There’s immense value in coming together as a diverse group of professionals with different perspectives to strengthen the student experience of the curriculum.
A long history of racialized mindsets, policies, and educational practices has undermined the cultural and linguistic heritage of generations of students. Embracing language and culture in education is a means to empower our learners and heal the painful experiences of language and cultural loss that many of our multilingual communities have faced.
Working in deep partnership with families is not extra work. It’s the work. The quality of the relationship with a student’s caregiver matters.
In the K-12 education space, how can we better support teachers and students to bring that intrinsic spark so essential to cultivating a rich learning life into the classroom dynamic for the benefit of all?
When we think about professional learning, we know it’s not just about teaching some new skill or strategy. It’s about the experience of trying to understand, internalize, and use that skill or strategy, in context, over time, with others, peers and students. It’s not a product that can be handed over; it’s a process between people.
NTC Equity Commissioner Karen Pittman and Gary Briggs from our professional learning systems team encourage teachers to ask students who the important adults in their lives are outside of school, at home, and in the community.
In recognition of Bilingual/Multilingual Learner Advocacy Month, Magaly Lavadenz and Feliza Ortiz-Licon share their stories as bilingual learners and advocate for a redesign of policy and practice in support of this diverse and growing student population.
Soon after I started working with the incredible Theopa Tolbert, MPS’ induction and support manager, we began a series of conversations about how the teacher induction program could better serve as a lever for equity in the district.