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2 episodes with tntp
2 episodes with tntp
This week on Homeschooling Journeys, Curious Mike interviews Tim Daly, CEO of Education Navigator and former CEO of TNTP. Mike is hunting for some Big Picture perspective. Intrigued by what he's seen from ESAs, he chats with old friend Tim. The “old” Education Reform Alliance has died out somewhat; what can this new ESA sector […]
This edWeb podcast is sponsored by ClassDojo.The webinar recording can be accessed here.Multilingual students are the fastest-growing student population in the United States. Are your school and district creating a supportive environment where these students and their families have the best opportunity to succeed? Join this edWeb podcast to hear from expert David Nungaray, Bilingual Consulting Partner from TNTP.In this practical session, you learn strategies to better engage and support your multilingual student and family community. Key topics covered include:Creating a welcoming school climate for multilingual families during back-to-school timeEffective year-round family engagement strategies and common pitfalls to avoidHow to monitor what's working through various methodsLeadership strategies to train and coach teachers in multilingual supportYou gain a wealth of real-world examples and useful resources. All listeners also receive an exclusive toolkit with customizable templates, activities, and more to kickstart your multilingual family initiatives. Additionally, you learn how the free ClassDojo platform can engage families across 130+ languages with two-way instant language translation and other multilingual support.Don't miss this opportunity to set your multilingual students and families up for success! This edWeb podcast is of interest to PreK-8 school and district leaders focused on family engagement, student support, multilingual/English learner programs, and educational equity.ClassDojoWhere classrooms become communitiesDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
There are over 50,000 teacher vacancies in classrooms across the country, with certain parts of the country seeing large numbers. As the number of individuals enrolled in teacher prep programs has dropped off and more and more teachers are leaving the profession, schools are struggling to keep teachers in the classroom. In today's episode, Jill and Ross dive into the teaching shortage issue and how to keep teachers in the classroom with two experts: Dr. Tequilla Brownie and Dr. Carole Basile. Dr Tequilla Brownie is the CEO of TNTP, a national organization that works with schools and teachers across the country to advance high quality education for all students by ensuring an effective teacher in every classroom. Dr. Carole Basile is the Dean of the Arizona State Mary Lou Fulton Teachers' College. Dr Basile is leading efforts at Arizona State focused on redesigning the education workforce and changing practices in teacher and leadership preparation. To learn more about Dr. Brownie's work with TNTP and Dr. Basile's work at ASU, check out the resources below. Dr. Tequilla Brownie's Bio Dr. Carole Basile's Bio About ASU Mary Lou Fulton Teachers College About TNTP The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness The Irreplaceables: Understanding The Real Retention Crisis in America's Urban Schools A Broken Pipeline: Teacher Preparation's Diversity Problem One Million Teachers of Color (1MToC) Learn more about your ad choices. Visit podcastchoices.com/adchoices
There are over 50,000 teacher vacancies in classrooms across the country, with certain parts of the country seeing large numbers. As the number of individuals enrolled in teacher prep programs has dropped off and more and more teachers are leaving the profession, schools are struggling to keep teachers in the classroom. In today's episode, Jill and Ross dive into the teaching shortage issue and how to keep teachers in the classroom with two experts: Dr. Tequilla Brownie and Dr. Carole Basile. Dr Tequilla Brownie is the CEO of TNTP, a national organization that works with schools and teachers across the country to advance high quality education for all students by ensuring an effective teacher in every classroom. Dr. Carole Basile is the Dean of the Arizona State Mary Lou Fulton Teachers' College. Dr Basile is leading efforts at Arizona State focused on redesigning the education workforce and changing practices in teacher and leadership preparation. To learn more about Dr. Brownie's work with TNTP and Dr. Basile's work at ASU, check out the resources below. Dr. Tequilla Brownie's Bio Dr. Carole Basile's Bio About ASU Mary Lou Fulton Teachers College About TNTP The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness The Irreplaceables: Understanding The Real Retention Crisis in America's Urban Schools A Broken Pipeline: Teacher Preparation's Diversity Problem One Million Teachers of Color (1MToC) Learn more about your ad choices. Visit podcastchoices.com/adchoices
Welcome back to Highest Aspirations, an education podcast focused on providing educators with inspiration and strategies to help multilingual learners achieve their highest aspirations. In this episode, we zoom out some to talk about what happens after multilingual learners and other students from marginalized communities leave K-12 schools and what we can do to ensure they are equipped to rewatch their highest aspirations. Our guest David Nungaray and I talk about… What the data says about economic and social mobility of students from historically marginalized communities How we can help improve outcomes and long-term trajectories of students from historically marginalized communities, including multilingual learners And how we can we leverage the linguistic and cultural assets MLs bring to better our communities while simultaneously working to close wealth gaps For the full episode transcript, click here. For additional resources and to find information about the 2024 Ellevation Scholarship that is now open, visit our EL Community blog. David Nungaray is the Bilingual Consulting Partner at TNTP. Currently, David oversees partnerships in Alaska, California, Nevada, and Texas. He also supports TNTP's multilingual strategy across the country. David has led teams focused on partnering with districts through strategic planning, (bi)literacy visioning and implementation, dual language supports, stakeholder and family engagement, high-impact tutoring, learning acceleration, and state-wide high-quality instructional materials adoption. Prior to his time at TNTP, David served as the principal of one of the flagship dual language schools in San Antonio ISD. He first began his career as a dual language teacher and has led work in bilingual education for over a decade. As a son of immigrants, native Spanish speaker, and a first-generation college graduate, David is passionate about educational equity and to ensuring school systems best meet the needs of all learners. David is also an alum of Teach For America. He serves on multiple non-profit boards focused on education, and he holds his Masters in School Leadership from Trinity University, where he has served as an adjunct professor in multilingual education, school leadership, and special education. He also recently co-authored a chapter in "Breaking Down the Monolingual Wall" that speaks to essential shifts needed in leadership to support multilingual learners. --- Send in a voice message: https://podcasters.spotify.com/pod/show/highest-aspirations/message
Robyn Cook is the Chief Academic Officer for Aauti School, a online digital science curriculum powered by AI. She's an experienced education professional who has served as served as a Director of Curriculum and Instructional Supports, a STEM and Science Content specialist, and a chemistry and biology teacher, dedicated to transforming K-12 education through innovative curriculum development and instructional leadership. Robyn is responsible for driving and communicating Aauti's instructional strategy. She ensures pedagogical coherence of Aauti School's tools along with being a key executor of Aauti's go to market strategy. Robyn, also, works closely with Aauti's partnering districts to ensure teachers and students' needs are being met.Recommended Resources:Opportunity Myth by TNTP
Uncover the secrets to unlocking your students' full potential with Megan Robinson, Director of Content, Implementation, and Adoptions at Curriculum Associates, as she guides us through the revolutionary practice of educational acceleration. Get ready to transform your approach from remediation to the more dynamic strategy of acceleration, a method that equips students with the foundational skills they need before tackling grade-level challenges. Megan's discussion, rich with insights from pivotal studies like The Opportunity Myth by TNTP, is a treasure trove for educators seeking actionable strategies to elevate engagement and outcomes in the classroom. Join us as we delve into the astounding success story of a school that catapulted its math proficiency rates from 17% to 50% in just two years through whole-class acceleration. This episode isn't just about the statistics; it's a celebration of the universal benefits that come from refreshing foundational skills for all learners, ensuring no student lags when moving forward. With Megan's invaluable expertise, we conclude with a powerful reminder of the impact educators have when they remain connected and proactive in an ever-evolving educational terrain. Read The Opportunity Myth by TNTP: https://tntp.org/publication/the-opportunity-myth/Visit the Blog: CurriculumAssociates.com/blogFollow us on Twitter: @CurriculumAssocFollow us on Instagram: @MyiReadyHave feedback, questions, or want to be a guest? Email ExtraordinaryEducators@cainc.com to connect with us!
Literacy advocates are asking us all to face an uncomfortable reality: For decades, we've done a poor job of teaching children how to read in this country, and the widening gap in literacy is most apparent among our Black, Latino and Native American young people. The good news is that we now know many the sources of our problems with literacy instruction, and advocates have both the policy solutions and new curricula to tackle the issue head on. Gloria speaks with panelists Jamila Newman of TNTP (formery The New Teacher Project, and Rebecca Kockler, Executive Director of Reading Reimagined, about the pitfalls associated with the widely utilized “whole language” model and how we can boost reading skills by teaching things like systematic phonics and deep vocabulary. Thank you to Reading Reimagined and TNTP for making today's conversation possible. Presented by Neighborhood Villages. Neighborhood Villages is a Massachusetts-based systems change non-profit. It envisions a transformed, equitable early childhood education system that lifts up educators and sets every child and family up to thrive. In pursuit of this vision, Neighborhood Villages designs, evaluates, and scales innovative solutions to the biggest challenges faced by early childhood education providers and the children and families who rely on them, and drives policy reform through advocacy, education, and research. This season was made possible with generous support from Imaginable Futures, a global philanthropic investment firm working with partners to build more healthy and equitable systems, so that everyone has the opportunity to learn and realize the future they imagine. Learn more at www.imaginablefutures.com Check out these resources from today's episode: Visit EdReports to read free, independent analysis of the instructional materials being used at your child's school. Visit TNTP to learn how education advocates are working to ensure that all students get equal access to effective teachers. Laugh, cry, be outraged, and hear solutions! Join our community: https://www.facebook.com/groups/nooneiscomingtosaveus. Joining Lemonada Premium is a great way to support our show and get bonus content. Subscribe today at bit.ly/lemonadapremium. Click this link for a list of current sponsors and discount codes for this show and all Lemonada shows: https://lemonadamedia.com/sponsors/. Stay up to date with us on Twitter, Facebook, and Instagram at @LemonadaMedia. For additional resources, information, and a transcript of the episode, visit lemonadamedia.com.See omnystudio.com/listener for privacy information.
In this episode, Elin & Christina have a conversation with Cecilia Paz Aguilar. We talked about her early education experiences that really impacted the type of educator she is today. From early advocacy and its impact to how a focus on school turned into a focus on staying alive. Rigor was a big theme in this conversation and how love must play a part. Cecilia Paz Aguilar is a Senior Manager with TNTP for the Southwest Region (LA, TX, AR, OK, AR, or NM). She leads the regional Conference Strategy where she is committed to elevating the work of the Southwest in spaces that align with organizational priorities. Her work has led to successful TNTP presentations at CABE, NABE, TABSE, ALAS, and SXSW EDU. Cecilia holds a BA in Psychology, an MBA in Educational Leadership, and an Administrative Credential. She has served as an educator (grades 6-12), an instructional coach, and a Founding Principal with experience in California, Louisiana, and Texas. --- Buy our Book: The Power of Reflection Work With Us! Book a Clarity Call. Follow us on Instagram: @elinandchristina Facebook: Empowered Conversations with Elin & Christina Check out our website at www.empowereducationalconsulting.com --- Support this podcast: https://podcasters.spotify.com/pod/show/elinandchristina/support
On this episode, The Bolt Podcast sits down with Ryan Presley from The New Teacher Project. We discuss TNTP's new partnership with TBP, adopting new curriculum, and new math... "plus" a lot more. There's also plenty of nonsense in this episode including the longest "post credits scene" yet, involving a deep dive into Bluey. Listen now, mates!
Rounding Up Season 1 | Episode 9: Multilingual Learners Guest: Jean Harvey, Shannon Lindstedt and Christa Beebe of TNTP (The New Teacher Project) Mike: As a young educator, I was often unsure how to support the multilingual learners in my classroom. And my well-intended attempts didn't always have the impact that I hoped they would. Today we're returning to a topic we've discussed before on the podcast: support for multilingual learners in the mathematics classroom. We'll talk about some of the myths surrounding multilingual learners and dig into specific strategies educators can use to leverage their assets and support meaningful understanding of mathematics. Today we're joined by Shannon Lindstedt, Jean Harvey and Christa Beebe from TNTP (The New Teacher Project). We're going to talk with them about a set of tools and practices they've developed to support educators who serve multilingual learners. Mike: Welcome, Shannon, Jean and Christa. Great to have you with us today. Jean: Thanks for having us. Shannon: Yeah, happy to be here. Mike: So, Jean, I'd like to start with a question for you. I'm wondering if you could talk a bit about the misconceptions that we have in the education community involving multilingual learners. What is it that we've misunderstood about multilingual learners and how to support them in a mathematics classroom? Jean: So, one of the most prominent misconceptions is that multilingual learners—MLLs as we call them—cannot engage in grade-level math because they do not yet have the language to understand the task. In MLL Good to Great, we take teachers through a planning protocol that has them assess English-language demands in a task. They consider what mathematical academic language a student needs to know to answer a problem. We ask teachers to also analyze what language in a problem may be new to students, and then they think through what visuals and additional supports could help students to understand the language and the problem. We also think through what language students will need to use to express their understanding. This step is so important because it empowers MLLs to be part of the conversation, and they can grow their language at the same time. When teachers first implement the supports, they're always so delighted how well their MLLs were able to participate in class that day. When the language is supported and MLLs can fully engage in the task, teachers see how capable they are and how eager they are to dig into the rigorous learning. Jean: The supports also help to dispel another common myth, which is that MLLs might lack the confidence or the ability to engage in class discussions. Sometimes teachers avoid calling on MLLs because they fear embarrassing students. However, when our teachers provide the language supports that help students to understand the task and to produce the language needed to express their understanding, they become part of the conversation. MLLs need that access to critical language, and they'll need some independent think time to craft a response. But they're fully capable of engaging in grade-level math and expressing their understanding. By offering both receptive and productive language supports, MLLs are able to unlock content and demonstrate their incredible learning. We know that actively engaging in class discussions is important for all students, but it's absolutely essential for MLLs. Mike: There was a particular piece that you mentioned. You talked about the need for individual think time. I'm wondering if you can just say a little bit more about that, particularly with respect to MLL students? Jean: Absolutely. So, one thing that we learned early on was that it's not always instinctive to give kids the think time that they need to gather their thoughts because they're not just processing the math in a given problem, they're also assembling the language that they need to use. In many cases, they're translating from their native language into English and trying to create … figure out how they're going to express their understanding in English. So, giving them that independent think time is incredibly important for MLLs. Mike: Well, I will say that is most certainly something that is a shift in practice for folks. That level of comfort with what feels like silence—but for the learner is actually think time. That makes a ton of sense to me. Jean, I'm wondering if you could talk in a little bit more depth about the work that you did around vocabulary. And particularly, like, I taught kindergarten and first grade for quite a long time, so this actually feels really relevant to some of the things that I remember thinking about when I had children who may not have been familiar with language, let alone not having the language we were working in be their first language. Can you just talk a little bit about what that process was like for educators as you took them through it? Jean: We would ask teachers to first think about what's the mathematical academic language that students need to know to access this problem? And so, if it was a problem on ratios, we'd think of ‘What are the terms they might need to use to discuss this problem?' They might not be terms that are specifically listed in the problem, but it's the mathematical academic language that might come up. Then we look at the problem itself, and we wouldn't just focus on vocabulary. There might be phrases in there that are really unfamiliar. We were working with one problem that was about students running a ticket booth and what they were charging for different blocks of tickets. And just the phrase ‘running the ticket booth' was really different because running has multiple meanings. And students know what it means to run, um, you know, using their feet. But running the ticket booth was very different. And so, we supported that with some illustrations and put a sentence by it so that students could make that connection. Sometimes teachers will make some connection to native language supports as well. So, using Spanish or whatever the student's native languages is a bridge to accessing some of the new language and making sure they have that connection as well. And then finally, we'd think about what language the students are going to produce. So, what do they need to say to express their understanding and how can we support them informing the language to express that understanding? Mike: That's fascinating. What strikes me is how often the work that you're describing stops with the mathematical vocabulary and doesn't actually do that next piece, which feels really important. Like this idea: What is it about the vocabulary that we're using that we assume people understand, but that, like, ‘running the booth,' that's ( chuckles ) as you say it, and actually think and contemplate it. That's confusing. Jean: Yeah, it's very confusing. And once teachers realize that that's what it takes to support language, you don't have to have an advanced degree in linguistics. It doesn't have to be deeply complicated. You're just really planning for what students might need to know to understand the mathematics in that task. Mike: What are some of the moves that educators can make when they discover this language that we take for granted as everyone understanding? Would you be willing to talk a little bit about, what are the adaptations or the steps that folks take to help unpack that for children? Jean: Yeah, absolutely. I think once you've identified different terms within just that day's lesson versus your academic language, you're going to want to have some consistent supports in your classroom. So, a lot of teachers will create a word wall. But a word wall isn't really effective unless students are using it. So, terms, definitions, and I'd also say having an illustrated word wall can be a game changer for some of the common vocabulary you're going to see within a unit—having that up so students can continually reference it and understand what it means. When we looked at the vocabulary and the phrases within the problem, we also connected it to visuals so we can explain what it means. We can provide students a written definition, but when you're still learning a language, the visuals are so essential to actually understanding what the term means or understanding it in context. Mike: So, one of the things I'm curious about is, what are some of the understandings, the ahas, and the practices that you saw emerging as teachers engaged in this cycle of PL (professional learning)? Shannon: I can respond to this one. We work with teachers to implement specific instructional strategies during their math classes, such as those mathematical language routines or the five practices. So, by using the variety of language supports incorporated in the program, we have definitely seen teachers develop a more nuanced understanding of what makes an appropriate scaffold and how to differentiate support for students based on their levels of English proficiency. It's not uncommon for teachers and the program to voice concerns that the tasks that we're using or how we're asking students to participate is too hard. And we know that this is coming from a good place. Teachers want their students to feel supported and be successful. So, we talk a lot about productive struggle and the role that it plays in students' meaning making and development in math class, and how critical it is that multilingual learners also get those opportunities to grapple with deep math concepts. Mike: I think you're hinting at my next question, too, which is: Can you talk a little bit about the impacts that you observed on student identity and their learning as a result of this work? Christa: Yeah, I'll take this one. This is my most favorite thing to talk about, cause I think this is where we saw the biggest impact, um, in the work that we were doing. And when we think about student identities, we almost had to take a step back and think about teacher identities. Especially when we think about mathematics and the role that that plays. We know that there's been a big emphasis on mindset and, and how important it is when we're learning mathematics to have this growth mindset and recognize that mistakes are OK and good, and that's how we learn. But we also know that math classes historically haven't been set up that way, right? We focus on a right or a wrong answer. So, there's not a lot of opportunity for kids in a traditional math class setting to experience the joy of making a mistake and working through it. Christa: The hard thing about that is, we want teachers to create that type of math class for kids, but they may not have experienced that type of math class as a learner. So, in Good to Great, we give teachers the opportunity to reflect on who they are as math learners, who they were as math learners, and what their experiences were. And it's not surprising that many of our stories were the same, right? Like, we didn't see ourselves as math people, math is not our favorite subject, you know, on and on. And when we started to reflect on, ‘Well, how does that come through in our teaching?' Some things kind of bubble to the surface. Some teachers would look at that and say, ‘Math is hard for me, so I want to make it easier for my kids.' They want to make this a more positive experience, trying to make it easier for them to, to solve the problem. Christa: So inadvertently, they're kind of taking away that power, making that mistake, and learning through it. And so, teachers had the opportunity to pause and think about, ‘Who did I position as mathematically capable today?' Really what that means is, ‘Who did we give the opportunity to be seen as a mathematical thinker, who got to answer the questions, who got to share their thinking?' And when teachers were reflecting on that, some of them started to realize that ‘No, I may not be giving my multilingual learners the same opportunities as my native English speakers.' And once we had those discussions, we pulled in those tools that support that productive and receptive language, and we challenged teachers to call on their multilingual learners the next day. And let's see what happens. They did the supports in class, called on those kids, and what we noticed in those debriefs that came after that: The teachers were starting to share, ‘Once I gave them those tools, they ran with it.' We heard things like, ‘My kids enjoy math class, they, they want to participate. They're raising their hands.' All of this from providing the right supports, digging in deeper to some of these mindset issues that we may have ourselves as math learners. And then how do we shift that experience for students so that they can develop their mathematical identities in this? Mike: The psychology of all of this is fascinating because you're making me think about the idea of intent versus impact, right? So, the intentions of an educator who might be making some of the choices that you're talking about are positive, right? Like they're genuinely in a spot where it's like, ‘I don't want to make a child feel embarrassed.' On the other hand, the child doesn't know that. They just know that they're not getting called on, and they're making up their own story about why that's true. And that's also true for all the other kids in the class who are noticing that as well. And I think the thing that I'm coming around to is, it really does come back to the practices. You all gave them a set of tools to allow them to feel comfortable calling on those kids because they felt they could support them in the moment, and that produced a massive shift. Christa: Yeah, absolutely. Once, they had the tools, they were able to see what their kids had in them all along. Mike: You know, one of the things that jumps out for me is, there are a lot of demands on teachers' time. But what you described, I can imagine this happening in a grade-level team. I can imagine it happening at a PLC, and really investing in the types of practices that you all just described feels like the payoff is pretty solid. So, I wanted to ask you all for educators or instructional leaders who are interested in learning more about the Good to Great professional learning that you all have built, designed, and implemented, where can they go to actually learn more? Jean: Sure. Thanks for asking that. So, we recently published a free toolkit that contains many of our MLL Good to Great resources, including the planning and reflection tools that we've been talking about today, as well as videos and exemplars. So, if someone just wants to learn a little bit more, they can go to the toolkit and see what some of the tools look like. The toolkit is called ‘More Than Right Answers: Math Instruction for Multilingual Learners,' and it's available on tntp.org. So, the toolkit also includes links to contact us at TNTP with any additional questions. And anyone interested in learning more could also email me directly. It's jeanine.harvey@tntp.org. Mike: Thank you all so much for this conversation. I've learned a lot, and it was a pleasure talking to y'all. Jean: Thank you so much for having us. Shannon: Thanks, Mike. It was great to be here. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability. © 2023 The Math Learning Center | www.mathlearningcenter.org
Episode Description: Have you ever struggled with deciding to leave a job? For this Women of Color Rise episode, Analiza talks with Dr. Tequilla Brownie, CEO of TNTP. TNTP sits at the cross-section of education practice, research, policy, and community to disrupt education inequities so that America can deliver on its promise of education being the great equalizer. Growing up as a Black female and poor in the deep South, Tequilla shares how her grandparents and teachers instilled in her high expectations, the value of education, and that she can choose her own path. She applied to two colleges, including Yale, because her uncle and guidance counselor had recommended it. After graduating from Yale, Tequilla was a school social worker, then a leader focused on teacher effectiveness for nearly a decade in Memphis City Schools. This is where she hit her rock bottom moment. The organization was facing a merger and the culture between adults was difficult. Tequilla found herself no longer gratified. But the work was not yet complete. Should she stay or go? Tequilla shares the principles that guided her to eventually decide to leave: She had self-awareness that she had a choice. She knew her worth. She would not be driven by fear. She was confident she could find another role and organization where she could have impact and values alignment. She asked herself… If she were 20 years old and white, what would she do? She made a list of what was most important to her: be able to contribute her strengths, learn and grow, feel gratified… She also knew that she could find a manager and organization that had her best interests at heart and could provide her psychological and mental safety. In Women of Color Rise, we talk about how breakdowns can lead to breakthroughs. Tequilla shares her gratitude for this rock bottom moment because it led to her finding TNTP and catapulting her career to eventually become CEO. Get full show notes and more information here: https://analizawolf.com/ep-39-when-to-leave-with-tequilla-brownie-ceo-tntp
Marisa Morrison is the color-loving, creativity-obsessed founder of The Neon Tea Party (TNTP). For as long as she remembers, she's made things: a “fashion line” at age 8, crystal bracelets at age 11, themed parties at age 14, a university magazine at age 19, and a lifestyle blog at 27. Now, in her 30s, Marisa aims to inspire others to tap into their own creativity by offering DIY tutorials, in-person workshops, virtual classes and more. When she's not immersed in her latest crafting obsession or growing The Neon Tea Party from her colorful home office, you can find Marisa decorating her house, scrolling Pinterest for fresh project inspiration, or in the kitchen cooking. Marisa lives in New Jersey with her daughter Sofie, dog Kugel, and husband and TNTP Chief Hustle Officer Sam. Marisa spoke about how The Neon Tea Party is on a mission to empower people to celebrate their creativity through colorful, playful crafts. TNTP provides fun DIY tutorials, craft supplies, virtual classes, and even a virtual craft camp to help people make joyful items for themselves, their loved ones, and their surroundings.
What parameters do districts have for spending ARP ESSER funds, specifically relating to multilingual learners? How are some districts already using these funds to offer high impact supports for their language learners? What guidance can we offer educators who want to advocate for their district to include and even prioritize this population of students in their ESSER fund spending plans? We discuss these questions and more with Director of Policy and Advocacy Rosario Quiroz Villareal and Policy Analyst Cici Matheny of TNTP. As you'll here in our conversation, rosario and Cici have spent a lot of time learning about best practices for using ESSER funds and they have a lot of valuable information to share. Rosario Quiroz Villarreal is director of policy and advocacy focused on multilingual learners and immigrant students at TNTP, an organization with the mission of ending the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing policies and practices that ensure effective teaching in every classroom. Rosario got her start in policy through Next100, a startup think tank created for—and by—the next generation of policy leaders. Her orientation to education started with multilingual learners, as a bilingual educator in Texas and New York, and as a multilingual learner herself. Cici Matheny is a policy analyst at TNTP and holds a master's of public administration from the Marxe School of Public and International Affairs at Baruch College, City University of New York. She worked with middle, high school and college students for eight years at a sports-based afterschool program in New York City before pivoting to education policy. At TNTP, she researches policy issues across the country impacting the teacher workforce and student outcomes in the wake of the pandemic. Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community. Visit our EL Community page for episode resources, related content and more. --- Send in a voice message: https://anchor.fm/highest-aspirations/message
On this episode of the Getting Smart Podcast, Tom Vander Ark is joined by the phenomenal Kaya Henderson. Kaya is the CEO of Reconstruction, a edtech company that delivers k-12 courses that situates Black people, culture, and contributions in an authentic, identity-affirming way. Kaya is a career educator, starting as a middle school Spanish teacher in the South Bronx with Teach for America. Kaya has been a leader in DC for 20+ years, first with TFA, then TNTP and then a decade at DCPS. She co-hosts the popular podcast Pod Save the People, with DeRay McKesson. Let's listen in as they discuss representation, hosting a podcast and the importance of culturally responsive pedagogy. Links: LinkedIn Pod Save the People
On this week’s edition one In Black America, producer and host John L. Hanson, Jr. speaks with Dr. Tequila Brownie, CEO of TNTP, formerly known as The New Teacher Project, an organization with a mission to advance policies and practices designed to ensure equal access to quality education for poor and minority students.
Pre-Order the Leading Equity Book Today! About Unsuk Zucker a Korean American, cisgender, grateful wife and mother, daughter, and sister who loves to cook and spend time with her friends and family; a dedicated social justice advocate; and racial equity leader. UnSuk's almost 20 years in the field of education includes roles as teaching grades K, 1, 2, 3, 4, and 5 in Idaho, Southern California and Colorado, Beyond Diversity Affiliate with Pacific Educational Group, teacher leader, Teacher Leadership Coordinator and School Improvement Partner for Denver Public Schools, Senior Manager and Director of Diversity, Equity and Inclusion at TNTP, and National SEED Project Staff Member. UnSuk holds a BS from College of Idaho and an MS from Walden University. Show Highlights Defining Diversity How do we value and celebrate diversity Model Minority Myth Raising kids of color in predominately White spaces Connect with Unsuk Twitter Website Additional Resources Learn more about the Advocacy Room Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities Annihilating Racial Injustice in School Course FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies
In Part III of our superb series, Designing Postsecondary Alternatives for Rural Learners, produced in collaboration with and underwritten by one of our most exciting new partners, PelotonU. Michelle chats with three terrific guests about pathways for collaboration with rural communities: Laura Wise, Program Director for the Michigan State University College Advising Corps (MSUCAC), which supports college access for low-income, first-generation, and under-represented students; Regan Kelly from TNTP, who oversees academic work and leads teams of experts to support literacy instruction in districts across the state of Tennessee; and Maria Luna-Torres, Project Director at the Texas A&M AgriLife Extension, where she manages the implementation of AgriLife's Rural Student Success demonstration project. Wise discusses the mission of her organization, the challenges she observes when college advisors enter rural communities to support students, and best practices for organizations to follow to more effectively engage with their communities. Kelly talks about the lessons she has learned from her work in Tennessee and tips for success in partnering with rural communities. Luna-Torres touches on lessons learned from her experience as Director of the Rural Student Success Initiative, and how she approaches outreach in a state as large as Texas. This episode, and the entire four-part series, is sponsored by PelotonU, whose innovative and regionally accredited degree options flip the script on higher education and allow learners to fit college around their lives rather than fitting their lives around college. Learners can try it for six weeks risk-free with no money down. Visit PelotonU.org to get started.
FB粉專影片 https://bit.ly/3jeF47x YouTube 4k影片 https://bit.ly/3r8AgFf 本集主題：軍旅回憶~想當年－護理人生 訪問：董曉萍 從軍終不悔！時時刻刻不忘：我國軍、我驕傲！ 董曉萍上校--做事認真負責、自我要求超標、長官心中愛恨交織的倔強女子！ 從入伍的天兵到上校護理部主任，歷經基層護理官(中尉、上尉)、少校護理長、少校督導長、中校副主任等完整歷練；基層服務期間，前往全美護理排名第一學校(美國加州大學舊金山分校，University of California, San Francisco, UCSF)進修急重症暨創傷護理，返國後學以致用、貢獻所學；服務期間接受天災、核生化救災、戰地(西非賴比瑞亞)支援等任務挑戰，豐富了人生閱歷與軍旅生涯並三度獲頒『國防部優良軍醫』獎狀！ 扎實完整的訓練，讓退伍後的轉換跑道遊刃有餘。勉勵後進：人生沒有用不到的經驗，經驗來自於機會，而機會是給準備好的人！ 學歷： 美國加州大學舊金山分校(University of California, San Francisco, UCSF)碩士（1993.09 ~ 1995.06） 國防醫學院護理學系37期(77年班) 專業證照及特殊訓練： 一、 護理師 二、 教育部講師 三、 美國加州註冊護理師（RN） 四、 國際SOS空中救護訓練 五、 加拿大緊急醫療救護系統指導老師 六、 國家級災難救援訓練 七、 日本核能研究所核安事故處理訓練 八、 高級心臟救命術（ACLS）指導老師 九、 外傷護理訓練（TNTP）指導老師 #李基銘 #fb新鮮事#生活有意思#快樂玩童軍 #漢聲廣播電台 YouTube頻道，可以收看 https://goo.gl/IQXvzd podcast平台，可以收聽 SoundOn https://bit.ly/3oXSlmF Spotify https://spoti.fi/2TXxH7V Apple https://apple.co/2I7NYVc Google https://bit.ly/2GykvmH KKBOX https://bit.ly/2JlI3wC Firstory https://bit.ly/3lCHDPi 請支持六個粉絲頁 李基銘主持人粉絲頁：https://www.facebook.com/voh.lee 李基銘的影音頻道粉絲頁：https://www.facebook.com/voh.video Fb新鮮事新聞報粉絲頁：https://www.facebook.com/voh.fbnews LIVE直播-fb新鮮事：https://www.facebook.com/live.fbshow 漢聲廣播電台「fb新鮮事」節目粉絲頁：https://www.facebook.com/voh.vhbn 漢聲廣播電台「快樂玩童軍」節目粉絲頁：https://www.facebook.com/voh.scout
On this episode of EduCatered we're joined by Dr. Tequilla Brownie. While we try to feature educators on this podcast, the work of Tequilla and her organization is too important to pass up. Tequilla is the recently appointed CEO of TNTP, an organization that is seeking to end the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing policies and practices that ensure effective teaching in every classroom. Tequilla will be leading a session at SXSW EDU on March 8th, 2022 on Disrupting Racial Inequities in K-12 Schools and much of the story of racial inequity is Tequilla's story as well. Let's listen in as Shawnee and Tequilla discuss the crossover of education and social work, understanding what motivates young people and more. Links: TNTP Session at SXSW Twitter LinkedIn Maslow
About our guest .. Erica Mosca is the Founder and Executive Director of Leaders inTraining (LIT), .Erica is a proud first-generation college graduate, daughter of an immigrant, andsocial justice advocate. Part of the college access non-profit 10,000 Degrees in high school andserving as a fifth grade teacher with Teach For America, Las Vegas.Mosca currently serves on the Board of Directors of college access private school Cristo Rey St.Viator as the Academic Committee Chair, as an Authority member of the NV State Public CharterSchool Authority, the Board Chair of college persistence program & housing complex Q3 StudentPartners' Community Advisory Board, serves on the Clark County Community DevelopmentAdvisory Committee & is part of US Congressman Steven Horsford's Equity Cabinet. Previously,Mosca served on college access charter school Equipo Academy's Committee to Form, as the Chairof the United Way of Southern Nevada's Women's United Engagement Committee & as anExecutive Board member of the Asian American Pacific Islander Democratic Caucus serving as theCorresponding Secretary. She has worked for Teach For America, TNTP & as a Special ProjectsManager for previous Clark County School District Superintendent Dwight Jones.Erica was awarded the 2021 Women Inspiring Nevada recognition, 2020 Community Hero Awardfrom the Public Education Foundation for LIT's work during COVID-19 and the 2019 BostonUniversity Young Alumni Award. Erica is a proud 2021 Leadership Las Vegas Phoenix classmember, 2017 Emerge NV member, 2011 Education Pioneers Boston cohort member, 2008 TeachFor America Las Vegas corps member and holds a B.S. from Boston University, an M.Ed. fromUNLV & and Ed.M. from Harvard's Graduate School of Education. About our guest .. Kasina Douglass-Boone is a dedicated mother of six children, wife, former Nevada Legislator, and community advocate who is focused on family and civic engagement by strategizing and developing programs to bridge the gap between home,school, life and the community for adolescents. Kasina is also a dedicated member of the Zeta Phi Beta Sorority Inc.In 2011 Kasina launched her non-profit TULIPS- (Teaching, Uniting Ladies to Inspire Positive Success); she assists young ladies in crucial social skills such as how to dress, speak, and behave. This organization also empowers young ladies to take control of their future and to be an example for others. Through this organization and her other community endeavors Kasina has been the recipient of several community awards. Kasina has been steady and philanthropic throughout the community. She assists each year in the community with back-to-school fairs, Teen Town Halls, and Social Justice Events.For the past 22 years Kasina has been employed with Clark County District working in several support staff positions. In 2013 Kasina transitioned into the classroom which aided her in truly seeking after her true passion of supporting and being the voice for our youth and their subsequent success. In 2016 Kasina switched her career field to a Social Worker Mental Health Specialist still continuing her work in helping the students at Peterson Academic Center where her passion for changes fuels the outcomes for her students and their families by eliminating barriers to success at all cost.On July 8, 2020 Kasina was sworn in as the Assembly woman for District 17 where she finished out the term of her mentor Assemblyman Tyrone Thompson. Kasina is currently a key leader at Ty's Place Safe Space for Teens in memory of her loving mentor. About our guest .. Craig Rosen serves as the Community Engagement and Professional Development Administrator in the Desert Research Institute (DRI) Office of Education. He has been with DRI for nearly 9 years working to innovate and improve STEM Education throughout Nevada. He was the founding director for the Nevada STEAM Conference and has worked on projects funded by NASA, local utility companies, TESLA, and Federal and State grants. Prior to that he has served as Director of the Las Vegas Science and Technology Festival, worked as a national consultantin informal education, and was Director for religious schools in CA and NV. Mr. Rosen sits on numerous boards and committees, has presented at Statewide and National Conferences, and received many awards for his work in STEM Education. Craig holds a B.A. in Child Development and Psychology from CSUN and an M.A. in Urban Leadership from UNLV.Subscribe to our Youtube ChannelCollege of Medicine website:https://medicine.roseman.edu/University website:https://www.roseman.edu/-College of Medicine Instagram: https://www.instagram.com/rosemanmedicine/-GENESIS website:https://medicine.roseman.edu/home/genesis/Follow UsTwitter:@DrJoeGreer@RosemanmedicineInstagram: @rosemanuhs@mytulipsnv@lit_lv@driscienceTikTok:Facebook:
Meet David C. Banks and Dan Weisberg, the soon-to-be appointed Chancellor and First Deputy Chancellor of the New York City Department of Education. What should teachers know about these new characters before they take office? Find out that and more in this week's episode of Professional Development. For further reading/viewing: >>https://networkforpubliceducation.org/fordham-institute-attempts-to-mislead-the-public-regarding-the-impact-of-charter-schools-on-public-school-districts/>>https://www.mediamatters.org/daily-caller/here-are-corporations-and-right-wing-funders-backing-education-reform-movement>>https://www.nytimes.com/2021/12/09/nyregion/david-banks-schools-chancellor.html>>https://www.nydailynews.com/new-york/education/ny-david-banks-nyc-schools-chancellor-20211209-i6zuoftngfb7pofpyyqkh4a4gu-story.html>>https://www.nbcnewyork.com/news/local/new-nyc-schools-chancellor-wants-longer-school-days-saturday-and-summer-classes/3445341/?_osource=SocialFlowFB_NYBrand&fbclid=IwAR1sxxGOBF4Dri0i5kMH3SAszmoAIluFEufCf5UGmv_oKKlnn4UAG3gI-9c>>https://ny.chalkbeat.org/2021/12/9/22826524/david-banks-chancellor-eric-adams>>https://tntp.org/blog/post/the-biggest-scandal-in-education-is-hiding-in-plain-sight>>https://edsource.org/2019/poverty-levels-in-schools-key-determinant-of-achievement-gaps-not-racial-or-ethnic-composition-study-finds/617821>>https://abc7ny.com/david-banks-chancellor-nyc-eric-adams-mayor-schools/11314964/
Never let a crisis go to waste. As hard as the pandemic has been, with work and personal life becoming blurred, how can a Boss Mama make life easier, simpler, and calmer? In today's episode, Analiza talks with Chrystie Edwards, TNTP Partner and African American mom of two boys. Chrystie shares her journey from being diagnosed with ADHD while a student at UCLA to creating structure so that she could thrive as a Boss Mama - a teacher, education leader, and as a mom. After graduating from UCLA, Chrystie became a teacher. She then became a school leader, led academics for 20 charter schools in California, Tennessee, and Texas, and now is a partner at TNTP, a consulting firm helping schools and teachers across the country. Chrystie shares how she simplifies to success by using her super strength of systems and structure not just for her work but for her personal life. She'll share specific tactics about how she took best practices for what works with thousands of students across the country to her own home for her two boys. Get full show notes and more information here: https://analizawolf.com/ep-1-chrystie-edwards
Recorded toward the end of the summer, Conor and Trey talk about getting ready for this unique school year, with a couple of ladies from TNTP. The New Teacher Project worked with TBP in the off-season, and is here to share some insight and an outsiders perspective of our district. We also discuss the challenges facing education in general, and the concepts of remediation and acceleration. Grab your accountabili-buddy, put on your thinking caps, and listen now!
Does our education system make a promise that it doesn't keep? In this episode, we speak with Deirdra Reed and Bailey Cato Czupryk from TNTP about a 2018 report titled, "The Opportunity Myth." This report posits that there is a promise of opportunity that is made to every student, but that the system does not work equally for all students. What kind of students is our system built for? And what happens to students who don't fit into the system we have? You can check out the Opportunity Myth here and follow TNTP on Twitter at @TNTP Support the show
Sable's journey as an educator began at Swarthmore College, where she first discovered the rage, passion and power of Black history as American history. When she recognized that her access to a remarkable education was an exception, and not the rule, her commitment to transforming and expanding educational opportunities for students of color back home in New York City began. For the past 10 years, Sable has served America's children as a teacher, coach and curriculum designer in Uncommon Schools, Inc., Public Prepatory Network, KIPP, TNTP, Teach for America and InquirED. With an average NPS of 85, she's facilitated and created professional development for Alder Graduate School of Education, EL Education, Achievement Network, Teaching Lab, Eskolta: School Research and Design and TNTP. Nationally, I've built the capacity of teachers, principals and district leadership for high-quality instructional practices and continuous improvement. In every organization, Sable sharpened an equity-minded consciousness that has pushed all stakeholders to fight for change within their spheres of influence. Currently, Sable supports school systems nationally as Founder & CEO of Equitable Outcomes, LLC while living in Sacramento, CA with her wife, Christina, and their dog, Grizzly.
This episode features a conversation with Rachel Graham, Director of Programs at the Lefkofsky Family Foundation in Chicago, founded by Liz and Eric Lefkofsky. The Foundation has made middle grades a singular focus for its education funding, important in a city where young adolescents have the opportunity to apply to enroll in one of many selective and specialty high schools outside their neighborhood. The Foundation’s Success Bound program helps Chicago K-8 elementary schools use developmental science to better prepare their middle grades students to be thoughtful and planful of their futures as they make consequential decisions in their choice of high school.Jason and Rachel talk about why the Foundation chose to focus on middle grades, how the Success Bound program came to be, how the Foundation works with educators in communities of practice to integrate the programming schoolwide, what the Foundation is learning about changes in practices, behaviors and student outcomes tied to young adolescent development and the transition into high school, and how middle school can become more central to the national education agenda, and why philanthropy should see young adolescents in middle schools as an opportunity for investment. *Note for transparency, the Lefkofksy Family Foundation is a funder of Remaking Middle School.Additional Readings and ResourcesSuccess BoundLefkofsky Family FoundationScience of Learning and Development AllianceA Nation At Hope: Recommendations from the National Commission on Social, Emotional and Academic Development, The Aspen InstituteChicago Public Schools high school open enrollmentThe On-Track Indicator as a Predictor of High School Graduation, University of Chicago Consortium on Chicago School ResearchGallup Student PollThe Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It, TNTP, 2018.
Growing up in London with Sri Lankan parents, early on she developed the skill of assessing the reality of her situation and moving forward based on clarity. With a well-traveled life that resulted in her becoming a United States citizen, she shares amazing insights about seeking equality and nuggets of fabulous advice about critical life decisions that affect your lifetime “What Is”.Pras Ranaweera is a Senior Program Officer with the Bill & Melinda Gates Foundation in Washington, DC. She leads the K-12 Place-Based Delivery through the design and execution of $70-90M RFPs to fund partners best positioned to close race- and income-based achievement gaps. Prior to this role, she also worked for the Foundation as a Senior Portfolio Manager. Her entre to the Foundation was as a Contractor on Assignment both in the United Kingdom and Washington, DC.With a passion for education and the opportunities it creates, Pras’ background includes being a Partner of Academic Strategy for TNTP (non-profit consulting) and Deputy Chief in the Office of Data and Strategy for D.C Public Schools. Pras worked for Interpol in a variety of capacities beginning as a Case Officer and ending as a Principal Business Planning Manager for the Serious Organized Crime Agency (SOCA). She also taught English in Switzerland and Japan.Pras has a MA in Educational Leadership from Broad Center for the Management of School Systems, CA and an MA in Intelligence & International Security from King’s College, University of London. Her BA in Combined Arts (French, German & English) is from the University of Durham, UK.
Danielle and Sari are joined by Megan Robinson, National Director at Curriculum Associates. Megan shares research related to race and the opportunity myth, and goal setting with students. She emphasizes the importance of grade-level goals, and how to ensure you're creating ambitious yet attainable goals for students.Links:The Opportunity Myth via TNTP: https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf Setting and Tracking Growth Goals: https://i-readycentral.com/articles/setting-growth-goals/ Goal Setting with Students: https://i-readycentral.com/download/?res=10141&view_pdf=1 Goal Setting with i-Ready: https://play.vidyard.com/mSy1E7kYqw6SuxFuVJgxGW i-Ready: https://www.curriculumassociates.com/products/i-ready/i-ready-assessment Instagram: Instagram.com/MyiReadyTwitter: Twitter.com/CurriculumAssoc
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."
Today Brandie Turner and I are talking with Bailey Cato Czupryk and Kate Glover from the non-profit organization TNTP, about Summer Learning Loss and the projected effects of the Covid-19 Pandemic on those losses.
On today’s episode of Catalysts During Covid, we talk to Tim Daly, founding partner of EdNavigator. With nearly two decades of experience in public education, Tim has been an advocate in supporting public education and working to help ensure greater access of high quality schools to all families and assisting families understand and work with the public education system. We talk to Tim about how EdNavigator’s work has had to adapt to COVID-19 and how they are supporting families through the education system during this time. As a founding partner at EdNavigator, Tim helps lead EdNavigator with the ultimate goal of supporting families and empowering them with access to high quality, on-demand support for a great education. Before founding EdNavigator, Tim served alongside Ariela Rozman as President of TNTP, a leading education nonprofit organization that partners with school systems and states to ensure that all students get excellent teachers. During his eight years in that role, TNTP became a leading source of innovative research and a respected independent voice on teacher quality issues. If you would like to support the work of EdNavigator, please click here. To check out EdNavigator’s One Great Thing, you can check them out here.
On today’s episode of Catalysts for Change, we talk to Tim Daly, founding partner of EdNavigator. With nearly two decades of experience in public education, Tim has been an advocate in supporting public education and working to help ensure greater access of high quality schools to all families and assisting families understand and work with the public education system. As a founding partner at EdNavigator, Tim helps lead EdNavigator with the ultimate goal of supporting families and empowering them with access to high quality, on-demand support for a great education. Before founding EdNavigator, Tim served alongside Ariela Rozman as President of TNTP, a leading education nonprofit organization that partners with school systems and states to ensure that all students get excellent teachers. During his eight years in that role, TNTP became a leading source of innovative research and a respected independent voice on teacher quality issues. Tim first taught social studies at Northeast Middle School in Baltimore before joining TNTP.
We talk with community organizing veteran Deirdra Reed, now the policy and advocacy partner at TNTP, about engaging faith communities in the fight for education equity, centering black women's voices and concerns, and how Colin Kaepernick is like Shadrach, Meshach, and Abednego. The Opportunity Myth For a full transcript of this episode, visit blessedarethefeminists.com. Find us on Instagram @holyfeminists or Twitter @holyfeminists. Share your feedback via email at blessedarethefeminists@gmail.com or leave us a voicemail at 737-BATF-POD (737-228-3763). Help us keep the show going by supporting us on Patreon.
Danielle and Sari discuss what makes an extraordinary educator and how these incredible teachers set high expectations in the classroom. What are high expectations and how can you communicate them to students? They discuss a new study done by TNTP, the Opportunity Myth (https://tntp.org/publications/view/student-experiences/the-opportunity-myth) and why exposing students to grade-level content is crucial for student success. Links:TNTP Opportunity Myth: https://tntp.org/publications/view/student-experiences/the-opportunity-mythi-Ready Central: https://www.i-ReadyCentral.com/Instagram: https://www.instagram.com/MyiReady/ Twitter: https://twitter.com/CurriculumAssoc
NLC LA Chapter Co-Director Lucerito Ortiz returns to The Zag to share lessons learned from a huge project she just wrapped for her organization Promise54. Read her interactive and engaging case studies describing the DEI journeys of three different nonprofits: College Track, TNTP, and Blue Engine at: casestudies.promise54.org
In this episode, Cindy Nebel interviews Kristen McQuillan, her student in the Vanderbilt EdD program in Leadership and Learning in Organization. Kristen is a director at TNTP, a non-profit organization that helps schools reach goals for students. Cindy and Kristen talk about learning mistakes in literacy.
TNTP's Kristen McQuillan and Regan Kelly share how important it is to adopt a high-quality curriculum. But... what happens after that? What should be considered as next steps? What's the bridge from adoption to implementation of a new curriculum? What does this mean for teachers? SO. MANY. QUESTIONS!!! LOTS of fabulous answers and ideas, grounded in research and experience. EdReportshttps://www.edreports.org/TNTP's Opportunity Myth: https://tntp.org/publications/view/student-experiences/the-opportunity-mythSummary of Learning by the Book: https://cepr.harvard.edu/curriculum-press-releaseLearning by the Book itself (conclusion on page 35):https://cepr.harvard.edu/files/cepr/files/cepr-curriculum-report_learning-by-the-book.pdf Kane and Steiner's reactions:https://www.edweek.org/ew/articles/2019/04/02/dont-give-up-on-curriculum-reform-just.htmlEmily Hanford's podcasts:Hard Words: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-readAt a Loss for Words: https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading
Vrain Waves: Teaching Conversations with Minds Shaping Education
Episode 041: PLC Plus with Nancy Frey & Doug Fisher Join us for this discussion with the potent pair Doug Fisher & Nancy Frey! We learn about their new book, PLC+ and the five questions that get to the heart of what collaboration time should look like in schools. Stay tuned until the end for a special promo code for our listeners for the PLC+ Institutes the authors will be hosting in Colorado in October! Connect with Fisher & Frey Website: www.fisherandfrey.com/ | Twitter: @DFisherSDSU; @NancyFrey | Newest Book: PLC Plus, Corwin Press Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes Out of Our Heads & Into the Classroom: (01:30) American Express: Simple Guide to Lean Meetings Robyn Jackson on weekly team meetings Have an agenda / protocol Techless meetings Pre-mortem from Daniel Pink Collaborative notes & DRIs Toby - Chrome Extension Introduction to Fisher & Frey & PLC Plus (08:12) Their School: Health Sciences High & Middle College in San Diego Questions: Where are we now? & the importance of pre-assessments Side note: common questions for PLC work come from DuFour, DuFour, Eaker, & Many, 2010 as a PLC foundation: Learning by Doing: A Handbook for Professional Learning Communities at Work; we acknowledge this foundational work when discussing PLCs : What do we want students to learn? (essential standards) How will we know if they have learned? (team-developed common assessments) What will we do if they don’t learn? (systematic interventions) What will we do if they already know it? (extended learning) Collective Efficacy Graham Nuthall, Hidden Lives of Learners Students already know between 40-50 percent of what the teacher is teaching (Nuthall, 2007) Equity: Removal of Barriers vs. intervention as responses to student data Activator: Someone to guide the group What are PLCs getting wrong? (13:21) Emphasis on the structural conditions can overwhelm the focus and mission of the group PLC must continually reinvest in itself Lack of attention to instruction - “How do we move learning forward?” Literacy example (16:49) Curriculum / Instruction / Assessment Recent research that ~20% of in-class tasks are on grade level TNTP’s The Opportunity Myth - and an article from EdWeek PLC+ Protocol - Assignment analysis (from The Education Trust) (19:34) Equity in Motion work from The Education Trust Trust and the importance of Relational Conditions (21:18) Activator helps keep the conversation moving Protocols provide consistency PLC+ / PD (22:57) Roughly a 1 to 3 ratio - Full staff Professional learning to PLC+ Time Credibility & Efficacy (24:33) Teacher Credibility: Trust, Competence, Dynamism, Immediacy Self-Efficacy and Collective Efficacy (27:17) Albert Bandura’s research on self-efficacy - From Leading Impact Teams, by Bloomberg & Pitchford (& based on Bandura’s research, as well as Goddard, Hoy, & Hoy): Efficacy = Mastery Moments, Vicarious Experience, Feedback, and Trust “Where are we going?” and “Where are we now?” (31:08) 5 Questions in PLC+: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit? Bringing data to the PLC+ (33:22) Student feedback Equity / Cognitive Bias / The Decisions we choose to make: (35:52) Quote from PLC+: “Underlying every decision about what we choose to gather data on is an unspoken decision about what we won’t look at.” Data should be aligned to team’s common challenge; then did we impact learning or not? Invite students to PLC+ times for feedback Protocols for learning walks Microteaching protocols What did we learn today? Every single day we should be formatively assessing Scheduling logistics (44:56) Two PLC+s - Grade level & Content level Vertical & Horizontal conversations are necessary Grading at their school (48:19) Competency-Based / Mastery of Standards Formative homework & classwork All Learning is Social Emotional (50:41) Social Emotional Academic Learning Removing institutional barriers vs. Intervention (54:27) Support each learner individually - help them find a way to mastery Special offer for Vrain Waves Listeners!! (58:50) Promo Code: VRAINWAVES Go to corwin.com/PLCColorado to register; Oct 3 & 4 in Denver at the Curtis Hotel
Shawn Francis from the College Board talks about the new changes with Pre AP courses and their relevance for highly mobile students. Parents interested in learning more about Pre-AP should visit: http://preap.collegeboard.org The Opportunity Myth study referenced from TNTP can be found here: https://opportunitymyth.tntp.org/
In the final installment of our series about MassCore, Jill Shah interviews Orin Gutlerner, the Shah Family Foundation’s Director of Education, about the challenges of scaling rigorous and engaging curriculum and teaching practices. Prior to joining the foundation, Orin spent over 20 years as a teacher, teacher educator, and school leader. In this interview, Jill and Orin dissect a report called “The Opportunity Myth,” which was recently issued by the education non-profit, TNTP. Diving deeply into the classroom practices of five diverse school districts, TNTP’s researchers analyzed many thousands of lessons, assignments, student work samples, and student and teacher surveys. They attempted to connect the dots between teachers’ expectations for students; the work that is assigned and graded; the instructional methods that are deployed; and the degree to which students felt inspired and challenged by their classes. The research attempted to answer the question of whether K-12 schools are fulfilling the fundamental promise that if students put in the effort and succeed with their work, they will be prepared for higher education. The short answer: we are not keeping this promise. Not even close. The Opportunity Myth finds that our nation’s public schools are consistently failing to challenge students with learning tasks and teaching methods that are appropriately rigorous for their grade level. The report also illustrates that the gap between what students should be learning and doing in school versus what they are actually engaged in is even wider in classrooms that serve a majority of students of color.
**Follow us on Twitter - @InstantRel** On Episode 25 of the Instant Relevance Podcast, Denis (@MathDenisNJ) and Raymond (@blended_math) are LIVE from the Blended and Personalized Learning Conference in Providence, RI! The hosts met in person for the first time and interviewed educators, innovators, and change agents throughout the symposium. Episode 2 in our 3 part series focuses on reaching all students regardless of the circumstances. The hosts begin by interviewing author of "Pathways to Personalization - a framework for school change" and Chief Education Officer for the Highlander Institute - Shawn Rubin (@ShawnCRubin). Next, Jonathan Santos Silva (@j_santossilva), Bridge Fellow with TNTP, talks about overcoming traditional gatekeeping in education and educating for equaity. Then, Matthew X Joseph (@MatthewXJoseph), leader, educator, speaker, and author of “Power of Us” discusses creating active learning experiences to engage all learners. Check us out next week for Part 3 of 3 where we share resources and techniques for creating equitable learning spaces. More from BPLC19: -- blendedlearningconference.com/ Highlander Institute: -- highlanderinstitute.org/ Pathways to Personalization: -- hepg.org/hep-home/books/pathways-to-personalization Jonathan Santos Silva -- tntp.org/blog Matthew X. Joseph -- http://techinnovation.live Check out more from Denis: -- denissheeran.com/ Check out more from Ray: -- blendedlearningnetwork.org/ The Instant Relevance Podcast is a proud member of VoicEd.ca and the Education Podcast Network - www.edupodcastnetwork.com
The next guest in my Purpose-Driven Entrepreneur Interview Series is Marisa Morrison, founder of The Neon Tea Party, a crafting education business. Based in New York City. Through The Neon Tea Party, Marisa is on a mission to make crafting cool and help others explore their creativity through colorful, globally-inspired crafts via TNTP’s online courses,…
In this episode, we discuss The Opportunity Myth: a report by the TNTP dispels the myth that all students have the same opportunity to attain their college and professional goals. First, we speak with Justin Thach, a high-schooler from Salem, Oregon about his observations of inequity in the classroom. Then, we speak with Bailey Czupryk, lead researcher for The Opportunity Myth about concrete things we can do to move schools towards providing equal opportunity for all students. Full show notes and links at http://educationpost.org/conversation/podcast/
Teachers must build relationships with their students, despite the great breadth in their cultural backgrounds. Dolores Greenawalt, a professor at Caroll University in Wisconsin, joins us to discuss her recent writing on building positive relationships… even when it seems impossible. Later, we look at research data produced by the non-profit TNTP on the inequity of instructional practice. Their data shows huge differences in the instructional experience of students across race. We consider how TNTP’s recommendations for teaching practice could affect our classrooms. The Peer Review looks at a popular story on EdWeek about addressing student name pronunciation. What does our approach to unfamiliar student names say to those students? We drink Pumpkin Ale, a special release seasonal from Schlafly in St. Louis, MO.
On this week’s podcast, Emily Hanford, a senior education correspondent and producer at APM Reports, joins Mike Petrilli and David Griffith to discuss her recent documentary on the sad state of reading instruction. On the Research Minute, Amber Northern examines TNTP’s new report about the inferior academic experiences of disadvantaged students.
Episode 3 of The TNth Period reviews the department's third annual report on the Read to be Ready initiative, First Steps: A Report on Elementary Grades Reading in Tennessee. We talk to Molly Auger, Project Director with TNTP, Beth Davidson, a 2nd grade teacher at Martin Primary School in Weakley County, and Vicki Kirk, Deputy Commissioner and Chief Academic Officer at TDOE. Learn more about our guests' favorite children's books, key takeaways from the first two years of Read to be Ready implementation, and the department's next steps to support quality instruction in early grades reading.
#EducationReformSeries | The Funky Politics, with our friends from Chalkbeat TN is peeling back the layers on “Education Reform” with some of the brightest and most committed minds in the Education arena. Guest for this show: Tequilla Banks, Executive Vice President, TNTP (formerly The New Teachers Project) There is a severe teacher shortage. What can we do? Ths series is about tackling the issues of Education Reform. Enjoy!
#EducationReformSeries | The Funky Politics, with our friends from Chalkbeat TN is peeling back the layers on “Education Reform” with some of the brightest and most committed minds in the Education arena. Guest for this show: Tequilla Banks, Executive Vice President, TNTP (formerly The New Teachers Project) Tomeka Hart, Senior Program Officer, Bill & Melinda Gates Foundation Student achievement scores and the lie that was told to parents Ths series is about tackling the issues of Education Reform. Enjoy!
Learn about the person behind the voice of Always A Lesson’s Empowering Educators Podcast! I am an educator of almost a decade, passionate about cultivating talent in aspiring and new teachers through practical tips and strategies. My blog, book, and podcast are geared towards empowering teachers to enter the profession and stay there due to the advice and encouragement I provide. We have a real need in our nation for strong leaders in classrooms, and I believe its my calling and duty to coach teachers to achieve and maintain best teaching practices in order to drive the growth and success of our students in and outside the classroom. Career Phases: Phase 1- Teaching grades 2,3,5 in Title-One elementary school in Charlotte, NC Phase 2- Teaching grade 3 in suburban elementary school in Charlotte, NC and blogging Phase 3- Teacher Development Coach with TNTP at TEACH Charlotte and blogging Phase 4- Edupreneur: turning blog posts into podcasts and providing educational consulting services Join elite educators everywhere in snagging tips, tricks and freebies right to your inbox every month! Become #empowered with the Always A Lesson newsletter: https://alwaysalesson.leadpages.co/newslettersignup/ (https://alwaysalesson.leadpages.co/newslettersignup/) Connect with Gretchen Blog: Always A Lesson (https://alwaysalesson.com/) Facebook: Always A Lesson (https://www.facebook.com/AlwaysALesson) Twitter: @gschultek (https://twitter.com/GSchultek) Linkedin: Gretchen Schultek Bridgers (https://www.linkedin.com/in/gretchenschultekbridgers) Google+: Gretchen Schultek Bridgers (https://plus.google.com/u/0/+GretchenSchultek) Book: Elementary EDUC 101: What They Didn’t Teach You in College (http://www.amazon.com/Elementary-Educ-101-Didnt-College/dp/1478711868/ref=sr_1_1?ie=UTF8&qid=1412203865&sr=8-1&keywords=education+101+what+they+didn%27t+teach+you+in+college) Leave a Rating and Review https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2 (https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2) &ls=1 Why? This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long lasting effect on our future. How? Search for my show in Stitcher (mailto:http://www.stitcher.com/s%3Ffid=69879%26refid=stpr) . Click on ‘Ratings and Reviews.’ Under ‘Customer Reviews,’ click on “Write a Review.” Sign in with your iTunes or Stitcher log-in info Leave a Rating: Tap the greyed out stars (5 being the best) Leave a Review: Type in a Title and Description of your thoughts on my podcast Click ‘Send’
Tim Daly, president of TNTP and his brother Brendan Daly, defensive line coach for the Minnesota Vikings discuss how the teaching profession can learn from fundamentals of the NFL.
Education has been a rich area for social entrepreneurship over the past few decades. In this panel discussion from the NewSchools Summit, several prominent educational reformers discuss their work, their goals, and what they’ve accomplished. They consider the radical changes in education in New Orleans after Hurricane Katrina, where more than 60 percent of students attend a charter school and parents all over the city have a choice regarding where to send their children. They speak about the importance of pushing innovation in education reform. And they share the importance of having a political strategy to back up educational efforts. The 2010 NewSchools Summit was an event convened by the NewSchools Venture Fund. Kevin Chavous is a noted attorney, author and national school reform leader. As a former member of the Council of the District of Columbia and chair of the Council’s Education Committee, Chavous was at the forefront of promoting change within the district public school system. His efforts led to more than 500 million new dollars being made available to educate children in Washingon, D.C. Chavous is a partner at the law firm Sonnenschein Nath & Rosenthal LLP. Walter Isaacson is the president and CEO of the Aspen Institute, a nonpartisan educational and policy studies institute based in Washington, D.C. He has been the chairman and CEO of CNN and the editor of Time magazine. Isaacson is the chairman of the board of Teach for America, which recruits recent college graduates to teach in underserved communities. He was appointed by President Barack Obama and confirmed by the Senate to serve as the chairman of the Broadcasting Board of Governors, which oversees Voice of America, Radio Free Europe, and other international broadcasts of the United States. Ted Mitchell is the president and CEO of NewSchools Venture Fund. He also serves as president of the California State Board of Education. He serves on the board of directors of Alliance for College-Ready Public Schools, Bellwether Education Partners, EnCorps, Friendship Public Charter School, Green Dot Public Schools, and New Leaders for New Schools. Lindsay Neil has dedicated herself to improving childrens’ lives through education, including raising money to build a school in Nicaragua that she later managed during a two-year stay there. She spent several years working in the nonprofit sector providing direct services to children and families at an immigrant advocacy organization and school-based family resource center in Glenwood Springs, Colorado, and the Safe City Juvenile Diversion Program in Denver. With the goal of making larger-scale change for children, she spent the last four years as the government affairs director of the Colorado Children’s Campaign, where she strategically planned and lobbied their policy agenda and directed their grassroots advocacy network, It’s About Kids. Michelle Rhee‘s commitment to excellence in education began in a Baltimore classroom in 1992 as a Teach For America teacher. At Harlem Park Community School, she learned the lesson that informs her work every day: a city’s teachers are the most powerful driving force behind student achievement in a school. Chancellor Rhee founded The New Teacher Project (TNTP) in 1997, a leading organization in understanding and developing innovative solutions to the challenges of new teacher hiring. Her work with TNTP implemented widespread reform in teacher hiring practices, improving teacher hiring in Atlanta, Baltimore, Chicago, Miami, New York, Oakland, and Philadelphia. Rhee is currently the chancellor of District of Columbia Public Schools. Jonathan Schorr is a partner in the San Francisco office of the NewSchools Venture Fund. He leads NewSchools’ field-building efforts, including the annual summit and the Community of Practice, and oversees NewSchools’ policy advocacy, publications and public relations, as well as data analysis. Schorr brings experience in both entrepreneurial education reform and in communications. Prior to joining NewSchools, Jonathan served as director of New Initiatives at the KIPP (Knowledge Is Power Program) Foundation, a network of high-performing inner-city public schools. There, he led the foundation’s work in elementary schools and high schools, and its services to its alumni nationwide. https://ssir.org/podcasts/entry/educational_entrepreneurship
Talked about as a possible cabinet member in the Obama administration, Rhee is a former Baltimore, Maryland teacher in the Teach for America (TFA) program who is known for her concentration on the ways teachers are hired and promoted. Five years after her stint in TFA she founded The New Teacher Project, which develops fresh approaches to hiring new teachers in environments that are difficult to staff. Collaborating with constituencies including not only school districts but state education agencies, nonprofit organizations and unions; TNTP has changed teacher hiring in Atlanta, Baltimore, Chicago, Miami, New York, Oakland, and Philadelphia, helping to place some 23,000 teachers. Rhee holds a Bachelor’s Degree in Government from Cornell University and a Master’s in Public Policy from the Kennedy School of Government at Harvard University.
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