especially to monitorand assess student learning.
I strongly disagree. Most of the data collection systems are built in isolation from the curriculum and educational experts in the classroom. They are mostly created by for-profit industries who also sell the test prep. The measurement tools created outside our communities are rarely actually measuring what is nor what should be taught.
how staff will resolve conflicts,* how staff will address and solve profes-sional problems,¢ how staff will share information aboutstudents,* how staff will communicate to third par-ties about other staff members, and* how staff will behave during professionalactivi
These get reframed in various ways but these are just elements of a social contract. They really need to be developed bottom-up. Top down, even though it may seem faster, means there is less buy in and less community.
openly sharing failures and mistakes,¢ demonstrating respect for each other,and* constructively analyzing and criticizingpractices and procedures.
This is my favorite part of any PD, PLC, ILT, etc. It's sad that so many are filled with an administrator hovering or taking notes rather than being a participant sharing their own mistakes and experiences.
edirectingTo
I like this because it helps focus on the fact that conversation should be productive. There is a time and place for debating for sport but that should be in places where everyone knows that's what's happening. When we're discussing things that we can actually impact or impact us we need to redirect to a place of productivity
Why It Is So Hard to See Similarities
I know, I know... This will just reinforce how my own biases shine through but we ALSO find this hard because we are pushed to do so. The concept of whiteness was invented in the 1400s specifically to benefit people in power and avoid class solidarity. So many social constructs are created to the benefit of wealthy people in power- Patriarchy, White Supremacy, Borders, etc. are all created constructs to better exploit people for the wealthy-- It's capitalism driving many of these wedges in.
Inotetheobviousdifferencesbetweeneachsortand type,butwearemorealike,myfriends,thanweareunalike
I love Maya Angelou but I always find the need to point out when people quote her, MLK, Fred Hampton, etc. to acknowledge that these types of quotes are about class consciousness and solidarity and not about ignoring problematic beliefs and actions.
hile white youth are also exploringtheir identity at this time, they usuallyaren’t exploring the racial aspects ofthat identity.
and this is what is meant by the term 'privilege'
understand that equity isnot a game of choice. If | claim that | am committed to equity, | do not have the luxury of choosing whodoes or does not have access to it. | cannot fight effectively for racial equitywhile | fail to confront gender inequity. And | can never be a real advocate >for gender equity if | duck the responsibility for ensuring equity for lesbian,gay, bisexual, and transgender individuals. When | find myself justifying myinattention to any disenfranchised group due to my own value system, | knowit is time to reevaluate that value system.These are all things | commit to in order to make me the best Director ofHealth Equity | can be. Please join me.Web Brown | Director | Office of Health EquityColorado Department of Public Health and Environmentweb.brown@state.co.us | 303.692.2946
I like all of these and just wish more people realized that all elements of education includes relationships and we need to be doing these things with students, colleagues, bosses, etc.
bias
This is impossible. All materials have biases (they cannot possibly include EVERYTHING so their bias helped them choose what to include and what to omit). I think it's important to call out the bias and not just act like it doesn't exist
habits and yield results.#10 Learner
These are the two types of leadership roles I prefer.
plingotkcarvingelhheLL,are1, I see conversation partners as equals.. L aleCD) rewzck fo se3, I believe people should have a lot ofautonorhy,.4,Idon’t judgeothers.fo.£%Ctake.5. Co henversation should be back and forth nae owt Khe: —_f on WOVE. c[3 oo shouldbelife-giving“yo-itaywor©FMS.Pangeler(6)SheLONVar paladin ahs+eenfo ori a an sifofneke ag “OLLeyhadto came fo kneat””
Yes to all of this. Hierarchies are not conducive to improving our work. People should hear us because we're equals, professionals, knowledgeable, etc. not out of power dynamics
chools should be places where children experiencsafer, more positive, and better learning because all educa.tors work to improve the way they communicate.
I know I have my biases but everything I read in these classes just reenforces my beliefs that cooperation focused learning is key and competition does not foster learning or a better community.
med
I hear this, I really do. In most things we do, this is a very accurate quote but we also have to be careful to not fall into the tolerance paradox.
hirty-
I just kept thinking throughout the reading that a big issue is we're measuring 'success' around a competitive model. We're communal animals and so many of the great things actually getting accomplished in schools are not even measured.
n. If schools have little chance of overcoming the influence of students’ background characteristics, why put any energy into school reform?
1) "reform" is always a triggering word for me because it has been a co-opted word for privatization 2) we can do both. We can change schools in a harm reduction model for continuing to live under capitalism but we can also dream of what it could be without it.
Bank Street’s approach emphasizes teaching for under- standing, respecting and building on learners’ interests and experiences, looking at individual learners with care and attentiveness, and creating community.
This is probably more important to acknowledge than anything else we do. The values we bring and the non-academic things we decide to focus on really dictate a lot around attendance, engagement, etc.
challenge for me... is finding quality placements where candidates can see deeper learning in action. That’s one of the dilemmas with growing the residency program. Where do you find good practices where our candidates can observe and do, and if not, where can you find places where teachers can explore what they learned here and start to change practice? That was one of the goals of the residenc
I think this is a huge issue and it's why I appreciate this endorsement program. Being a mentor teacher isn't a 'break' or a 'model classroom' and that's often how educators approach it.
chers who model the types of deeper learning pedagogies and dis- positions that the college aims to instill in its candidates * Teachers who can explain their instructional choices * Teachers who are strong in assessment—who know how to utilize a variety of assessments and then use the results of those assessments to adjust instruction accordingly Teachers who are strong in classroom management Teachers who understand their student population, meaning they know their students and their backgrounds Teachers who feel confident in their classroom, so that they will be comfortable turning their classroom over to the candidate * Teachers who do not think “they are the best and the greatest” or want to “turn their student teacher into a ‘mini-me’”
Unfortunately, I don't see these are the standard bearer for all mentors, but it should be. It's a great list.
learn
This whole part (1-4) should just be on a poster for all of us.
me relict eat conversation should be back and forth is Polen i vi able L we adopt the other Better Conversations a ~ a “ others as equals,
I love this part so much because we are equals. We are not the only "experts" in the room
The most important function for mentors is to embrace a growth orientation, understanding that the work is to increase their colleague’s effectiveness as professional problem-solvers and decision-makers.
I certainly don't disagree but I think this frames things in a way that makes it one sided and hierarchical in an unnecessary way. Yes, we have more experience and will inherently be helping them in this way but we should be getting these same skills and growth simultaneously.