movement building in schools. They jump right into the conversation by giving credit to all of the teachers they’ve researched and learned with. I absolutely loved their book, so it’s no surprise I also loved this conversation.
The Big Dream The values of our country will change if we teach for justice! Survey data shows that the majority of people in power in the United States think everything’s okay (i.e., race, gender, and class-based oppression are not issues.) Most teachers are still white despite most students being students of color, so there’s hope that white teachers can be activists and antiracists. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Mindset is foundational for all of the other stages. Each of the stages are like buckets. The book is intended to be practical, offering a “how” to teach for justice, which is often overlooked in academia. Kaylene encouraged educators to think deeply about the content addressing justice and joy. Chris pointed out these 4 buckets can be done in an anti-oppressive way or an oppressive way. So, educators can be self-reflective and thoughtful about our positionalities. Their framework also supports a problem-solving pedagogy (Freire). Given oppressive laws and book-banning, it’s important to know the context in which you work and identify allies to do this work collectively. We can start local! We want to teach our students to be activists, but we don’t necessarily need to tell them what to care about. It’s about teaching students to use the levers of democracy to make changes. Teachers can be renegades (Agarwal-Rangnath) or subversives depending on the context and limitations of your state’s legislation. Teaching is a political act. It doesn’t need to be partisan. We do this for the students! Action Steps Step 1: Communicate with families and caretakers. If families are concerned, listen to those individuals. After a conversation, families often realize Step 2: Create or join a community of educators/learners. Reach out to others who are doing this work. Listen to BIPOC teachers. Pick one text a year on a topic that you don’t know a lot about. Get students out in the community (e.g., field trips, invite community members into class as guests, family/community interviews). Research shows one of the biggest ways to combat “-isms” is exposure. Step 3: Trust students. Students can use the tools of doing historian work to make the world a better place. We should try to get schools to look more like life than machines. We need to be comfortable with students wanting to change our society’s systems. We can invite debate-oriented pedagogy and give students a chance to bring their own opinions into the class. One Step (or Two) to Get Started Figure out where you are and go from there. Read one of the recommended books below! Think about the complexity of our social identities (and the intersectionality of these identities) as we plan curriculum and do this work. Stay Connected You can find this week’s guests on the following platforms: Dr. Kaylene Stevens:
Dr. Christopher Martell:
Referenced Links and Recommended Readings: Teaching History for Justice book Racial Literacies and Social Studies book Critical Race Theory and Social Studies Futures book Intersectionality Matters podcast Visions of Education podcast episode with Dr. Kaylene Stevens Bettina Love website To help you implement teaching for justice, I’m sharing my _____ with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 101 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
Want to continue learning more about teaching history for justice? Watch this video on culturally responsive and sustaining education:
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We did it! 100 episodes later, the Time for Teachership Podcast is still here and stronger than ever. Thank you to all my listeners, all who are new to this community and all who have been here since day one. In this blog post, I will be sharing all the links that connect to the references I made in episode 100. Enjoy! Here are my top episode recommendations by category! Episodes on a Culture of Coaching Ep 1: Creating a Culture of Coaching with Romain Bertrand Related Mindsets... "How To" episodes on this...
Episodes on Mindset Shifts around Historically Marginalized Students
Episodes on Discourse
Episodes on Shared Leadership in Action
Episodes on Curriculum and Lesson Planning
Episodes on Curriculum in Action
Episodes That Will Make You Feel All the Feels
Episodes from the Students
Episodes Featuring Bold Visions
"How They Did It" Episodes On Leading District-Wide Curriculum Change
Did you know I have a YouTube Channel? Dive deeper with teacher PD by watching this video below:
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How are we effectively educating students through a lens of equity and inclusion? And how are we preparing students for a future filled with unpredictability? These are two of the questions that framed our recent conversation with Dr. Erik Youngman on episode 99 of The Time for Teachership podcast. As an educator, a father, and an author, Dr. Youngman draws from years of diverse experience to pinpoint some of the important goals and directions for educators today. We covered a lot in this interview, so make sure you have a listen. Here are some of Dr. Youngman’s key insights that educators should take note of. Preparing Students for an Unknown Future Dr. Youngman’s big dream for education is to see all students develop important life skills. He names a few of them: kindness, curiosity, collaboration, creativity, critical thinking, and continuous learning. Why these skills? Two reasons:
By focusing on skill development like critical thinking and problem-solving—through disciplines of social studies, math, science, and everything in between—students are better equipped for their futures. Bringing Equity to the Classroom There are two equity lenses that are important in the classroom. Dr. Youngman discussed equity of learning opportunity and justice and equity-focused curriculum. The first, equity of learning opportunities, is related to strategic decision-making, grading practices, and curriculum delivery. The key question here is: Are all students equally able to learn, contribute, and have a voice? Consider the difference between a talkative student who always speaks up in front of class and one who doesn’t—do they both have equal voice? Centering student voice is essential to effective education, so think through how you are providing equal opportunities for all. The second discussion on equity relates to championing justice and equity in the classroom. Dr. Youngman emphasized the importance of defining and using terms correctly and not simply throwing “equity” around as a buzzword. Instead, it revolves around the concept of empathetic understanding to create belonging. It’s about ensuring all voices are heard. And it’s about asking the question: who’s story is being told through the content that’s being taught. Effective Planning and Grading To grade or not to grade—the much-debated question in any educator’s circle. Grading, in Dr. Youngman’s perspective, is essential to track progress and provide objective standards. But grading is not about the grades. It’s about the learning. So, how do you set up your grading system, rubric, or method that promotes learning, encourages, growth through “failure,” and doesn’t penalize students as they grow. One example Dr. Youngman provided was giving students “zero” on an assignment—what’s the purpose? It skews their grade so dramatically and effectively penalizes them in the trial and learning phase. Instead, think of ways you can give students another chance to promote their learning and engagement with the material, rather than demoralizing them and halting progress. --- As you can see, we covered a lot on the podcast with Dr. Youngman! Make sure you listen to his full interview to capture all the nuggets of wisdom he provided. You can also follow him on Twitter at @Erik_Youngman, where he’s very active, or check out his website. Quotes:
If you enjoyed this episode, I'd highly recommend you take a look at this video on getting teacher buy-in.
1/16/2023 PRACTICE: An Assessment Tool to Measure Curriculum Implementation Success via Student VoiceRead Now
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Have you ever wondered whether your new unit or curriculum was successful? Or, more basic--how can you even measure success? Educators often design and implement new units without a clear idea on how they’ll measure its success. But without knowing that, there’s no room to improve. And there’s no affirmation that it’s met the learning goals you want to meet. That’s why I’ve developed an assessment tool that measures curriculum implementation success. It’s framed by listening to student voices and soliciting feedback from your class about the unit. Why Student Voice Matters for Assessment Some units will “land” with students and others won’t. Or, within the same unit, you might have some who loved it and others who couldn’t keep up. But how will you know this information? You’ve got to ask. It’s simple: asking students for feedback on a unit will give teachers insight and understanding into the success of that unit. Teachers can then take their feedback and incorporate it into the next time they teach the unit or their next unit plan. Student voice is the essential piece to this. So often we ignore student voice or don’t consider it important for the assessment of teachers. But their opinions and feedback on the units are some of the most important data points we can ever collect about how we’re doing. Assessment Tool to Measure Curriculum Implementation Success To effectively assess curriculum implementation success, you need to first facilitate a youth-adult partnership mentality among staff. I love how Michael Fielding calls it “radical collegiality,” or the idea that students and staff are partners in learning. Once that is established, you can move on to implementing this tool with your staff: 1. Coach teachers to create their next unit plan Start by coaching your teachers to develop their next unit plan. If you don’t personally coach them, provide support by way of mentorship or a course. This unit should meet three criteria:
2. Create a feedback culture After implementing the unit, teachers should invite students to reflect and provide feedback on the unit. This should be more than a one-time thing but become a culture of reflection that always happens on the last day of the unit. This is where my assessment tool comes in. It’s a simple questionnaire that can be tweaked or adjusted to what you need and is designed to elicit honest, open, and useful feedback from students. The questionnaire is designed to reflect on pre- and post-unit feelings or outcomes. It’s helpful to know how students felt about their learning before this unit and how they feel after it. Here are some of the questions:
3. Synthesize and share class themes After collecting feedback, you want to synthesize the class themes and share it back with students. Get curious about what they’re saying by seeking clarification on certain points. Then, assign yourself (and teachers) homework by taking up the action points the students provided. If you can’t act on a suggestion, be transparent about why that is. This process is integral to showing your students that their voice matters and will impact how teachers move forward teaching them. --- This entire process has to do with curiosity. Curiosity about how unit implementation is going and how students are receiving it. With this feedback, teachers can move forward with confidence knowing what works and doesn’t work and how to adjust things for the future. To access this assessment tool, simply click here. You can download the tool and adjust it based on your context. And, if you’re looking for more information and some examples on how to use it, listen to episode 98 of the Time for Teachership podcast, where I cover it in-depth. Quotes:
Want to continue learning more about curriculum development and implementation? Watch this video on how to develop district curriculum that challenges, affirms, and inspires:
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AuthorLindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership. Archives
March 2023
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