For observation data to matter, we need to be clear on our learning intentions. For it to matter for equity, we need to be aware of our biases and intentional about disrupting defaults of low expectations for students from historically-marginalized groups. What do you see as students engage? How do you interpret the data? How do your lived experiences shape what you see?
How do you want to feel in school? How do your colleagues and students want to feel? Are their inequities in whose feelings take center stage?
This is part II of a coffee chat with Andrea Honigsfeld, Maria G. Dove and Tonya Ward Singer on how to collaborate for EL achievement.
This is one of the most essential questions in EL education: “How can you best differentiate teaching for ELs who are in “mainstream classrooms?”
Listen to our radio interview. Read our written recommendations on Education Week.
The caliber of core teaching has the greatest influence on whether or not our English Learners (ELs) thrive. Consider the following: Three in four U.S. classrooms have at least one student who is an English learner. Even in schools with EL specialists, ELs spend the majority of their instructional day with core classroom teachers. We know this, yet too often forget it when designing EL programs and solutions. Instead, many…
Reading old family letters I discovered something I never expected to find. Join me on this humbling journey.
When educators talk about formative assessment, student conversations are often left out of the conversation. This needs to change. You can lead the way.
Mention peer observation inquiry (OI) in education circles, and one of the first questions is always, “How do you build teacher buy-in?” It’s a critical question. Teacher leaders, however, ask another important question: “How do you build administrator buy-in and support for peer observation inquiry?” Here are five tips to help teacher leaders engage administrators in supporting effective, job-embedded professional learning.
At George I. Sanchez Community School, a Title I school in Albuquerque, New Mexico, Title I Kindergarten students are actively using technology to collaborate, create and communicate in ways that deepen content learning. It didn’t start this way. Learn how teachers collaborated to transform their teaching.
No matter how good our intentions to be free of prejudice, we all have implicit biases that can have a serious impact on our work in schools.
Implicit bias refers to stereotypes or attitudes that affect our decisions and actions. Unlike explicit bias, which is intentional and part of our belief systems, implicit bias is an association we have that is unconscious and unintentional.
Welcome to my blog: a space to ask deep questions and share insights to expand the edge of possibility for ALL learners in K-12 schools.
