National Speakers Series (NSS)
ELL Teachers, General Education Teachers, Paraprofessionals, Special Education Teachers
UDL & Funds of Knowledge
October 26 & 29, November 2 & 5
Remote and online learning are hardly synonymous. When we consider student diversity and culture, we recognize that there are many barriers students face from home that prevent them from learning in a one-size-fits-all fashion. Join UDL experts Katie Novak and Mirko Chardin in this workshop on how to use UDL best practices to start identifying cultural barriers in lesson design. Bring a lesson plan with you to unpack for remote learning and addressing cultural barriers.
Learn how to begin identifying educational and cultural barriers in remote learning plans. Dive into the concept of Funds of Knowledge and how we can use Funds of Knowledge to harness student culture to design better learning experiences.
By attending this series, attendees will leave with an understanding of the difference between remote and online learning.
Trainings & Workshops (TW)
Deans/Coaches, ELL Teachers, General Education Teachers, Paraprofessionals, Related Service Providers, School Leaders, Social Workers/Counselors, Special Education Teachers
Addressing Disproportionality, Cultivating Empathy & Supporting Black Boys
November 4, 12 & 18
Presenter: Chezare Warren
This 3-part series is designed to expand participants’ understanding of empathy as a tool of culturally responsive/sustaining pedagogy.
By attending this series, attendees will be able to describe the utility of empathy to improve the quality of student-teacher interactions, particularly with Black boys, and youth of color more broadly. Attendees will also leave with perspectives useful to critically examine how their professional decisions and (inter)actions with youth produce (or impede) evidence of culturally responsive/sustaining pedagogy.
Attendees must attend all three sessions. Attendees will use only ONE Trainings & Workshops (TW) seat to attend this 3-part series.
Behavior Supports & SEL, Rethinking Discipline (RD)
Deans/Coaches, ELL Coordinators, ELL Teachers, General Education Teachers, Operations Leads, Paraprofessionals, School Leaders, Special Education Teachers
Interrupting “Discipline:” The Work of Anti-Racist Educators
November 10 & 17, December 1 & 15
Presenter: Pamela Jones
We know that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become people who are good at shaping change” (L.A. Tapia, 2020)? In this expanded iteration of the mini-course on racial literacy, we will take a critical eye to the construct of race and ask questions such as, “How were we socialized to talk (or not talk) about race? Why do we think this was the case? How does our racial socialization impact our students and our teaching?”
Attendees will leave this series asking themselves some hard questions about their relationship to race and racism in a society oriented toward the white gaze. As the series progresses, attendees will grow their understanding of what it takes to assume the stance of an anti-racist person and educator in a system that was not designed to meet the needs of BIPOC students. In short, attendees will learn how to begin to take action for educational change.
Trainings & Workshops (TW)
Deans/Coaches, ELL Teachers, General Education Teachers, Operations Leads, Paraprofessionals, Related Service Providers, School Leaders, Social Workers/Counselors, Special Education Teachers
The Power of Showing Up PLC
November 16, 23 & 30, December 7,14 & 21
Presenter: Anna Reeve
In this professional learning community (PLC), practitioners will read and implement strategies from Daniel Siegel’s The Power of Showing Up. Over the course of six weekly sessions, we’ll discuss how to implement what Siegel refers to as the 4 S’s (Safe, Seen, Soothed, Secured). While this PLC is open to all, the content covered in the book will feel most applicable to grades K-8.
By attending this series, attendees will leave with…
– A greater understanding of how brain development and attachment impacts social emotional learning.
– Strategies to foster social emotional learning in both a virtual classroom, as well as in preparation for our classrooms in the fall.
– A network of educators inspired to increase SEL in their classrooms and better support students’ emotional development.
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