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"content": "\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like we’re skipping past the conversations about what’s ethical,” he said. “I think we’re skipping right to the tools.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "A Diverse Classroom Library Includes and Respects Fat Characters, Too",
"headTitle": "A Diverse Classroom Library Includes and Respects Fat Characters, Too | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Cultivate inclusivity, confront stereotypes, and instill critical thinking skill in students by paying attention to how fat characters are represented in your classroom library.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers excel at stocking their shelves with books featuring characters of diverse \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">\u003cspan style=\"font-weight: 400\">abilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">\u003cspan style=\"font-weight: 400\">races\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and socioeconomic statuses. However, representation of size diversity, particularly with regard to fat main characters, is often overlooked. The absence of differently sized characters has far-reaching implications for students because \u003c/span>\u003ca href=\"https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/why-its-important-kids-to-see-themselves-books.html\">\u003cspan style=\"font-weight: 400\">students’ engagement and motivation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading are influenced by the presence of relatable protagonists. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256#body-ref-bibr18-23813377211028256\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “windows, mirrors and sliding glass doors” framework underscores the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">roles books play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for learning about others, reflecting aspects of oneself, and facilitating exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Fat is viewed as profane,” said \u003c/span>\u003ca href=\"https://www.drdywannasmith.com/\">\u003cspan style=\"font-weight: 400\">Dywanna Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former English teacher who focused her dissertation on establishing safe spaces for Black girls to discuss body size. \u003c/span>\u003cspan style=\"font-weight: 400\">She emphasized that when fat students lack representation or only encounter characters who reinforce fat bias, it sends the message that they do not belong. This bias, known as fatphobia, involves discrimination against people based on their overweight or obese body size. Experiencing weight stigma has lasting effects: A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1038/oby.2006.208\">\u003cspan style=\"font-weight: 400\">2012 study in the journal Obesity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58357/why-focusing-on-healthy-habits-not-weight-gain-can-better-help-kids\">\u003cspan style=\"font-weight: 400\">weight stigma did not motivate weight loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> but can result in isolation and avoidance, among other coping strategies. Overweight or obese kids also are often \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54257/praise-dont-tease-and-other-tips-to-help-kids-with-their-weight\">\u003cspan style=\"font-weight: 400\">victims of bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/pdf/yv/bullying-suicide-translation-final-a.pdf\">\u003cspan style=\"font-weight: 400\">correlated with increased suicide-related behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every student deserves access to books with relatable stories that foster a sense of inclusivity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers\">\u003cspan style=\"font-weight: 400\">cultivate a love for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can explore ways to critically examine the presence of fat characters in literature and seek books that portray fat protagonists in all of their complexity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Not all representation is good representation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The literary landscape includes few fat characters who follow well-worn storylines. “Their size is one of the main conflicts of the story and typically it (has) to be resolved with that person losing weight,” said Smith. \u003c/span>\u003ca href=\"https://twitter.com/JustTeachingELA\">\u003cspan style=\"font-weight: 400\">Caitlin O’ Connor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a language arts teacher from New York who presented on fat positivity at the \u003c/span>\u003ca href=\"https://convention.ncte.org/\">\u003cspan style=\"font-weight: 400\">National Council of Teachers of English\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference last year, added that plot lines where fat characters lose weight can be harmful because it communicates fat characters are only likable if they are committed to getting smaller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fat characters are often subject to harmful stereotypes. “It’s not just the presence of fat characters that we need. It’s the good representation of fat characters that we need. We need them to be represented as whole people with stories and lives that are full, that matter, that aren’t just a list of tropes,” said O’Connor. She cited Piggy, a character described as fat from Lord of the Flies, as an example. “He’s constantly called fat and framed as lesser than,” she said, adding that the way that Piggy is treated throughout the book suggests fat people are deserving of name calling and bullying. Other common tropes include framing fat characters as unable to decide what is best for themselves, having fraught relationships with food, or being uninterested in athletic activities. O’Connor emphasized that fat characters should not be confined to proving thin people’s physical superiority or serving as comic relief. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a teacher has to explore a book with a fat main character that falls into reductive stereotypes, it can be a learning opportunity. O’Connor encouraged teachers to engage students in discussions about character portrayal and patterns across other books. “Having these discussions builds the critical thinking skills and perspectives we want our students to develop,” she said. “We can teach students to recognize and challenge stereotypes through literature.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Literature can debunk stereotypes and tropes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can curate diverse book collections that feature fat characters in multifaceted roles and that combat anti-fat bias. O’Connor emphasized the power of language, urging teachers to discuss words as a tool that can uplift or oppress. She suggested repositioning the word “fat” as a descriptor, not a derisive term.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When choosing a book with a fat character, Smith recommended that teachers ask whether the character’s portrayal contributes to existing harmful attitudes, prejudices or stereotypes. Additionally, it’s crucial to assess whether the character is allowed to grow and change throughout the narrative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among Smith and O’Connor’s recommended books for students are Lisa Fipps’ \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/608212/starfish-by-lisa-fipps/\">\u003ci>\u003cspan style=\"font-weight: 400\">Starfish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Crystal Maldonado’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/648097/fat-chance-charlie-vega-by-by-crystal-maldonado/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fat Chance Charlie Vega\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Susan Vaught’s \u003c/span>\u003ca href=\"http://susanvaught.com/book/big-fat-manifesto-2/\">\u003ci>\u003cspan style=\"font-weight: 400\">Big Fat Manifesto\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and a collection titled \u003c/span>\u003ca href=\"https://www.harvard.com/book/the_other_f_word/\">\u003ci>\u003cspan style=\"font-weight: 400\">The (Other) F Word: A Celebration of the Fat & Fierce\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Angie Manfredi. These narratives explore themes of self-acceptance, challenging societal norms and celebrating diverse bodies. Other recommendations include the anthology \u003c/span>\u003ca href=\"https://www.bloomsbury.com/us/every-body-shines-9781547606078/\">\u003ci>\u003cspan style=\"font-weight: 400\">Every Body Shines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by Cassandra Newbould, Claire Kann’s \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250192677/ifitmakesyouhappy\">\u003ci>\u003cspan style=\"font-weight: 400\">If It Makes You Happy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Coccia’s \u003c/span>\u003ca href=\"https://www.orcabook.com/Cub\">\u003ci>\u003cspan style=\"font-weight: 400\">Cub\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and Gabby Rivera’s \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/621079/juliet-takes-a-breath-by-gabby-rivera/\">\u003ci>\u003cspan style=\"font-weight: 400\">Juliet Takes a Breath\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, each contributing to a tapestry of stories that defy stereotypes and promote body positivity.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where teachers can start\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing the needs of students, especially those experiencing fatphobia, begins with critical introspection, according to Smith. She suggested making a table with the days of the week and noting what you do to support students and colleagues who are fat. “Oftentimes very little is written down,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers may not know where to start and don’t want to say the wrong thing when broaching discussions about body size. Smith urged educators to familiarize themselves with fatphobia and read fat literature for adults, such as \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/565139/the-body-is-not-an-apology-second-edition-by-sonya-renee-taylor/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Body Is Not an Apology\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sonya Renee Taylor, which advocates for radical self-love to counteract harm caused by bias or fatphobia, and \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/645819/what-we-dont-talk-about-when-we-talk-about-fat-by-aubrey-gordon/\">\u003ci>\u003cspan style=\"font-weight: 400\">What We Don’t Talk About When We Talk About Fat\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Aubrey Gordon, which covers how to challenge cultural attitudes and advocate for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Highlighting the historical intersections of race and body size, Smith considers \u003c/span>\u003ca href=\"https://nyupress.org/9781479886753/fearing-the-black-body/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fearing the Black Body: The Racial Origins of Fat Phobia\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Sabrina Strings a keystone text. \u003c/span>\u003ca href=\"https://www.routledge.com/Thickening-Fat-Fat-Bodies-Intersectionality-and-Social-Justice/Friedman-Rice-Rinaldi/p/book/9781138580039\">\u003ci>\u003cspan style=\"font-weight: 400\">Thickening Fat: Fat Bodies, Intersectionality, and Social Justice\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, edited by May Friedman, Carla Rice and Jen Rinaldi, explores fat oppression and activism through various perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The worst thing teachers can do is to stay silent about fat characters or the lack thereof, Smith said. “Do we really want to be responsible for saying, ‘Because you are fat, you are unworthy of grace, dignity, love and to have your story heard?’” she asked. “In the absence of this discussion, isn’t that what we’re saying already?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we’ve been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people’s work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe’s conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it’s much less stressful now that I don’t grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it’s normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh’s students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Oz2DuI39qxQ\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What’s the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that’s not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It’s interesting to present information in varied ways about what’s going on in our community and have them come up with their own ideas and opinions about what’s going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don’t know about or aren’t aware of,” she said. “One thing I’ve learned is that it’s really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there’s more sustainability,” he said. “We just need to keep building capacity because I think it’s really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "For educators looking to root their curricula in antiracism, these three teachers from Joe Truss's Dismantling White Supremacy in Schools Conference share their journeys, reflections and lesson plans.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we’ve been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people’s work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe’s conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it’s much less stressful now that I don’t grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it’s normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh’s students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Oz2DuI39qxQ'\n title='//www.youtube.com/embed/Oz2DuI39qxQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What’s the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that’s not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It’s interesting to present information in varied ways about what’s going on in our community and have them come up with their own ideas and opinions about what’s going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don’t know about or aren’t aware of,” she said. “One thing I’ve learned is that it’s really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there’s more sustainability,” he said. “We just need to keep building capacity because I think it’s really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>Sep 17, 7:00am CDT\u003c/time>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chicago.chalkbeat.org/republish/2020/9/17/21440865/im-a-chicago-principal-overwhelmed-by-what-ifs-heres-how-i-got-unstuck\">I’m a Chicago principal overwhelmed by ‘what ifs.’ Here’s how I got unstuck.\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I’ve reached out to my network, created a self-care jar, and helped teachers reframe their narratives about the coming school year.\u003c/p>\n\u003cp>When Chicago Public Schools \u003ca href=\"https://chicago.chalkbeat.org/2020/8/5/21355538/its-official-chicago-to-start-fall-with-virtual-learning-aim-to-reopen-schools-by-november\">announced that school would open fully remotely\u003c/a> in the fall, I called a meeting with my staff. That first meeting was to gauge their feelings, reactions, and levels of anxiety.\u003c/p>\n\u003cp>As principal of a pre-K-8 school in Chicago, I took note of their questions and concerns, most of which I had, too. What ifs prevailed: What if a student isn’t engaged? What if they won’t turn on their camera? How will we know they are learning? What if the internet goes down? What if a student misbehaves? What if our meeting platform is hacked? What if students don’t have needed supplies?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I had very few answers, and I felt ill prepared to guide them through the year ahead. When the meeting ended, I cried. Alone. Inside the three-story brick building that houses my school. School was going to start in three weeks for my staff. I was overwhelmed and stuck in my own cycle of “what ifs.”\u003c/p>\n\u003cp>But then I did what all educators do after being knocked down. I stood back up. I brushed the emotional dust off my brain. I got to work.\u003c/p>\n\u003cfigure id=\"attachment_56678\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-56678\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Wendy-Oleksy-160x200.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Wendy Oleksy \u003ccite>(Courtesy of Wendy Oleksy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>First, I called an educator friend and asked her to help me. I could not lead the school through this moment with a negative and defeated mindset. I needed to adjust my attitude. She reminded me that I wasn’t alone. I had lots of support. I was being stubborn thinking I had to have all the answers. She and I discussed how taking care of myself could help me feel less overwhelmed. I created a self-care jar filled with suggestions for doing something nice for myself, such as “have a glass of wine on the deck,” or “buy yourself some flowers.” I also started to journal each day before I left school, getting out my feelings and frustrations.\u003c/p>\n\u003cp>Next I reached out to principal colleagues I respect and said, essentially, “Help!” They surrounded me with support, positive energy, and shared resources. One shared a presentation deck with me so I didn’t have to create my own. Another reminded me how awesome she thought I am, which is always good to hear. Why didn’t I reach out earlier? I honestly think my brain got stuck. I am human. The virus and its massive fallout were never far from my thoughts. The police killings of George Floyd and Breonna Taylor and the resulting racial justice protests taking place, in addition to COVID-19, hit me hard. I had worried since March about the well being of my students.\u003c/p>\n\u003cp>These rough couple of days after Chicago’s Aug. 5 announcement that school would begin fully remote led me to realize how much support my team might need. Was I ready to provide it?\u003c/p>\n\u003cp>The staff always meets during the first few days of school for professional development. As we did the work to prepare for remote learning, I kept hearing them say, “This is challenging!” “This is difficult!” “This is frustrating!” They were overwhelmed. They were stuck. Like I was. During a break I felt my defeatist attitude return. How was I going to soothe my worried, anxious staff? I wasn’t a counselor. I wasn’t trained for this. But then I thought to myself, “What did you need? What helped you?”\u003c/p>\n\u003cp>There was a quote by Albert Einstein in the presentation I was giving to the staff: “Out of clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity.”\u003c/p>\n\u003cp>I stopped the presentation on this slide. I asked the staff to change their mindset. We couldn’t go into our virtual classrooms feeling defeated. Students would pick up on that. I asked them to change their vocabulary, especially when talking with each other. Instead of “challenging,” call it an “opportunity.” Instead of “tricky” or “hard,” they could remind themselves of the “need to be creative.” Instead of “frustrating,” say “I need to persevere.” Changing our language doesn’t make underlying and systemic issues go away. But it can help us reframe the challenges ahead so that we are in a mindset to address them as best we can.\u003c/p>\n\u003cp>I encouraged them to find a win each virtual school day. Our students may surprise us with their technological know-how. We might learn how to simplify small group lessons. Maybe our collaboration will be taken to the next level. For the rest of the teachers’ professional development, whenever one of us heard a negative word, someone would chime in with the alternate word or phrase. As we approached the first day of school, I sent out daily informational emails in which I reminded staff to “look for the opportunities to learn, be grateful, and laugh.”\u003c/p>\n\u003cp>“You got this!” I told them. “We got this!”\u003c/p>\n\u003cp>Not taking my own advice, I suffered from horrible insomnia the weekend before school started. I couldn’t stop working. Checking in with teachers. Speaking with the engineer about the Care Room, a space where students who have signs of illness, especially COVID-19, will go until a parent can pick them up. Making sure I knew how to assist parents with setting up accounts. Gathering all the Google Meet links to be able to join the staff. Reading all I could about best practices for remote learning.\u003c/p>\n\u003cp>As I work to change my own mindset, let me say: This is challenging. When everyone feels like a first-year teacher, when technology glitches, when 100 parents are calling to say, “Help!” it is challenging.\u003c/p>\n\u003cp>During \u003ca href=\"https://chicago.chalkbeat.org/2020/9/11/21432436/chicago-says-more-than-4-of-5-students-logged-in-on-first-day-of-all-virtual-school\">the first day of school\u003c/a>, I popped into each Google Meet classroom. What I saw was nothing short of amazing. Every single one of my teachers was online, smiling, going over this new way to learn. They were conveying a sense of adventure! They were making students feel proud of themselves because they knew some skills the teacher didn’t.\u003c/p>\n\u003cp>There were some opportunities that presented themselves. The first grade teacher couldn’t log back in after lunch. She panic texted me. I joined her class and got to have a few minutes of fun with 6-year-olds as she traded computers and hopped back on.\u003c/p>\n\u003cp>The third grade teacher’s students persevered as they kept getting logged out of Google Meet. They would jump right back on and use the chat feature to exclaim, “I’m back!”\u003c/p>\n\u003cp>There were heartwarming stories of older siblings helping younger ones navigate links and websites. The middle school science teacher shared how wonderful it was to see how enthusiastic students were. The students had missed school and were happy to be back in any form of class there was. Day 2 continued apace.\u003c/p>\n\u003cp>Seeing all the students lifted my spirits. They are why I do this job. They are why I have been in education, with Chicago Public Schools, for over 27 years. Seeing their faces for the first time since June was a stream of happiness I hadn’t felt in a long time. I have to say, when students are excited to see me, the principal, when they exclaim, “It’s Ms. Oleksy!” and wave ecstatically at me, I kind of feel like a rock star. I hadn’t felt like a rock star since the winter.\u003c/p>\n\u003cp>\u003cem>Wendy Oleksy has been the principal of Chicago’s Columbus Elementary for eight years. She was raised in Chicago and is a product of Chicago Public Schools. Throughout her career with the district, she was previously a classroom teacher, literacy coach, Network Instructional Support Leader, and an assistant principal. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
"title": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Create Deeper Student Learning Experiences Through Authentic Questions",
"title": "How to Create Deeper Student Learning Experiences Through Authentic Questions",
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"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a> copyright 2018 by Shanna Peeples. Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a> copyright 2018 by Shanna Peeples. Used with the permission of the publisher, Corwin.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shanna Peeples\u003c/strong>\u003c/p>\n\u003cp>A favorite opening question of mine in designing professional development workshops for teachers is this: What do you struggle with the most as a teacher? And the answers are almost always the same:\u003c/p>\n\u003col type=\"1\">\n\u003cli>Students are apathetic, unmotivated, or disengaged.\u003c/li>\n\u003cli>Students don’t value education.\u003c/li>\n\u003cli>Parents aren’t supportive.\u003c/li>\n\u003cli>Kids don’t believe in themselves.\u003c/li>\n\u003cli>Kids are distracted by technology.\u003c/li>\n\u003c/ol>\n\u003cp>During a presentation for K–12 teachers, a man stopped me during the break to ask me when I was going to get to the point in the workshop where I talk about how spoiled kids are. “They need to understand that in the real world no one is going to care about their ideas,” he said. “Are you going to show us how to tell them that?”\u003c/p>\n\u003cp>No, I wasn’t.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, I asked him if he felt ignored. “Do you feel like no one cares about your ideas? That you can’t make decisions for your classes and your students?” He stopped talking and just stared at me. It made me wonder: \u003cspan id=\"page14\" title=\"14\">\u003c/span>What if we’ve taken away our own efficacy as teachers by giving in to these assumptions about our students? If we really think this, then why aren’t we giving them opportunities to test their ideas in the real world? Why aren’t we setting up opportunities for work that requires real and sustained effort?\u003c/p>\n\u003cp>Maybe one of the reasons students are apathetic is that we’ve taken all of the choice away from them. Then, we get irritated and annoyed when they can’t “think on their own.” Too often as a teacher coach, I walk into classrooms where any 19th century student would feel at home: desks in rows, textbooks open on desks, the teacher at the front of the room talking. This classroom design is so familiar that it’s almost invisible; we accept it as the default setting for children’s learning.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">\u003cimg class=\"wp-image-54405 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg\" alt=\"\" width=\"250\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates.jpg 727w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples_Think-Like-Socrates-160x198.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>One of our basic human drives is connection. We want and need the company of others. Further, we become smarter by participating in social learning, according to Vygotsky’s social development theory. The theory emphasizes the importance of the learning environment in determining how children think and what they think about (Vygotsky, 1962/1986).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is especially true for adolescents whose developmental needs are centered around a need to discover who they are. If we’re not meeting these needs in our classrooms, then how are we any better than a screen on a phone or other device? When we encourage natural social behaviors, we are making ourselves and our learning experiences necessary and ourselves and our teaching difficult to replace with technology or scripts.\u003c/p>\n\u003csection id=\"s9781506391663.i136\" class=\"sect1\" title=\"What Happens When We Allow Questions Into Our Classrooms\">\n\u003cp class=\"title\">\u003cstrong>What Happens When We Allow Questions Into Our Classrooms\u003c/strong>\u003c/p>\n\u003cp>Allowing real curiosity—the kind that fuels philosophers, artists, scientists, historians, explorers, and innovators—is the most fundamental change we can make in our teaching practice. When we step back and allow students to step forward with their own inquiry, it throws a switch in their brains that changes everything. Encouraging students to cocreate their own learning by generating authentic questions grants them an intellectual power and an identity as meaning-makers.\u003c/p>\n\u003cp>\u003cspan id=\"page15\" title=\"15\">\u003c/span>The fastest way to engage anyone’s brain is to ask it a question, neuroscience says. Judy Willis, a neurologist and middle school teacher, explains that inquiry is like caffeine for kids’ brains. That’s because questions kick-start a process inside their heads that works like a kind of prediction machine. Once a question enters this system, the brain begins trying to resolve the uncertainty by formulating answers. The tension that comes from wanting to know if they’ve guessed correctly is immediately and powerfully engaging:\u003c/p>\n\u003cfigure>\n\u003cblockquote>\u003cp>Students’ curiosity, along with their written or verbal predictions, will tune their brains into the perfect zone for attentive focus. They are like adults placing bets on a horse race. Students may not be interested in the subject matter itself, but their brains need to find out if their predictions are correct, just as the race ticket holder needs to know if he holds a winning ticket. (Willis, 2014)\u003c/p>\u003c/blockquote>\n\u003c/figure>\n\u003cp>As teachers, we can use this information as a sort of neurological hack. If we carefully scaffold students’ questions in a way that points toward the content we need to teach, we can enlist their natural tendency to find answers into deeper learning experiences. These experiences then, in turn, develop their vocabulary; their speaking and listening skills; their writing skills; their reading; and, most importantly, their critical thinking.\u003c/p>\n\u003cfigure id=\"attachment_54403\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54403\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg\" alt=\"\" width=\"250\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474.jpg 1311w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-160x222.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-800x1108.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-768x1063.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-1020x1412.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-headshot-e1568616319474-867x1200.jpg 867w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Shanna Peeples \u003ccite>(Courtesy of Corwin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This idea was road tested during my year of service as National Teacher of the Year. In a special partnership with the U.S. Department of State, I visited the Middle East as an ambassador of American teaching. Traveling alone caused the kind of stress that kept my brainpower focused on finding my way around airports and adjusting to the realities of heightened security. This meant that I didn’t prepare for one of my first presentations like I normally would have. During times of uncertainty, familiar practices are strength, so I leaned on those that are bedrock for me: inviting students to share their questions.\u003c/p>\n\u003cp>Even though I’d never met them, the senior class at the American Jerusalem High School in Jerusalem was willing to play along. We gathered in an auditorium, and as I looked at the 200 assembled students, I felt a wave of insecurity wash over me. Seeing their interested faces was all the encouragement I needed to open the lesson the same way I did at my high school: sharing a personally meaningful question.\u003c/p>\n\u003cp>\u003cspan id=\"page16\" title=\"16\">\u003c/span>“Before I was a teacher, I was a reporter and I covered some really sad and scary things,” I told them. “And some of them, I don’t think I’ll ever forget—especially when they happen to children. I accept that bad things happen to good people. That’s just the way of the world. What I can’t seem to accept is when \u003ci>good\u003c/i> things happen to \u003ci>bad\u003c/i> people. Why do some people ‘get away with it’? Why are some people never made to answer for what they do to others? I don’t know that I’ll ever get a good answer, but it’s a question that haunts me. What about you? What are the questions that stay with you? What haunts you? Or makes you sad? Or makes you angry? Or just confuses you no matter how much you try to think about it?”\u003c/p>\n\u003cp>By this point, they were silent. I could see that they were considering whether or not to trust this strange woman from the United States.\u003c/p>\n\u003cp>“I’ve asked your teachers to give everyone a piece of paper. I’d love to know what your questions are,” I said. “What are the things you’ve kept inside you that you’ve been afraid to ask? Would you mind sharing them with me? If you want to, please write them on the paper.”\u003c/p>\n\u003cp>An engaged quiet settled over the room as they began writing. I exhaled. They were repeating the behavior I’d seen in my own classes.\u003c/p>\n\u003cp>What I’ve written here is version of my traditional opening for this lesson. Part of the reason the room gets quiet, I think, is because of a willingness to be authentic and vulnerable with my own questions. What I share with them are my own frustrations with the difficult nature of justice, which is also an engaging topic for teenagers.\u003c/p>\n\u003cp>After a few minutes, I stopped the students and asked who wanted to share. So many hands went up that the administrators were startled.\u003c/p>\n\u003cul>\n\u003cli>\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Is it ever okay to tell a lie?”\u003c/i>\u003c/li>\n\u003cli>\u003ci>“Why do we equate money with success? Are there other ways to be successful?”\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>Their teachers were as surprised as I was. “We will definitely be talking about these in class today,” one of them told me. As I was leaving the \u003cspan id=\"page17\" title=\"17\">\u003c/span>school, an older teenage girl stopped me and said, “I just want to give you a hug and say thank you for listening to us.”When we worry that students want more technology or games or for our lessons to be more fun, maybe what they really need is just for us to \u003ci>listen\u003c/i> to them and trust the intellectual power inside them.\u003c/p>\n\u003csection title=\"What Happens When We Allow Questions Into Our Classrooms\">\u003c/section>\n\u003csection id=\"s9781506391663.i138\" class=\"sect1\" title=\"Starting With Your Own Questions\">\n\u003cp class=\"title\">\u003cstrong>Starting With Your Own Questions\u003c/strong>\u003c/p>\n\u003cp>The authenticity of your own questions are all you really need to get started in the process of inviting more authentic inquiry into your classroom. Everything you need is already there inside you. When I ask teachers to share their authentic questions with me—anonymously—I see that they have long-standing struggles that could connect to their students’ concerns:\u003c/p>\n\u003cdiv id=\"s9781506391663.i139\" class=\"speech\">\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Montana:\u003c/span>\u003cbr>\n\u003ci>“Why is it so hard to forgive and move on?”\u003c/i>\u003cbr>\n\u003ci>“Why is it so hard to listen to other people?”\u003c/i>\u003cbr>\n\u003ci>“Why do people/corporations treat the planet in such a crappy way?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Ohio:\u003c/span>\u003cbr>\n\u003ci>“If I died tomorrow, would I regret how much work has ruled my life?”\u003c/i>\u003cbr>\n\u003ci>“Am I being a good person?”\u003c/i>\u003cbr>\n\u003ci>“I have deeply loved and valued many beautiful places of the world—will they survive?”\u003c/i>\u003cbr>\n\u003ci>“Why do random shootings of innocent people happen? Who is next?”\u003c/i>\u003cbr>\n\u003ci>“Why is there so much intolerance in the world?”\u003c/i>\u003c/p>\n\u003cp class=\"sp\">\u003cspan class=\"speaker\">From Texas:\u003c/span>\u003cbr>\n\u003ci>“Why can’t we value people for who they are and not devalue them because of how they look or what they believe?”\u003c/i>\u003cbr>\n\u003ci>“What will the future be like?”\u003c/i>\u003cbr>\n\u003ci>“How will the present trauma of so many students affect the brains of future generations?”\u003c/i>\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan id=\"page18\" title=\"18\">\u003c/span>Reading these, I see the grounds of our common humanity. What’s more amazing than the fact that we share these ideas around the world is that young children wonder the same things. If we step back and make a space for students to speak and really listen to them, they will show us what is in their hearts and minds.\u003c/p>\n\u003cp>Justin Minkel, a second-grade teacher at a high-poverty school in Fayetteville, Arkansas, gave an opening to his students, during the first weeks of school, to share what they would ask the smartest person in the world.\u003c/p>\n\u003cdiv id=\"s9781506391663.i141\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig1.jpg\" alt=\"Figure 1\">\u003c/figure>\n\u003cp>This reminded me of the cards my seventh-grade class turned in that first year.\u003c/p>\n\u003cdiv id=\"s9781506391663.i144\" class=\"general\">\n\u003cfigure>\u003cimg class=\"general\" src=\"https://jigsaw.vitalsource.com/books/9781506391632/epub/OEBPS/images/10.4135_9781506391663-fig2.jpg\" alt=\"Figure 2\">\u003c/figure>\n\u003c/div>\n\u003cp>Finally, all of the questions seem connected to this writing from Joseph, a young man I worked with in the night program who was transitioning out of jail where he served time for his involvement in a drive-by shooting. Not sure of how to assess his writing skills, I asked him if he would write down the thoughts and questions that haunt him, sadden him, and nag at him. In one furious burst, he wrote this:\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-54408 alignnone\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Peeples-Figure-3.jpg\" alt=\"\" width=\"525\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Peeples-Figure-3-160x101.jpg 160w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/p>\n\u003cp>Your students are no different than these. If you give them time, space, and respect, they will stun you with their depth.\u003c/p>\n\u003cdiv id=\"s9781506391663.i147\" class=\"general\">\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://www.shannapeeples.com/about-us/\">Shanna Peeples\u003c/a> is the 2015 National Teacher of the Year and author of \u003ca href=\"https://us.corwin.com/en-us/nam/think-like-socrates/book258226\">Think Like Socrates: Using Questions to Invite Wonder and Empathy Into the Classroom, Grades 4-12\u003c/a>. Shanna taught middle and high school English in low-income schools in Amarillo, Texas for fourteen years and is a doctoral candidate at the Harvard Graduate School of Education. Shanna is on Twitter at \u003ca href=\"https://twitter.com/ShannaPeeples\">@ShannaPeeples\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/section>\n\u003c/section>\n\n\u003c/div>\u003c/p>",
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},
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},
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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},
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"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"order": 10
},
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},
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
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},
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"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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