Thought-provoking discussions with education experts on issues that impact us and our students in the classroom. Please subscribe and follow us on your favorite social media platforms. cc: 943367
How often is our classroom teachers' potential power as researchers neglected? Before them is a wealth of information about teaching and learning. Yet they often aren't encouraged or permitted to fully digest the information, and as a result, miss opportunities to transform the mindsets and skillsets of everyone in their classroom. Fortunately, I got to talk with Angela Stockman about her book, The Writing Teacher's Guide to Pedagogical Documentation. Join us as we discuss how the process of thoughtful documentation can lead to learning transformation for students and teachers alike. This is The LP.
It has long been said in the world of literacy education that reading and writing float on a sea of talk. What should we do when navigating students through those seas isn't always easy? At times, it can be challenging to ensure that the academic discussions you have with students about a text avoid confusion and coddling. Fortunately, I got to talk with Tricia Zucker about her book, Strive for Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy. Join us as we discuss practical and powerful ways to use conversation to help all students become better thinkers, readers, listeners, and speakers. This is The LP.
To what degree can students manage their own assessment process? The culture of our classrooms can reflect a fear of finding nuanced answers to this question. Fortunately, I got to talk with Starr Sackstein about her book, Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences. Join us as we discuss what it means for students to truly own their development and the mindset and heartset required from teachers to make it happen. This is The LP.
How does one define, refine, and redefine themselves in a crazy profession like classroom teaching? The intellectual and emotional health of teachers and students alike greatly depend on this process, and often times our schooing systems make this process harder that it should be. Fortunately, I got a chance to talk with Jennifer Felton to discuss her book, Teaching in the Now: Classroom Momentum Begins With You. Join us as we discuss what it means to go on this unique personal and professional journey, while remainin intact and impactful at the same time.
Making Professional Development an Issue of Equity With Jill Harrison Berg | EP 24 by UnboundEd
How do we keep math class a reflection of human realities and desires? So often, it can be hard to visualize math instruction that is evenly grade-level, engaging, affirming, and meaningful, and it is costing our students interests and potential. Fortunately, I got a chance to talk with Kristopher Childs and John Staley to discuss their book, Teaching Mathematics for Social Justice: A Guide for Moving From Mindset to Action. Join us as we discuss what it means to take math out of the textbook, and into the personalities and pursuits of the future generations.
How do we keep students' voices in the center of our instruction? Even when educators know how to, they often operate in environments that discourage this practice. I got a chance to talk with Ann Marie Baines to discuss her book, Amplify Student Voices: Equitable Practices to Build Confidence in the Classroom. Join us as we discuss what it means to deliver engaging instruction while affirming identity.
How do we navigate the challenges of turning the science of reading into the reality of daily instruction? Educators across the country are committed to research-backed literacy nstruction, but sometimes the process can lead to more questions, or misconceptions. I got a chance to talk with Melissa Loftus and Lori Sappington to discuss their book, The Literacy 50–A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night. Join us as we tackle some these questions, as well as some of my own.
How do we create a process were humanizing education leaders works in harmony with humanizing the students they serve? It's hard for an educator to tend to the intellectual and emotional development of students if they don't see how it's inevitably connected to their own intellectual and emotional development. Join the discussion with Carlos Moreno, author of Finding Your Leadership Soul: What Our Students Can Teach Us About Love, Care, and Vulnerability and discover how the journey through this profession, if grounded correctly, can cause both educators and students to flourish.
Too often, the bridges of grade-level, engaging, affirming, and meaningful instruction are limited and the barriers of misconceptions arise. These misconceptions about English Language Learners often hold educators back from properly serving these students. I got a chance to talk with educator Barbara Gottschalk to discuss her book, Dispelling Misconceptions About English Language Learners: Research-Based Ways to Improve Instruction. Join us as we discuss practical ways to overcome psychological barriers, shift away from assumptions, tap into student strengths through home languages, and involve immigrant families more authentically.
In the education profession, equity work can get deeply deffered, or get really messy, really fast. This is because it can reveal so much about professional and personal beliefs that are consequential to our students receiving grade-level, engaging, affirming, and meaningful instruction. And these problematic perceptions can be emboldened by policies. I got a chance to talk with Sheldon Eakins to discuss his book Leading Equity: Becoming an Advocate for All Students. Join us as we discuss the the bold, graceful, and practical ways equity can be cultivated in schools.
If a table won't stand without well-distributed legs, a bridge won't hold weight without well-distributed force, and a car can't run without a well-distributed frame, what makes us think that we can accomplish goals in our school buildings without well-distributed leadership? Even in most dysfunctional school systems, distributive leadership can produce better collaboration and insight that can lead to better cultural and instructional outcomes. I got a chance to talk with Dr. Shaun Nelms about his book Leading With Purpose: Empowering Others to Create Lasting Change. Join us as we discuss the personal and professional journeys that are empowered when we see and recognize the power in others.
Our food choices can impact our physical, emotional, intellectual, and spiritual well-being. So, while it can be challenging, it is important to be strategic about the food we ingest. Much like food, the ideas and practices we consume in education also shape our well-being and the well-being of those we serve. In this episode, Dr. Sonya Murray-Darden and I discuss her book Serving Educational Equity: A Five-Course Framework for Accelerated Learning, as well as the practical and essential ways our education systems can serve a diet of, and hunger for, grade-level, engaging, affirming, and meaningful instruction.
Leverage the People Who Love and Care About You with Ron Rapatalo | The LP: EP 15 by UnboundEd
A truth that remains in the United States is that teaching is one of the most underappreciated professions in the country, financially and intellectually, as teachers are often cut out of decisions about what to teach and how to teach on a larger scale. As we advocate to reclaim the power taken, it's important to analyze the power given, which can still seriously impact the quality of instruction in classrooms. I got a chance to build with Dr. Tanji Reed Marshall and discuss her book Understanding Your Instructional Power: Curriculum and Language Decisions to Support Each Student. Join us as we discuss the power overlooked within a profession undervalued and how it can be used to provide grade-level, engaging, affirming, and meaningful instruction.
Teachers in the Movement with David P. Aldridge | The LP: EP 13 by UnboundEd
At UnboundEd, we pride ourselves on working to find justice in the details of teaching and learning. Instructional choices made in classrooms are included in those details, and it's important to see how policy choices impact those choices in instruction. Policy choices take place at our local level, our state level, and our national level. Depending on the equity value of these choices, this multi-filtered choice system can lead to compounded success or failure for the students the systems, schools, and staff are supposed to serve. It helps to understand the background of the politics that inform the domino effect. Sonya Douglass, Janelle T. Scott, and Gary L. Anderson help us do that with their book The Politics of Education Policy in an Era of Inequality. Sonya Douglass and I discuss the book and its ability to reveal the mechanics behind the madness and the engineering that can take place so our kids can experience democratic schooling.
We live in a country where calls to address racism in education have been responded to with book bans, parent shaming, and instructional witch-hunts, and also where these calls have prompted institutions to invest in DEI, which stands for Diversity, Equity, and Inclusion. Despite intentions, this isn't always effective because it isn't backed by another form of DEI: Deliberate, Earnest, and Inconvenient. Without the right mirrors, mindsets, and bold maneuvers, our structures and instruction in schools end up staying stay the same. It really does take a village to get this right. One village of experienced black women educators, Sharone Brinkley-Parker, Tracey L. Durant, Kendra V. Johnson, Kandice Taylor, Johari Toe, and Lisa Williams, came together to help other villagers and villages fight these injustices in their book Humanity Over Comfort: How You Confront Systemic Racism Head On. Join us as this band of sisters and I discuss the book and explore strategic, people-centered ways we can address system-fueled inequities in our schools.
Everyday choices and systems, both obvious and covert, hold truths about how we educate our children. Recognizing these truths allows us to course-correct and expand opportunities for students to receive grade-level, engaging, affirming, and meaningful instruction. Author, speaker, and leader Lacey Robinson is a walking, talking testimony of this process. Her experience as a student, teacher, principal, and organization leader is woven together in her book Justice Seekers: Pursuing Equity in the Details of Teaching and Learning. Join me as Lacey, and I discuss the book and its purpose to help people see the power of our decisions in education and how they lend to the arc of justice or injustice in this country.
The Power of Dignity in Education with Charles Payne | The LP: EP 9 by UnboundEd
The term "teachers of color" refers to educators who do not identify as white, encompassing diverse racial and ethnic groups. Despite their unique backgrounds, teachers of color share the experience of underrepresentation. With only 20% of teachers being teachers of color, they face challenges like invisibility and pressure to conform to racist education norms. Join us as we explore Professor Rita Kohli's book, "Teachers of Color: Resisting Racism and Reclaiming Education," highlighting their stories, promoting self-care, resistance, and innovative teaching. Discover the collective experiences of teachers of color and their journey towards equitable education.
One of Frederick Douglass' famous sayings is, “Once you learn to read, you'll be forever free.”As someone who was explicitly forbidden from reading, there was inherent freedom in learning to read and the access it provided during chattel slavery in America. But what about those who are completely literate but are still psychologically jailed? When it comes to becoming literate in written English, it seems like the purpose matters a LOT. From African Americans like Frederick Douglass, we receive a tradition and purpose called “freedom for literacy, literacy for freedom.” Kimberly N. Parker and I discuss her book Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching and nerd out on practical steps to practice “freedom for literacy” and “literacy for freedom.” UnboundEd's goal is to instill the GLEAM™ (Grade-Level, Engaging, Affirming, and Meaningful) instructional framework into classrooms across the nation with professional development, curated programs, and now with a brand new podcast series, The LP: Literature in Practice. Host Brandon White interviews the authors of today's thought-provoking educational literature and connects the text to GLEAM.
Inequities in public schools today didn't start during the pandemic. Until we understand the complex legacy of people, perspectives, policies, and practices that inform today's people, perspectives, policies, and practices, it will be challenging to understand inequities in our systems and expand opportunities for educational justice. Dr. Camika Royal's book Not Paved For Us: Black Educators and Public School Reform in Philadelphia is based in Philly, but it tells a widely-relatable story about public school system dysfunction, backlash, justice-seeking, and its impact on the students it is supposed to serve. UnboundEd's goal is to instill the GLEAM™ (Grade-Level, Engaging, Affirming, and Meaningful) instructional framework into classrooms across the nation with professional development, curated programs, and now with a brand new podcast series, The LP: Literature in Practice. Host Brandon White interviews the authors of today's thought-provoking educational literature and connects the text to GLEAM.
We are in an era where excitement, fear, promise, and paranoia about the capabilities of artificial intelligence are now a part of everyday conversation in our society as we are steadily integrating AI into essential elements of our lives. What does this mean for how we teach, learn, and do school? Will the inequities that exist in analog instruction continue to improve or worsen as digital technologies for teaching and learning evolve? Varun Arora invites us to explore opportunities to guide AI development in a manner that enhances teacher ownership of equitable instruction, instead of replacing or negating it, in his book "Artificial Intelligence in Schools: A Guide for Teachers, Administrators, and Technology Leaders."
For too long, receiving an education in the United States has been a dangerous and revolutionary act for African Americans. Becoming authentically literate in the written word, history, math and the sciences was a literal and psychological escape to freedom. Exploring who led these efforts, how they led these efforts, and what we can apply from them today is important and undervalued work that can change how we do education. This is the work of author Jarvis R. Givens who joins me to discuss his book, “Fugitive Pedagogy: Carter G. Woodson and the Art of BlackTeaching."
UnboundEd's goal is to instill the GLEAM™ (Grade-Level, Engaging, Affirming, and Meaningful) instructional framework into classrooms across the nation with professional development, curated programs, and now with a brand new podcast series, The LP: Literature in Practice. Join host Brandon White as he interviews the authors of today's thought-provoking educational literature, and connects the text to GLEAM. In today's episode, Brandon speaks with Lorena Escoto Germán about her book, "Textured Teaching: A Framework for Culturally Sustaining Practices." With Culturally Sustaining Practice as its foundation, Textured Teaching shares lesson design strategies that build traditional literacy skills while supporting students in developing their social justice skills at the same time.
UnboundEd continues the GLEAM™-ification of the nation with a brand NEW podcast series, The LP: Literature in Practice. Join the host, our very own Brandon White, as he interviews the authors of today's thought-provoking educational literature. Here's a sneak peek!
Episode 8 explores the power currently being harnessed by educators of color to provide an equitable and just education despite encountering unique challenges. It attends two of UnboundEd's five charges by talking about race systematically and examining bias and its role in our work and learning. This episode's B-side features an interview with one educator activist of color, Jason Epting, who gives us insight into his world, explores his educational lineage and discusses the frictions he experiences as a result of being in a westernized education system. Jason is the Director of Facilitator Engagement at UnboundEd and is co-author of the recently released book Fighting the Good Fight: Narratives of the African American Principalship.
This episode features candid conversations with education leaders about the push for excellence and equity and what role standards play in providing instruction that is grade-level, engaging, affirming, and meaningful. Side B features a conversation with Bradley Powless of the Onondaga Nation who discusses the importance of identity in education. Episode notes: The following scholars and texts are featured in Episode Seven: Shariff El-Mekki, founder of the Center For Black Educator Development Paul Gorski, Equity Literacy Institute, Avoiding Racial Equity Detours Dr. Kofi Lomotey, author, professor of educational leadership at Western Carolina University Jeremy Garcia and Valerie Shirley, Indigenous scholars and University of Arizona teacher prep experts Dr. Christopher Emdin, associate professor of science education at the Teachers College, Columbia University and author of “For White Folks Who Teach in the Hood And The Rest of Y'all Too,” and “Ratchetdemics.” Dr. Alfred Tatum, professor, literacy specialist, and author of the books “Reading For Their Life: Rebuilding the Textual Lineages of African American Adolescent Males” and “Teaching Black Boys in the Elementary Grades.” Dr. Tiffany King, Georgia State University professor and author of the book, “The Black Shoals: Offshore Formations of Black and Native Studies.” Dr. Tanji Reed Marshall, director of P-12 Practice at The Education Trust Dr. John B. King, CEO of The Education Trust and former Secretary of Education Corey Carter, Baltimore County Public School System Teacher of the Year “Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students” by Zaretta Hammond “If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover” by The Education Trust “Our Stories, Our Struggles, Our Strengths: Perspectives and Reflections From Latino Teachers” by The Education Trust “Common Core State Standards: Structuring and Protecting Equitable Pathways for African American Boys” by Alfred W. Tatum “Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind” by Carol D. Lee “Ratchetdemic: Reimagining Academic Success” by Chris Emdin “Other People's Children: Cultural Conflict in the Classroom” by Lisa Delpit “The Dreamkeepers: Successful Teachers of African American Children” by Gloria Ladson-Billings “Culturally Responsive Teaching: Theory, Research, and Practice” by Geneva Gay
Episode 6, “Invisible Taxes,” brings us post-Brown v. Board, where we begin to see the foundations of a “new” system quickly revert to the regeneration of discriminatory practices that Black, Latino, and Indigenous educators continue to navigate today. It takes us through the roots of inequitable recruitment and professional development through a series of conversations between educators and researchers. The b-side features a candid conversation between White and Dr. Alfred Tatum, provost and executive vice president for academic affairs at Metropolitan State University of Denver, as they discuss the lack of diversity in today’s teaching population. The following scholars and texts are featured in Episode 6: Dr. Wayne Au, professor of educational studies at University of Washington Bothell Sharif El-Mekki, founder of the Center for Black Educator Development Dr. Christopher Emdin, associate professor of science education at the Teachers College, Columbia University, and author of “For White Folks Who Teach in the Hood And The Rest of Y’all Too” John B. King, CEO of The Education Trust and former Secretary of Education Dr. Tiffany King, assistant professor of women's, gender, and sexuality studies at Georgia State University Dr. Alfred Tatum, provost and executive vice president for academic affairs at Metropolitan State University of Denver Dana Goldstein, reporter for the New York Times and the author of “The Teacher Wars” “Does the Negro Need Separate Schools?” by WEB Dubois “If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover” by The Education Trust “Latino Education in the United States: A Narrated History from 1513–2000” by Victoria Maria-MacDonald “Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration” by Sonya Douglass Horsford “Our Stories, Our Struggles, Our Strengths: Perspectives and Reflections From Latino Teachers” by The Education Trust “Silent Covenants: Brown v. Board of Education and the Unfulfilled Hopes for Racial Reform” by Derrick Bell “The Lost Education of Horace Tate” by Vanessa Siddle Walker “We Want to Do More Than Survive” by Bettina Love Original music by Brandon White
Episode 6, “Invisible Taxes,” brings us post-Brown v. Board, where we begin to see the foundations of a “new” system quickly revert to the regeneration of discriminatory practices that Black, Latino, and Indigenous educators continue to navigate today. It takes us through the roots of inequitable recruitment and professional development through a series of conversations between educators and researchers. The b-side features a candid conversation between White and Dr. Alfred Tatum, provost and executive vice president for academic affairs at Metropolitan State University of Denver, as they discuss the lack of diversity in today’s teaching population. The following scholars and texts are featured in Episode 6: Dr. Wayne Au, professor of educational studies at University of Washington Bothell Sharif El-Mekki, founder of the Center for Black Educator Development Dr. Christopher Emdin, associate professor of science education at the Teachers College, Columbia University, and author of “For White Folks Who Teach in the Hood And The Rest of Y’all Too” John B. King, CEO of The Education Trust and former Secretary of Education Dr. Tiffany King, assistant professor of women's, gender, and sexuality studies at Georgia State University Dr. Alfred Tatum, provost and executive vice president for academic affairs at Metropolitan State University of Denver Dana Goldstein, reporter for the New York Times and the author of “The Teacher Wars” “Does the Negro Need Separate Schools?” by WEB Dubois “If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover” by The Education Trust “Latino Education in the United States: A Narrated History from 1513–2000” by Victoria Maria-MacDonald “Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration” by Sonya Douglass Horsford “Our Stories, Our Struggles, Our Strengths: Perspectives and Reflections From Latino Teachers” by The Education Trust “Silent Covenants: Brown v. Board of Education and the Unfulfilled Hopes for Racial Reform” by Derrick Bell “The Lost Education of Horace Tate” by Vanessa Siddle Walker “We Want to Do More Than Survive” by Bettina Love Original music by Brandon White
In episode five of “The Complexion of Teaching and Learning,” “Brown v. Board’s Double-Edged Sword,” host Brandon White continues to explore the untold impacts of the Brown v. Board court decision that declared segregation unconstitutional in schools and other institutions. This episode’s “B-side” features a conversation between White and Tanji Reed Marshall, Ph.D., Director of P-12 Practice at The Education Trust. The following scholars and texts are featured in episode five: Dana Goldstein, "Teacher Wars: A History of America’s Most Embattled Profession" Sonya Douglass Horsford, "Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration" Kofi Lomotey, "Sailing Against the Wind: African Americans and Women in U.S. Education" Dr. Victoria Maria-MacDonald, "Latino Education in the United States: A Narrated History from 1513–2000" Vanessa Siddle Walker, "The Lost Education of Horace Tate"
In part one of this episode, host Brandon White takes us through the early to mid 20th century, leading up to the pivotal Brown v. Board decision, as educators and communities of color grapple with the nation’s expansion and how it challenges their ways of teaching and learning. The conversation continues to the "B-side" as he gets close and personal perspectives from Dr. Gail Perry-Ryder on her own journey as an educator and researcher.
Hosted by Brandon White, ELA Specialist at UnboundEd, this episode of the series continues exploring the oppression, resilience, and contributions of Black, Asian, and Native American educators during a period of American segregation and expansion. It also features a b-side conversation with Lacey Robinson, president, and CEO of UnboundEd. Editor's note: The New Teacher Project is referenced in the episode as "TNTP."
“The Complexion of Teaching and Learning” is a podcast docu-series in which we explore the historical, political, and professional insights and experiences of educators of color. The series is hosted by Brandon White, an ELA Specialist for UnboundEd and former middle school ELA teacher and Restorative Practices educator for the Rochester City School District. Episode 2 discusses how education practices in different ethnic groups were oppressed by systemic racism.
“The Complexion of Teaching and Learning” is a podcast docu-series in which we explore the historical, political, and professional insights and experiences of educators of color. The series is hosted by Brandon White, an ELA Specialist for UnboundEd and former middle school ELA teacher and Restorative Practices educator for the Rochester City School District. Episode 1 highlights the connections between Brandon’s experiences as an educator of color and the experience of black Educators before, during, and right after slavery. Editor's note: Heather Andrea Williams' novel is titled 'Self-Taught," as opposed to "Self-Care" referenced in the podcast.
The Revolution - Shakiela Richardson by UnboundEd
Sierah Tyson speaks with Sonja Bloetner, ESOL Supervisor at Montgomery County Public Schools in Maryland, about equitable education for English learners. During her tenure as an educator, Sonja Bloetner taught a range of both Spanish and ESOL classes at the elementary and secondary levels. As an instructional specialist, she has also written curriculum for elementary ESOL students and developed professional development for both ESOL staff and administrators. She has presented several times at Teachers of Speakers of Other Languages conferences about professional development and curriculum development resources for district leaders for English learners. She seeks to inspire learning and innovate for excellence to improve outcomes for English learners.
Sierah Tyson of EducationNomad talks with Josh Parker on equity in education, committing oneself to the work, investigating what we as educators really believe about children, fostering equity and implementing rigorous aligned curricula in schools.
Sierah Tyson of EducationNomad talks with Mariama Sesay-St Paul on literacy education, teaching challenging texts to students, facilitating reading proficiency in the classroom, and more.
Crystal Gonzales discusses the state of instructional materials for English Language Learners and the intersection of language, culture and public education in America. Crystal Gonzales is is the executive director of the English Learner (EL) Success Forum. In this role, she partners with national experts, organizations, educators and content developers to increase the supply of quality of K-12 instructional materials that meet the needs of the growing EL population.
Peter Coe talks with Andrew Chen about the math standards and shifts. Dr. Andrew Chen, president of EduTron, was on the Common Core Standards Development Team in Mathematics. Before founding EduTron he was a professor and a principal research scientist at MIT. He is on the Advisory Board of the National Council on Teacher Quality. He is on the Mathematics and Science Advisory Council for the Massachusetts Board of Education. Dr. Chen provides high quality professional development Intensive Immersion Institutes (I3) in mathematics and science to teachers at all levels. He received a PhD in physics from Columbia University.
David Abel talks with Dr. Timothy Shanahan about the state of literacy in US schools, and what the research is telling us to do differently. Dr. Timothy Shanahan is Distinguished Professor Emeritus at the University of Illinois at Chicago, and former director of reading for the Chicago Public Schools. He is author/editor of more than 200 publications, and served on the author team of the Common Core State Standards. Professor Shanahan is past president of the International Literacy Association. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. For more information, visit his blog: www.shanahanonliteracy.com
Dr. Aída Walqui discusses the state of English Language Learning pedagogy today, and what can be done to improve it. Dr Walqui is the Director of the Teacher Professional Development Program at WestEd, where she seeks to improve the learning opportunities of English language learners. She is also a founding member of the Stanford University Understanding Language Initiative, and co-author of a nationally implemented CCSS unit for teachers of ELLs, Persuasion Across Time and Space.
Former Education Secretary John King discusses the state of education in America today and what can be done to improve it. As Secretary of Education under President Barack Obama, John focused on increasing equity, improving educational outcomes for all students, and closing achievement gaps through the implementation of key administration priorities in areas including early learning, elementary and secondary education, special education, English language acquisition, and innovation. He has recently signed on to take the helm as CEO of Ed Trust.
Kristen Ehlman interviews Doug Sovde about the role of mathematics knowledge in who acquires power in a democracy, and how it is incumbent upon us to widen the net of opportunity. Previously, Doug has worked in supporting multi-state consortia and school districts in developing mathematical content and instructional supports in education. Doug was also a member of the writing team of the Common Core State Standards in mathematics, having principal responsibility for creating Appendix A to the mathematics standards.
With the adoption of the standards, the focus on supporting students who are behind grade level is more critical than ever. Yet, even with a clear roadmap of learning from grade to grade, students are still struggling and research shows us that there are huge, glaring inequities in the education system. On February 13, 2017, Kate Gerson, managing partner at UnboundEd gave a keynote presentation to over 800 educators in Orlando, FL at the Standards Institute. The Institute is a twice yearly training with learning pathways in ELA, math and leadership. Her keynote was focused on showing educators that there is a clear path to fighting the status quo through research that will challenge us to change mindsets and practices in order to support all students.
UnboundEd presents Judith Hochman, Founder and Chief Academic Officer of the Writing Revolution. Judith talks about writing instruction in schools, including common misconceptions about writing and how it fits into an integrated model of literacy instruction.
UnboundEd presents Cheryl Dobbertin, Director of Learning and School Improvement at Monroe #1 BOCES. Cheryl explores the role of reading and writing, giving voice to all kids in the classroom, reading levels, and pushing the boundaries with rigorous and diverse reading and writing experiences post Common Core.
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