Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/ells
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/ells
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Speakers: Susan Adams, Associate Director, Teaching & Learning, Achieving the Dream, Inc.
Jon Iuzzini, Director of Teaching & Learning, Achieving the Dream, Inc.
– Moderator: Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Presentation: Exploring Culturally Responsive Teaching and Learning Strategies in Designing Equitable Digital Learning Environments
https://sunyonlinesummit2021.edublogs.org/2021/02/04/culturally-responsive/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Ideas and meaning making in schools through schoolwide pedagogyLindy-Anne Abawi
Shared understandings of pedagogical intent are essential in schools if students are to feel supported and confident when moving from class to class and year level to year level. The creation of a schoolwide pedagogical framework (SWP) enables aligned practice and processes to be sustainable over time. Shared commitment to an SWP creates a school specific meaning system designed to address context specific need.
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
Leading Complex District Transformation Efforts: Integrating Research, Performance Management and Evaluation to Ensure Quality. A presentation about Partners in School Innovation's beliefs on how to transform districts and how the organization uses research and evaluation to measure effectiveness and ensure quality of implementation. Presented at the Fall 2014 Conference of the Society for Research on Educational Effectiveness in Washington DC.
Partners' CEO, Derek Mitchell, shares the organization's 2013-14 results and impact for the year. Piloted this past summer, the <strong>CEO Update</strong> is a bi-annual webinar presentation that provides up-to-the-minute information to Partners' investors on the goals, results, lessons and vision of the organization. Watch the accompanying webinar here: http://www.partnersinschools.org/latest-news/ceo-update-webinar/
Derek Mitchell, CEO of Partners in School Innovation, shares his presentation that was made at the Carnegie Foundation Summit on Improvement in Education which showcases Partners’ approach, our partnerships and a case study for successful school transformation.
This presentation offers insight into Partners' effective Results-Oriented Cycle of Inquiry (ROCI) process and the impact it's had on helping to fulfill our mission. ROCI is a set of five simple steps designed to support adults in developing habits that fuel continuous improvement and to help achieve profound results in student learning across schools and districts.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Annual Priorities
Common Core State Standards (CCSS):
Achieve results for students of color and
English learners during the transition to CCSS.
Culturally Responsive Teaching & Learning
(CRTL): Shift instructional practices in our
schools to create more equitable classrooms.
4. Why CRTL?
Of the 30,440 students we served in 2013-14:
80% are students of color
42% are learning English
82% come from families with limited income
5. Why CRTL?
“…students of color may become alienated from
the school process because schooling often asks
children to be something or someone other
than who they really are. It asks them to use
language other than the one they come to
school with. It asks them to dismiss their
community and cultural knowledge. It erases
things that students hold dear.”
Gloria Ladson-Billings
6. CRTL is…
“…based on the
assumption that when
academic knowledge and
skills are situated within
the lived experiences and
frames of reference of
students, they are more
personally meaningful,
have higher interest
appeal, and are learned
more easily and
thoroughly.” (Gay, 2000)
7. Think Pair Share
In what ways was
your home world
(race, ethnicity, SES,
language, food,
values, holidays,
customs, etc.) similar
to and different from
your school world?
Home School
9. Making
something a
priority…
• Summer Launch
• Monthly Whole
Group Learning
Sessions
• Team discussions
• School strategy
Focused
Learning on
CRTL
Thoughtful
Action in
Schools
Culturally
Responsive
Educators
10. Our GRPS Team in Action
Megan Kizer, Mary Kay Murphy
11. Created a team
theory of action
focused on
accelerating
achievement for
African American
students and
ensuring CRTL
practices were
present in their
schools.
14. Learning leads to
action…
“Because of the constant learning
and sharing about RCCP and
culturally responsive teaching and
learning, I think that we have
really grown and strengthened
our coaching for equity skills
when working in schools. We hold
an equity lens in everything that
we do and keep it at the forefront
of our work.”
Jennifer Sierra
School Innovation Partner
15. Protected time
for learning
around CRTL…
Worked with
Executive Directors
to set a learning
goal around CRTL
in the professional
development
network for school
and teacher
leaders.
16. Embedded equity
in their routines…
Weekly leadership at
one school now begin
with each leader
reflecting on:
“How have I
disrupted inequity
since we last met?”
17. In the words of a principal…
“The work that we have done as a staff around CRTL has
led to teachers deepening their understanding of their
own culture, the cultures of the students they serve and
how to create a classroom environment that honors
both. This shift is creating a learning environment where
students are beginning to see themselves as learners,
taking ownership of their learning and increasing their
achievement scores because of a desire to actively
engage in their learning.”
Tricia Mathes
Martin Luther King Leadership Academy
18. In the words of teachers…
“Getting parents more involved by reaching
out and welcoming them.”
“How much culture affects the way
someone learns and the way I teach.”
“Helping children find
relevance in their learning.”
What has stuck with you?
19. Our Alum Rock Team in Action
Shara Watkins, Carrie Cifka-Herrera
20. PLCs focused on CRTL
Kindergarten and Middle School PLCs bring
together teachers from across the district for
protected learning and planning time.
These PLCs have focused their work this year
on supporting teachers to implement CRTL
practices, with an additional emphasis on
supporting English learners to be successful
with the demands of common core writing.
21. A framework for
learning
Develop the
mindset
Introduce new
instructional
practices
Plan CCSS units
with CRTL
practices and
mindsets
“Everybody is a
genius. But if you
judge a fish by its
ability to climb
a tree, it will live its
whole life believing
that it is stupid.”
Albert Einstein
22. Developing the
CRTL Mindset
• Teachers created
identity maps
• Asked teachers to
select focal students
• Supported teachers
to identify students’
funds of knowledge
• Created virtual
backpacks
Interested in science
Plays Loves music
Soccer
Oldest Fluent in Spanish
child with
responsibilities at home
25. In the words of teachers…
“(Working in) our small group and being able to
construct meaning behind the pedagogy and to make
learning culturally relevant.”
“Having time to discuss CRTL and how
it relates to our classroom instruction”
“Discussion on personal
experiences and their effects
on our teaching.”
What has been of value?
Jaime: to become culturally responsive, educators need support in these 4 areas (describe them and give examples)
Jaime
The GRPS team set aside regular time to deepen their knowledge and skill around coaching for equity and supporting their schools to deliver CRTL.
Megan
Megan
Megan
Megan and MK add your reflections
MK
MK
Describe MLK PD Series on CRTL.
Mary Kay – Describe MLK PD Series on CRTL.
Pic of AR Team??
Carrie or Shara describe PLC structure
Full day release, 3x/year; PSI facilitators for some PLCs, have released some fully to district staff; continuous through-lines of CRTL, EL support, and writing
Shara: share how you and have Carrie collaborated and designed activities that supported teachers to both shift their mindsets (developing self-awareness – home/school worlds, unpacking the invisible backpack of white privilege, historical perspective – legislation and practices, and assets orientation – funds of knowledge) as well as to learn concrete strategies that they could immediately incorporate into their planning (anchoring texts, structured oral language practice techniques).
Carrie:
Important to do our own reflection on who we are and how who we are/where we come from impacts how we see our students and how they see us
Selected focal students and identified how to learn about the funds of knowledge they bring to the classroom from their family, culture, & community-created virtual backpacks as a way to document what you learned about your focal students and how to leverage that knowledge in the classroom
Carrie:
Understand who you are, understand who your students are, learn how to create curriculum that builds on the funds of knowledge that your students bring--connections between home world & school world
Build on knowledge of students lives, experiences, funds of knowledge to select books that connect with students lived experiences: Books as Windows & Mirrors
Books connect to writing units focused on meeting the needs of our ELs. Planning writing units that utilize lots of opportunities for structured oral language practice to provide scaffolds for our ELs
Shara: talk about how teachers have time in each PLC to incorporate their new learning into their plans for an upcoming unit – backwards map writing unit from district writing assessment – use what students’ know to bridge to new learning, using culturally responsive literature as teaching tools, incorporating structured oral language practice to support all students as they transfer oral to print
Shara and Carrie: talk about the ways you have seen this work impacting instruction.