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We use language for our kids around self-awareness, being able to access external supports, and also being able to understand their needs and emotions. NTC’s instructional coaching process develops similar competencies in teachers themselves. And when teachers experience high-quality relationships and trust, they can reflect that into their classroom.

We use language for our kids around self-awareness, being able to access external supports, and also being able to understand their needs and emotions. NTC’s instructional coaching process develops similar competencies in teachers themselves. And when teachers experience high-quality relationships and trust, they can reflect that into their classroom.

Grace and Mikayah shares their experiences and learnings from partcipating in student voice initiatives, leading teacher professional learning, and how educators can build authentic relationships with students.

Grace Ayena and Mikayah Cheeks, Students

Sixteen-year-old Alizea Daniels shares her experiences moving from a small school in a rural community on a reservation to a bigger middle school in a town of 40,000 in Northern Idaho. As a member of the Coeur d’Alene and Confederated Salish and Kootenai Tribes, she also reflects on being an Indigenous student at a predominantly white high school and offers advice on how teachers can help Native students feel at home in their classrooms.

Alizea Daniels, Student

Jonathan Fratz, 16, has more accomplishments on his LinkedIn as a 10th grader than most adults. Last year, Jonathan made a big change from middle school as he started at San Pedro Senior High School in San Pedro, California, part of the Los Angeles School District, in the middle of the pandemic. As a student with autism, he is passionate about advocating for his fellow students with disabilities in his school district and state.

Jonathan Fratz, Student

Dr. Tanji Reed Marshall from The Education Trust, and Atyani Howard from New Teacher Center, reflect on key learnings from 2020, distill the learnings down into actions, and offer insights into where our education discussions might go next. They also remind us that the intellect of every child matters, as does the intellect of our educators.

Teacher Chrystal Seawood shares how she builds relationships with students through deeply understanding who they are as people. She discusses how she led with vulnerability through transitions brought on by the pandemic. Listen in to hear ways you can join Chrystal in following the breadcrumbs your students drop to show you who they truly are.

The revolution for our students must come through a focus on their learning and a pedagogy of empowerment. Join Zaretta Hammond and Dr. Tanji Reed Marshall to hear how teachers and leaders can ensure students are being given the cognitive tools to take agency of their own learning. Listen in as they explore a framework for getting ready for rigor, important leadership shifts to support educators, and issue a call to action for how we message the work with our students.