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Dr. Chris Jones is the Principal of Whitman-Hanson Regional High School in Massachusetts. He is the author of SEEingtoLead and host of the podcast SEEingtoLead. His overarching goal is to positively model continuous improvement in all facets of life by being purposeful, acting with integrity, and building character. In this episode, we go totally off-script to dig into what it looks like to talk about and take action towards a racial justice.
The Big Dream We are taking action on a daily basis born from a broader, greater, deeper understanding of everybody’s journey and how they got to where they are now. We need to act in a way that honors the history each individual has gone through including intergenerational trauma. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Following building closures for COVID, the district has become more racially and linguistically diverse. This prompted a realization that change is needed. Most students were in homogeneous communities in their homes during lockdown. Coming back to school and being in a racially diverse school has caused discomfort. Mindset Shifts Required As leaders, we have to stop being defensive. Leaders need to help students and caretakers be in an emotional state where they feel safe and be part of a community. From Dr. Ibram Kendi: Racism is a continuum and action-based. Action Steps Several things Dr. Jones has tried include: Support Teachers and Students to Create Belonging for All Students This involves curriculum and practice being culturally responsive and sustaining. Create a Parent Advisory Group to the Principal BIPOC parents and caretakers were invited to be in this group. Ensure Opportunities for Students to Join Clubs and Affinity Groups No Place for Hate. Get training on how to start affinity groups. Invite Black, Brown, Indigenous, Arab and Asian Students into Conversations about Policies Ask “Why is this important to you?” Leaders, do your own research. Don’t be afraid to change the policy next week. Thank Students Who Share Critical Feedback It’s as simple as, “Thank you for bringing this up to me.” Talk to White Students Who are Engaging in Cultural Appropriation After doing this, Dr. Jones saw white students stop wearing durags. Sometimes, students will just not do something around you because they know you’ll do something about it, but other times, they will reflect, engage in conversation, and stop doing it. One Step to Get Started Think about others’ experiences as a set of transparencies. Start with the first layer of what you believe in (your values) and the fact that we’re all human beings. Then, consider others’ experiences are not the same as yours and recognize you don’t understand their lived experiences. Seek to learn. Then, look at institutions and policies you can impact and recognize the effects of those policies on others. Stay Connected You can find Dr. Jones on @DrCSJones on almost all social media sites and on his website. You can email him at drchrissj@gmail.com. To help you in your leadership journey, Dr. Jones is sharing resources each week in his newsletter. You can sign up to get it here for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 126 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. Resource: In this episode, Lindsay mentioned the book, On Apology by Aaron Lazare, M.D. Quotes:
If you enjoyed this episode, check out my YouTube channel where I create a unit plan using cooking and justice:
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To wrap up the Unit Dreaming series, I want to reflect on the wisdom of the guests we’ve heard from in the past six episodes. Their reflections on how they felt during and after the unit planning process we used has helped me think about what to keep, what to emphasize, what to build in more support for, and what to change as I continue to refine my unit planning protocol that I use to coach teachers and teacher teams.
Unit Planning Tip #1: Spend time clarifying the Driving Question and let it focus you. In episode 119, Debbie Tannenbaum said planning with the DQ was new for her, and it was helpful to have as a guide. In episode 121, Tre' Gammage talked about the value of framing adult Professional Development (PD) as a curriculum as a way of committing to a sustained focus throughout the year. Whether you use the DQ for students or for educators, this is what focuses all of the work. One of the biggest lessons I have learned in this series is the importance of spending enough time on it that it resonates with the teacher. Then, everything else seemingly falls into place. Unit Planning Tip #2: Invest in a reusable unit arc. By the end of episode 122, Phil Januszewski said he felt like he had a solid “skeleton” to be able to reuse in different units as a way to incorporate the justice-based and human elements he wanted in his curriculum. Debbie liked the simplicity of the unit arc outline we used. In the template, the three columns for each lesson are listed as: Focus, Protocol, Resource. I’ve been using the acronym “GPS” (Green Light, Protocol, Source) for the Investigating History curriculum through DESE, leveraging their term “green light” to indicate the focus content (and when students will have enough to move onto the next thing) and the term “Source” as a nod to its emphasis on source analysis. Unit Planning Tip #3: Dr. Gholdy Muhammad’s HILL Model unlocks deep learning. In episode 124, Jason Reagin built upon a Design project he’s done in the past with students. He credited Dr. Muhammad’s framework as the reason he took the project to a deeper level. (He even used 3 of the pursuits as a core component of the unit’s summative project!) I cannot overstate how much I love Dr. Muhammad’s framework, based on the genius of historical Black Literary Societies, which includes the 5 pursuits of Identity, Criticality, Joy, Skills, and Intellect. I focus on the first three as I listed them here because I see these as underutilized. If you haven’t read them already, check out her books, Cultivating Genius and Unearthing Joy. Unit Planning Tip #4: Learn about societal problems. Phil Januszewski (episode 122) reflected on how helpful it would be to learn more about the problems in the world that are connected to the content areas we teach. From there, we can teach content knowledge and skills so that students can put it to use in addressing those problems. Having an ongoing stream of problems, injustices, and current events will help with this. I find it helpful to identify one source (teachers can consider their preferred medium—I enjoy podcasts—and their content area or focus) and engage with it once a week or so. It might be a great activity to include in each team meeting: Share one event or situation in the world that connects to your content and you might be able to build a unit around. Unit Planning Tip #5: Weave in other models and structures. On episode 120, Dr. Bakshi McLean talked about using the Science-based 5 Es approach to a unit arc. She also shared her SHS steps (Standard, Hook, Society) which help teachers think about the same kinds of things I want to get teachers talking about! If there’s a strategy or framework out there that can complement the approach I coach with, I want teachers and leaders to use it! Unit Planning Tip #6: Talk it through with someone. Gwen and Nancy Jorgensen talked about this in episode 123, and several guests also mentioned it. Simply being able to talk through ideas with another person was energizing, clarifying, and all-around helpful. It would be great if everyone had a coach for this work, but it could be your team, a colleague, another teacher in a different district—it’s helpful to have someone to brainstorm with. Final Tip Whatever process you share with your team, ask teachers to reflect as they use it. This reflection piece has helped me listen to the people engaging with the unit planning protocol I use to coach people to create curriculum. They are the experts in what’s helpful about it and what isn’t. Leaders, remember to make space for these reflections just as we encourage teachers to do with students at the end of a unit! To help you implement some unit dreaming with your staff, I’m sharing a 5-minute tutorial video I made on YouTube! (There’s also a link to a free resource in the YouTube description if you want it.) And, if you’re looking for more details on the ideas in this blog post, listen to episode 125 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.
If you enjoyed this episode, check out my YouTube channel where I explain how to run a staff meeting on unit dreaming:
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Jason Reagin is the Middle Years Program Coordinator at the Western Academy of Beijing. His teaching background is in 'Design' education. In this episode, we apply a step-by-step unit planning protocol to dream up a new Design unit!
Unit Planning Step 1: Context/Spark The school and Jason wants to do more with curricula that connects with environmental and organizational sustainability and advances Diversity, Equity, Inclusion, and Social Justice. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? Jason wants students to explore different innovation approaches beyond the innovators who are typically studied (i.e., White guys from western contexts from the Industrial Revolution to today). One way he’s historically done this in class is to trace where a candy bar came from. Students learn 90% of the contributions to get the candy bar in their hands were not from western nations. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Jason wants students to explore multiple entry points in design conversations. He shared an example of the colors red and green used on a Chinese website being used as having opposite meanings from what Americans typically associate with those colors. Joy*: How will my unit enable, amplify, and spread joy? *Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music Students should experience fulfillment in everything we do. It can be hands-on learning, doing something that’s currently relevant to students. Unit Planning Step 3: Driving Question How can I design this package so it meets our triple bottom line rubric? (Students can co-create the name of their triple bottom line that encompasses identity, criticality, and joy!) Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Students co-create a “triple bottom line” rubric and name it. Then, design packaging for a product. Ask the target audience to evaluate the design. Format Options:
Unit Planning Step 5: Unit Arc Hook: Disassemble and explore packaging of different products. Invite students to bring in a package of their own. Build the Base: Traditional triple bottom line concept, then design their own class rubric Case Studies:
Project Work Time/Feedback:
Stay Connected You can find Jason on Twitter. (Also, listen to his podcast, Design Cast!) To help you create your own justice-centered unit, I’m sharing my Curriculum Planner with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 124 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 create my own unit plan with music:
7/10/2023 123. Unit Dreaming: A Family-Designed Unit (ELA, Music, PE) with Elizabeth and Nancy JorgensenRead Now
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Nancy and Elizabeth Jorgensen are a mother and daughter duo, both teachers and writers. They even worked in the same building for a few years! In this episode, we apply a step-by-step unit planning protocol to dream up a new unit!
Unit Planning Step 1: Context/Spark Nancy and Elizabeth co-wrote a book about their family member, Gwen Jorgensen, who is an Olympic athlete and the winningest woman in the history of the triathlon. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Identity: How will our unit help students to learn something about themselves and/or about others? What does it look like to be your best! Tár is a movie about the first female chief conductor of the Berlin Philharmonic. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Not many middle-grade books and stories about female athletes out there. Title IX. Structures of access. Representation across intersectional identities. Joy*: How will my unit enable, amplify, and spread joy? [Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music .] Stories of joy and success and working through or bouncing back from the ache of not achieving success the first time. Student-curated resources (what brings them joy!) Unit Planning Step 3: Driving Question What environmental indicators enable us to be our best? Supporting Question: Who and what do I need? Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Students write letters to be published in a literary journal OR perform a live artistic/musical piece! Students can discuss what necessary components should be included in selections. Letter Examples:
Unit Planning Step 5: Lesson-Level Texts Ideas Rich Roll’s podcast and YouTube series Alexi Pappas’s book Bravey Student-curated resources (e.g., newsletters, music scores) Stay Connected You can find Elizabeth on www.lizjorgensen.weebly.com or email her at elizabeth.jorgensen@gmail.com. You can find Nancy on www.nancyjorgensen.weebly.com or email her at nancy.l.jorgensen@gmail.com. They are both on Twitter @LyzaJo and @NancyJorgensen More Links:
To help you implement a unit like this, Nancy and Elizabeth are sharing their educator guide with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 123 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 explain what to do when political discussions bring unexpected things:
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Phil Januszewski is a tattoo-covered, Netflix baking-show flopping, motivational speaking high school chemistry and physics teacher with a master's degree in teaching leadership. His mission is to bring happiness to others through education, motivation, and entertainment.
In this episode, we go in a totally unexpected direction weaving two content areas together as we apply our step-by-step unit planning protocol. It’s a wonderful example of the messiness of the unit design process! Unit Planning Step 1: Context/Spark NGSS Standards. Have to prepare students for the exam. Wants to build in more SEL touches to the Science standards. Can we weave in positive psychology and gratitude into an upcoming thermochem unit? Let’s further students’ development as humans, not just scientists. Unit Planning Step 2: Pursuits (from Dr. Muhammad’s HILL Model) Intellect/Content: Shifting energy. Endothermic, exothermic. Phases of water. Lots of algebra. Skills: Data collection/observation (review); Explanatory models/metaphors (next level) Identity: How will our unit help students to learn something about themselves and/or about others? Gratitude. Fostering connection to teacher, students, school community. Embracing the good. Criticality: How will our unit engage students’ thinking about power and equity and the disruption of oppression? Lack of belonging inhibits learning. Joy*: How will my unit enable, amplify, and spread joy? [Joy is: beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, personal fulfillment, art, music.] Experience joy during learning. Unit Planning Step 3: Driving Question Is our community more exothermic or endothermic? Note: We didn’t come up with this exact version during the show, but I think it takes one more step to bring together the student examples to analyze the community sense of belonging Phil talked about. Unit Planning Step 4: Summative Project (Publishing Opportunity and Possible Formats) Phase One: Traditional project/assessment on Science knowledge Phase Two: Students choose a situation that’s important to them and pose it to the class to discuss the question: Is [this example from life] more exothermic or endothermic? Phase Three: Suggest a practice or policy change to fix an exothermic situation. Stay Connected You can find Phil on his website at www.philjanuszewski.com He’s on Instagram and Twitter @PhilJanuszewski His Linktree is: https://linktr.ee/PhilJanuszewski You can email Phil at: PhilJanuszewski@gmail.com To help you inspire flourishing and positive psychology in your school, Phil is sharing his 3-Step Classroom Happiness Practice worksheet with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 122 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 explain turbulence theory and the student voice pyramid:
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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
September 2023
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