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In this episode, Coach Carlos, explores the concept of performance-based relationships in education and highlights the importance of fostering a positive and healthy classroom environment for the success and well-being of both teachers and students. He delves into the pressing issue of teacher shortage and emphasizes the significance of parental partnerships in overcoming these challenges.
As a professional speaker, trainer, and author, Mr. Johnson, AKA “Coach Carlos,” is locally bred, but his work and research on culture and engagement have taken him national and international. His training and strategies have helped to change school culture and increase parental engagement, student enrollment, and staff and student retention. His driving belief: a highly engaged culture is the mother of high performance. The Big Dream Education is a holistic experience that goes beyond the traditional classroom. He dreams of creating a culture where performance-based relationships rule and teachers view themselves as life coaches who aim to bring out the best in each student. This transformative approach would pave the way for an inclusive, equitable, and fulfilling learning journey for all students. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Coach Carlos believes that the foundation for effective teaching and learning lies in cultivating a growth mindset that values relationships, embraces equity, and fosters resilience. This mindset should then guide pedagogical approaches, shape assessment methods, and inform content creation, ultimately resulting in a learning environment that prioritizes student well-being and success. Mindset Shifts Required One of the most significant barriers is the belief that some students are genetically incapable of succeeding, a misconception that can hinder teachers from building meaningful relationships with their students. Another barrier is cultural biases, which can prevent educators from connecting with students who have identities, experiences, and beliefs that are different from their own. Action Steps Once we address our biases, here’s what we can do: Step 1: Foster Healthy Relationships Coach Carlos encourages educators to cultivate healthy, performance-based relationships with their students and create a welcoming classroom environment that promotes student success and teacher well-being. Step 2: Involve Parents Involve parents in the solution and create a partnership between families and schools. Start by defining what “meaningful minimum” engagement looks like from families and school stakeholders. Step 3: Optimize Stress There is a specific kind of stress that is healthy: eustress. “That's the one we want. That's the basis for accomplishment, that is what gets us moving, that's what changes and that's what transforms.” Teachers can act like a “master chef in the kitchen…this kid over here, oh, I can turn the flame up…and here I better turn the flame down a little bit.” To do this well, we have to know each student well. One Step to Get Started Examine your biases and beliefs about their students' abilities and help your teachers do the same. Once we recognize and address these barriers, we can implement effective teaching strategies and create a positive learning environment for all students. Stay Connected You can find Coach Carlos at www.carlosjohnson.org and on YouTube. To help you identify some of the deeper culture pieces we discussed in this episode, I’m sharing my Diagnosing Adaptive Challenges Mini Workbook with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 150 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 talk about overcoming barriers to student voice:
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In this episode, Dr. Daman Harris, the author of "The Anti-Racist School Leader," advocates for personal commitment, vision casting, and professional learning experiences as key components of antiracist leadership in schools. Daman discusses implicit bias and the role of homophily, suggesting that the tendency to gravitate towards the familiar can inadvertently foster discrimination. He also talks about the importance of continuous evaluation of the impact of professional development on student learning and growth and what this might look like.
Dr. Daman Harris is the manager of professional development schools and higher education partnerships in Anne Arundel County Public Schools. He is also a co-director of the Building Our Network of Diversity Project, a Maryland-based nonprofit that supports male educators of color. Dr. Harris has had a wide range of experiences as a teacher, instructional coach, administrator, author, adjunct professor, speaker, and consultant. He leads courses related to effective teaching methods, research protocols, antiracism, teacher recruitment, and teacher retention. The Big Dream Everyone belongs and can achieve. Daman wants to see schools where antiracist values are not just talked about but acted upon. He believes that antiracism is a behavior, not a static characteristic, and encourages all school leaders, teachers, and community members to actively contribute to creating change. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content The Table of Contents in Daman’s book aligns closely with these four pieces. In terms of mindset, he advocates for recognizing and understanding our biases and committing to change. Pedagogically and curriculum-wise, he emphasizes the importance of creating an inclusive curriculum that encourages critical consciousness among students and teaches antiracism. We also talk about assessment of learning for adults, specifically that we should have ongoing evaluation of professional development and its impact on student learning. Mindset Shifts Required Rather than identifying our in-group as race, religion, language, or political beliefs, we can see our school community as our in-group and strive to give all students and families the benefit of the doubt. I absolutely LOVE this framing! Action Steps What are the early steps we can take? The following steps are aligned to the first 3 chapters of Daman’s book. Step 1: Educate Yourself and Commit Learn information about and recognize the dynamics of racism. Commit to making a change. Step 2: Cast an Anti-Racist Vision Develop a vision for your school where anti-racism is not just a buzzword but a lived experience. Share your ideas, and then co-create with stakeholders. Step 3: Plan Professional Learning Experiences Develop a professional development plan that promotes critical consciousness and equips teachers with the skills to promote anti-racism. Use backwards planning to start with the end in mind. For Daman, this is the development of critical consciousness for all students! Challenges? Sorting through competing priorities. So there's a lot to do as a school leader. Here’s Daman’s approach to address it: Antiracism is a part of the solution to all of the competing priorities. This is not one of the competing priorities, this is a part of all of them. So when you think about holistic remedies for the obstacles for your students and their families, this is where you start. One Step to Get Started Find an accountability partner. Begin having these conversations about what you claim you want to do or what you claim you are going to do. Be a sounding board for that partner as well, and push each other to learn more. Stay Connected You can email Dr. Daman Harris at: dharris@bondeducators.org You can find his latest book at www.SolutionTree.com/Antiracist. For additional information on the book, click here. To help you identify white supremacy culture and related adaptive challenges in your school or district, I’m sharing my Diagnosing Adaptive Challenges Mini Workbook with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 149 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 share the most important checklist for a root cause analysis:
1/29/2024 148. Hiring for Transformation and Building Effective Teams with Dr. Eric SkansonRead Now
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Given the challenges of hiring during a teacher shortage, Dr. Skanson takes us behind the scenes to look at his process of how to effectively hire teachers who are a great fit and then build a values-driven staff community. Dr. Skanson also delves into the strategies he employs to navigate biases in the hiring process and the vital role of mindset and disposition in hiring.
In addition to being part of the foundation of School Pro K12, Dr. Eric Skanson has over 17 years of experience in public school administration and 24 years of education at large. He is a seasoned leader focusing on positive change, outstanding culture, and collaboration. Through his doctorate, Dr. Skanson’s academic core focus was on the use of collaboration for organizational improvement. The Big Dream Providing opportunities and experiences for students that they wouldn't have access to otherwise. Dr. Skanson emphasizes the importance of nurturing a mindset that views education as a means to impact communities positively. His ultimate goal is to enhance student growth and make schools a nurturing and compassionate space for students. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Dr. Skanson believes in the importance of mindset in the hiring process. He argues that a positive disposition is essential in educators. Specifically, Dr. Skanson is looking for educators who are positive, kind, and supportive, emphasizing the human aspect of education. Pedagogically, he stresses the need for diversity and balance in teaching teams to create an enriching learning environment. Regarding content, he encourages educators to be conscious of the context, and craft their teaching approach based on their specific school and student community. Mindset Shifts Required We need to acknowledge and challenge the biases that often surface during the hiring process. How do we hire effectively? Here are the key ideas Dr. Skanson wants leaders to keep in mind… Key 1: Emphasize character, competency, and craft in hiring, over mere credentials. Step 2: Conduct a systematic and thoughtful interview process, focusing on asking the right questions (ones that ask about a candidate’s actual experience versus just a theoretical approach) and understanding the candidate's actual impact on students. Step 3: Ensure diversity and balance in the team, considering the specific needs and context of the school community. Challenges? There can be tension between internal and external candidates during the hiring process. Dr. Skanson suggests having a good succession plan in place and controlling the process to make it fair for all candidates. “I think every interview, especially for school leadership positions, should have a balance of an internal and an external [candidate]. However, you have to control the process to make it fair for internals and externals…people will bring in extra information about the internal candidates…let the person talk about their experiences and leave about all the other things [horns bias],” Dr. Skanson said. One Step to Get Started Slow down the hiring process and take the time to understand the candidate's character, competency, and craft. Rather than rushing to fill a position due to a scarcity mindset, he advises leaders to focus on finding the right person who will truly contribute to the school's success. Stay Connected You can find this week’s guest on www.schoolprok12.com and on social media @skansone. To help you implement the ideas of creating a new staff community following new hires, I’m sharing my Staff Meeting Agenda series starting with co-creating Community Values & Agreements with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 148 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:
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As coaches, administrators, and teacher leaders, we often design and facilitate professional learning experiences for teachers. This episode helps us think about ways to help teachers experience awesome pedagogy as learners, so they may be more equipped—even more interested—in using these pedagogical moves with their students.
Why? I was recently talking to Dr. Dawn Bentley, Head of Schools at RFK Community Alliance. She referenced Triple Track, an approach developed by Thinking Collaborative. In this approach, professional development workshops are designed with three tracks in mind. Track 1 are the strategies used to support teachers’ learning in the PD itself. Track 2 is to consider applications for these strategies with adult groups, and tips for sharing them with other educators. Track 3 is for applications for these strategies in classrooms with students. We’ll focus mostly on Tracks 1 and 3 here. What? I’m breaking these down into specific categories of pedagogical moves, similar to how I think about protocol purposes. Moves During to Set Up
Moves to Personalize I like using WIN Time with the following options:
Moves to Engage
Moves to Close
More Moves… For reading “texts” or critical analysis. Final Tip My favorite tip for PD facilitators and teachers is to create a common slides resource bank of the moves or slides you regularly use (or want to use). That way, when you’re planning, you just pull the ones you need over! (If you love this idea, you will absolutely love the resources I have for you below.) To help you get a sense for some of the moves I model, check out the video series below! In it, I walk through specific slides I use for each protocol, and then share the slide decks with you for free through a link in the video description. And, if you’re looking for more details on the ideas in this blog post, listen to episode 147 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 improve the quality of discourse in your school:
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I talk a lot about collecting student voice data or “street data” (Safir & Dugan), so in this episode, I discuss systems and scheduling strategies you can use to identify times during the school day that teachers, counselors, and other school stakeholders can regularly listen to students. You may be willing to invite students to share their experiences and ideas, but you may not know when this might happen. Let’s think about some ideas.
What is student experience data, and why do we need it? Let’s start with the second part. There are many benefits to gathering data about student experiences, both for youth and adults. I’ve covered these in previous episodes. For now, I’ll say: schools and districts make better decisions when students help make the decisions, just as organizations in general have better organizational outcomes when diverse stakeholder groups are part of the decision-making process (Kusy & McBain, 2000). In their book, Street Data, Dugan and Safir (2021) write a comprehensive model of school transformation could consist of “...stitching together four often-siloed elements: equity as the fundamental purpose, pedagogy as the fundamental pathway, adult culture as the vehicle, and street data as the GPS system that keeps us on the path of equity-centered transformation” (p. 59). As educators, when we look at data, it’s often what Dugan and Safir call satellite data (broad, quantitative measures such as test scores, attendance patterns, graduation rates) or map data (social-emotional, cultural, and learning trends within a school community which may include rubric scores or surveys). Deeper dives into data sets may include street data (students’ lived experiences that illuminate how students are performing or feeling about their learning environment and themselves). Street data, or what I’ve been referring to lately as student experience data, could include a student sharing what’s impeding their ability to thrive or suggestions for what adults can do differently to improve instruction or other aspects of school. However, these deeper explorations of student experience typically occur every five or so years during strategic planning processes and are rarely practiced on a daily or weekly basis. If you have the willingness to engage in this work, but can’t find the time, this episode is for you. Where might we gather data and listen to student experiences? Below are some ideas for where this may live in your school(s). Advisory, Mentoring, or Morning Meeting Develop prompts for students (whole group or individually) to share ideas about what’s great about the school, what’s not so great (and what the impact has been on the student), and what could/should be changed. Counseling At the end of a group or individual session, ask if students are comfortable sharing their ideas (e.g., what they like, dislike, or want to be changed), with adults in the school (e.g., a leadership team) to help improve the school and the students’ school experience. Let them know the ideas will be shared without any student identifiers, so adults will not know which student(s) shared the ideas. College, Career, Civic Planning sessions or IEP Meetings Prompt students to share experiences of what their aspirations are, to what degree school stakeholders and structures (e.g., course offerings) have supported these dreams, and what could be more supportive. Main Office or Restorative Room The students who are sent out of class are likely the students who are not feeling successful or supported at school. These are the students we want to learn from! Setting up a system, whether it’s a person to talk to, a space to record their thinking (verbally, in writing, or as an image—drawing or selecting/taking a picture) in response to some prompts similar to ones above would help us learn how to support that student and other students who might have similar experiences or ideas. End of Lesson, Week, or Unit Conversations in Academic Classrooms Instruction is a central part of why we’re all in schools. All students take academic classes, so this is an opportunity to invite all students to reflect on their student experience in relation to curriculum and instruction. (You can also invite students to share experiences and ideas about school supports and policies beyond curriculum here.) Final Tip Once you have the structures in place, you can regularly invite students to share their experiences and ideas for change. For how to do this, check out the upcoming Student Experience Data Strategy series on my YouTube channel starting February 7 (2024). For now, you can check out a related video below! To help you start to gather student experiences right away, I’m sharing my Student Leadership Capacity Building survey with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 146 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 about the types of discourse in schools:
1/8/2024 145. Be Present for People: Wisdom for APs and All Leaders with Dr. Frederick BuskeyRead Now
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In this episode, Dr. Buskey explores the crucial role of humanity and empathetic leadership in education. He challenges the pervasive 'pedagogy of fear' and advocates for creating spaces of learning that nurture students' agency. He also emphasizes the importance of understanding and aligning with the needs of educators and fostering an environment of growth.
The Big Dream Dr. Buskey’s dream is to transform the education system into one that recognizes and respects the humanity of each student. This means not only understanding students on an individual level but also creating an inclusive and empathetic learning environment. It's about shifting from a fear-based pedagogy to one that fosters students' agency and allows them to voice their thoughts and make their own decisions. Alignment to Mindset, Pedagogy, Assessment, and Content Dr. Buskey emphasizes the importance of being present and empathetic. His pedagogical approach advocates for serving students' agency rather than imposing an educator's perspective. He proposes knowing each student individually, making sure they feel seen and valued. Mindset Shifts Required Dr. Buskey discusses moving from a 'pedagogy of fear' to one that serves people's agency. He emphasizes the importance of educators being present for their students and offering them a space where they can express themselves freely. Additionally, he urges educators to understand their students better, know their names, and make a positive impact through small gestures. Action Steps What can we do to make the dream come to life? Step 1: Prioritize work around priorities instead of tasks, focusing on what's essential for the students. Step 2: Know each student individually. Make sure they hear their name each day, receive eye contact, and are smiled at. Step 3: Challenge the 'pedagogy of fear' and create positive spaces for learning and growth for educators. Challenges? “I think the biggest challenge is organizing our work around our priorities instead of around our tasks,” Dr. Buskey said. The noise of the external world constantly seeks our attention. Balancing urgent tasks and important ones is a challenge. Additionally, understanding each student on an individual level may seem daunting, especially for high school teachers who handle many students each day. (See the quote below for Angela Maiers’s 2-second advice for one idea.) One Step to Get Started An excellent first step is to ensure every student hears their name each day, receives eye contact, and is smiled at. These simple acts can make a significant impact on a student's day and can lay the foundation for a more empathetic and inclusive learning environment. Stay Connected You can find Dr. Buskey on the following platforms:
To help you implement some of what Frederick and I were talking about, I’m sharing my Values in Action posters with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 145 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 show you how to embark on a policy change:
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In this episode, I’m sharing ideas for how you might approach conversations about the violence in Gaza within your schools and classrooms. Many adults have told me they do not feel equipped enough to facilitate or engage in this conversation, however world events are happening and impacting adults and youth. At a minimum we should make space for students to share their emotional responses and experiences related to this trauma.
And as Michelle MiJung Kim wrote, “Even if you don’t understand the full history, you can draw on your knowledge of power dynamics, characteristics of white supremacy and colonialism, and the use of dehumanizing narratives to justify ethnic cleansing. Even when emotions are running high, you have the skills to create big enough containers to hold and validate people’s grief and fear, while guiding people to challenge the conditions that create violence. You know how to connect the dots to explain how all of us are implicated in this humanitarian and moral crisis.” Note: This episode was recorded on October 31, 2023. What’s happening? First, some historical context: Between 1947-1949, known as the Nakba, an estimated 15,000 Palestinians were killed, including in dozens of massacres, and an estimated 750,000 Palestinians were forced out of their homes in a capturing of historic Palestine to create the state of Israel ("What’s the Israel-Palestine conflict about? A simple guide"). In the last 16 years, Israel’s occupation of Palestine has created the largest “open air prison” in the world, with Palestinians being banned from travel, including to the West Bank, despite it being widely acknowledged they are both part of a “single territorial unit.” This is clearly not the only context. For more details, you can reference the first link in this paragraph. Most recently (as of this episode), on October 7, 2023, the Palestinian armed group Hamas killed 1,400 people in Israel, many of whom were civilians. Since then, more than 8,000 people have died in Gaza—many of whom were women and children—as a result of Israeli attacks. (Note: This is data as of October 29, 2023.) Additionally, Israel has blockaded Gaza, cutting off critical supplies. In the last several days, Israel has cut off cell phone and internet access for residents of Gaza. Access to health care and clean water are concerns for many, including the estimated 50,000 pregnant women and girls in Gaza. Israel has denied visas to UN officials following a comment that Hamas attacks “didn’t happen in a vacuum.” How do we talk about these events with students (and adults)? Step 1: Establish discussion agreements that center the dignity and humanity of ALL people. A specific clarification of agreements for this conversation might be: antisemitism and Islamophobia will not be tolerated. And critiquing actions of a nation, group, or leader are not antisemitic or Islamophobic. We should be able to critically analyze a government's decisions. This is not the same as expressing racism towards a group of people for who they are. Step 2: Invite folx to share their emotions, and if helpful, personal stories and experiences. (Just speaking from the “I” here.) Step 3: Invite inquiry: What do we want to know or learn more about? What specific questions do we have? Step 4: Level-set on researched facts, and analyze sources and context for power dynamics. Step 5: Practice criticality (Muhammad, 2020) with support. I like to use questions adapted from Dr. Muhammad’s HILL Model: What do you think about the power and equity at play here? How are individuals or groups disrupting oppression? How might you/we? If you are a social studies teacher, you may want to pull in a resource you’ve used. For example, the Genocide Education Project’s Stages of Genocide resource is one that could help students think through the relevance of the term genocide in relation to Israel’s attacks on Gaza. It would be particularly helpful to examine the Holocaust genocide case study in relation to the previous idea but also to provide the additional context of the Holocaust to deepen analysis. If you are practiced in using a gendered or feminist lens, for example, you may investigate the interplay of militaristic violence and intimate partner violence. The example in this academic paper by Dr. Simona Sharoni is one that illuminates these parallels. Final Tip We cannot have conversations about challenging, high-emotion topics without the grounding in our collective acknowledgement of each person’s humanity. We don’t need to push particularly traumatized individuals to talk about this in classroom spaces when this could be further traumatizing. We also don’t want to avoid conversations about hard things because we don’t feel equipped. We can build our capacity to talk about hard things. We can seek to learn information we don’t yet have. We can enter conversations humbly, and ready to acknowledge our mistakes, while centering justice and human dignity. As an example of how to set a foundation to build up to harder conversations about current events, I’m sharing my Staff Meeting Agenda series with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 144 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 show you how to embark on a policy change:
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This episode walks through the steps of a practice in which instructional leadership teams can identify trends in pedagogy across classrooms. We’ll focus on how to collect data that centers student experience over teacher actions and what to do once the trends are identified.
Why? We know from Hattie’s (2018) research that collective teacher efficacy has a bigger impact on student learning than anything other factor studied. Teachers, like students, are also more invested in what they co-create or choose for their own learning. In a learning walk, a team visits several classrooms to identify team-wide or school-wide trends. Takeaways are shared out, highlighting strengths and successes and identifying a next step(s) to support an area of growth. The focus on broad trends instead of specific teachers’ skills lowers the stakes and fosters a culture of collective growth. What are the steps?
Final Tips
To help you implement Learning Walks in your school or district, I’m sharing my Learning Walk Protocol slide deck with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 143 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.
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In this podcast episode, Crystal Frommert shares the importance of partnering with families in students' education.Crystal emphasizes the power of a simple phone call to build bridges and promote understanding. She also explores the complexities of navigating effective communication in these partnerships and discusses restorative practices for relationship-building with families.
Crystal Frommert, M.Ed, has over 20 years’ experience as an teacher, instructional coach, school board member, adjunct college instructor, technology coordinator, and school administrator. She is the author of "When Calling Parents Isn't Your Calling, a teacher's guide to communicating with parents." She currently teaches middle school math in Houston, where she lives with her husband, daughter, and dog. The Big Dream Crystal dreams of an educational system where teachers partner with parents and families. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content She focuses on maintaining a mindset of empathy and understanding towards the families she works with. In terms of pedagogy and content, she stresses the importance of communication and respect for the diversity of families. Phone calls are specifically helpful to communicate with families about any of this because you can both listen to each other’s tone. Mindset Shifts Required We can work to overcome any apprehensions about communicating with families. It’s incredibly beneficial to take a moment to challenge any assumptions we have about family backgrounds. Action Steps Make the first contact positive and personalized. Show respect for family titles. (Look at the title on file and/or ask the child if they’re old enough. If you can’t find it beforehand, ask the caretaker once you meet them.) Utilize phone calls more often for better connection and understanding. Alternatively, you may prefer or need to use voice recordings or video.) Use sentence starters. (Crystal has several in her book!) Challenges? Not asking for help when emotions are high. Loop in an administrator if this happens. Set boundaries so families aren’t texting you at 11:00 PM. One Step to Get Started Administrators, invite your teachers to reflect on something dumb you did when you were a teenager (or whatever age group of students you have.) Teachers, be more mindful about when the communication should be an email and when it should be a phone call. Also, send a happy note home when you can! Stay Connected You can find this week’s guest on her website, Twitter, and LinkedIn. To help you implement these practices in your school, Crystal is offering Time for Teachership listeners a complimentary author Q&A for schools who are doing a book study of her book! (Reach out at any of the above links.) And, if you’re looking for more details on the ideas in this blog post, listen to episode 142 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:
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In this podcast episode, Dr. Judy Krause explores the principles and implementation of anti-bias education. She discusses the four core goals of anti-bias education, how Pacific Oaks classrooms handle bullying and racism, and the importance of empowering students to be active participants in their learning. She also discusses the support structures that enable teachers to do this work well such as regular team meetings and PLC time and the director's open door policy, which foster collaboration and help address challenges encountered in implementing anti-bias education.
Dr. Judy Krause serves as Associate Dean and Program Director for the Doctor of Education in ECE program in the School of Human Development & Education at Pacific Oaks College. Her research focuses on developmentally and culturally appropriate pedagogy. In this episode, Judy tells us about Pacific Oaks' four core goals and how they tackle challenging subjects like bullying and racism in age-appropriate ways. The Big Dream Judy's dream is to carry on the legacy of the "PO giants" who founded Pacific Oaks 80 years ago, using their values of social justice, inclusivity, diversity, and respect. This involves instilling an understanding of “what's right and fair” in children and young adults and fostering a safe and inclusive learning environment through collaboration and support among educators. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content The four goals of anti-bias education are identity, diversity, recognizing what's right and fair, and advocating for what's right and fair. These goals are integrated into every aspect of Pacific Oaks' curriculum and instruction, ensuring that students develop a strong sense of self, an appreciation for the diversity of others, and the ability to stand up for justice and fairness. This could look like: Students “talking about something maybe that they saw in the news. Kids see a lot and hear a lot that we don't realize that they're hearing.” “If a child is seeing another child being bullied, being able to stand up for that child that's being bullied. It could be something as simple as that.” Mindset Shifts Required To successfully implement anti-bias education, educators must first have a genuine desire to promote inclusivity, diversity, and respect. This mindset shift can be achieved by seeking out education and resources, such as Pacific Oaks' anti-bias symposiums, which provide valuable insights and inspiration for creating a more just and inclusive learning environment. Challenges One potential challenge is resistance from teachers, parents, or community members who may not share the same commitment to social justice and inclusivity. In these cases, Pacific Oaks stands firm in the values of anti-bias education and continues to provide support and resources for those who are interested in making meaningful changes. Judy shared, “Whenever you're going to do change, it has to come from within. So if you have a teacher who really doesn't believe in inclusivity and diversity and respect or social justice, if that's something that they don't really believe within and that doesn't resound in them, you're not going to get a mindset change.” Action Steps What might it look like to bring the four listed goals to life in your school or district? Step 1: Start with small, manageable changes, such as incorporating more diverse books and materials into the classroom or discussing current events in age-appropriate ways. Start with the first two goals (identity and diversity) and then move to the third and fourth (recognizing what's right and fair, and advocating for what's right and fair). Step 2: Foster collaboration and support among educators by creating opportunities for regular discussions, feedback, and problem-solving related to anti-bias education. At Pacific Oaks, teachers have weekly team meetings on Fridays and also monthly Curriculum Depth Study Group meetings. Step 3: Engage parents and families in the conversation through town hall meetings, book clubs, and other educational events focused on social justice and inclusivity. One Step to Get Started To begin incorporating anti-bias education into your classroom or school, start by exploring resources like Pacific Oaks' anti-bias symposiums, the Social Justice Books website, and articles on anti-bias education. These resources can help you gain a deeper understanding of the principles and practices of anti-bias education and inspire you to take small but significant steps towards creating a more just and inclusive learning environment. Stay Connected You can find Dr. Krause on LinkedIn. You can learn more about the Pacific Oaks school on their website. Additional Links: The Invisible Classroom: Relationships, Neuroscience & Mindfulness in School by Kirke Olsen Pacific Oaks’ Anti-Bias Resource Page (not mentioned in the episode, but hosted by PO’s library) To help you implement the ideas we talked about today, Judy is sharing all of the past Pacific Oaks Anti-Bias Education Symposium videos with you for free! And, if you’re looking for more details on the ideas in this blog post, listen to episode 141 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:
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Time for Teachership is now a proud member of the...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
January 2024
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