My Inheritance and Rejection of “I Am Not a Racist”
Note: I write this blog as a white woman especially for white readers who have ever thought, “I’m not a racist,” as I have. All readers welcome.
Use Observation Data to Reflect in Humble Inquiry
Our data shows some students are struggling in our lessons. Now what?
This is the pivotal moment. Do we focus on providing supports to the students who demonstrate struggle? Or do we also focus on how to evolve our teaching? Are we using data only to sort students for services, or also to challenge our assumptions and change our approach?
Expectations Define What We See
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?
Collaborate for EL Excellence – Part II
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.
What’s the Purpose?
Literacy educator discovers her creative writing on a standardized test, and struggles to answer the comprehension questions.
Five Ways to Build Administrator Buy-In for Teacher Inquiry
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.
Kindergarten Teachers Collaborate to Innovate with Technology
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.
Albuquerque Teacher Leaders Open Doors to Observation Inquiry
“Instead of brushfires for excellence, we need infernos of excellence. Our project will do this.” In a packed hotel conference room in Albuquerque, New Mexico, teacher leader Maureen Torrez, NBCT, describes the observation inquiry pilot project she and her team of National Board Certified Teachers are leading to deepen how teachers and students learn in Albuquerque public schools.
Seven Ways to Raise Expectations for All Students
We need every teacher to believe in the full potential of every kid. Most of us share this belief, in theory. In practice, things get a little more complicated. It’s easy, for example, in a school where most students underperform, to adjust our expectations of what is possible to fit what we see. It is much more challenging to hold a vision that extends beyond the status quo, and help kids grow into that vision.
Here seven powerful practices you can use in your school to raise expectations for all students, especially ELLs, students of color, students living in poverty, or any students who are not yet thriving.
Four Sentences Educators Must Stop Saying About Students
The language we use to talk about students matters. It reflects and shapes our perceptions, and most importantly, our expectations for student success.
In your school, make a courageous commitment to shift all staff conversations about kids and their families from a deficit mindset, which views diversity as a problem kids bear, to an asset mindset: one which truly values students and their communities for the diversity they bring. Begin by reframing these four sentences.
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.
