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In this engaging episode of the Teacher Fellows Podcast, hosts Ryan Rarick and Lauren Merkley broadcast live from the UEN booth at the UCET conference. They interview several students from the CareerTech High School Education Pathway program and Robert Proffitt, the Professional Learning Coordinator from Washington County School District. The episode delves into the students' experiences working in preschools and as paraprofessionals in elementary schools, highlighting their aspirations, challenges, and growth. The discussion shifts to Robert Proffitt's keynote and his transformative concept of 'pennies,' which symbolizes the impactful experiences that shape educators. The episode concludes with reflections on the importance of empathy, effective teaching practices, and continuous learning for both students and teachers.00:00 Introduction and Podcast Overview01:32 Meet the Juniors: Joseph, Brooklyn, and Emily04:30 Student Reflections on Teaching Experiences07:08 The Color Song and Final Thoughts from Juniors08:12 Meet the Seniors: Abby and Alejandra09:02 Educators Rising and Paraprofessional Experiences11:01 Challenges and Rewards of Being a Paraprofessional17:45 Meet the Seniors: Kyah and Kylee21:20 Impactful Teachers and Future Aspirations25:07 Final Senior Interviews: London and Lyla25:38 The Importance of Educators Rising27:07 Experiences as Paraprofessionals29:00 Key Takeaways from UCET30:20 Lessons Learned in the Classroom32:10 Introducing Robert Proffit: The Coach of Coaches33:20 The Pennies Activity: Honoring Life Experiences35:59 Robert's Journey: From Teacher to Coach44:51 Key Takeaways from Robert's Keynote47:24 Final Thoughts and Podcast Wrap-Up GUESTS ON EPISODE:Keynote Presenter at UCETRobert Proffitt, the Professional Learning Coordinator from Washington County School District.Students from CareerTech High School Education PathwayJoseph Butterfield — JuniorEmily Birck — JuniorBrooklyn Austin — JuniorAbby Cox — SeniorKylee Goldsberry — SeniorAlejandra Alcala — SeniorLyla Mecham — SeniorKyah Brown — SeniorLondon Brown — Senior SOCIAL MEDIA CONNECTIONS: Want to be on the podcast? Fill out this form - Podcast Interview Survey Teacher Fellows Website: teacherfellows.orgLinkedin: Utah Teacher Fellows Twitter: @TeachFellowsPod or @HSG_UTInstagram: @TeacherFellowsPodcast or @hsg_utFacebook: @utahteacherfellowsprogramEmail us: socialmedia@hopestreetgroup.org PART OF THE SHOW Hosts:Lauren Merkley (@lmerkles) -- Taught AP English Language and Composition, Creative Writing in Granite School District, 2020 Utah Teacher of the YearRyan Rarick (@Coach_Rarick) -- Education Pathway Teacher for Washington Country School DistrictProduction Team:Kayla Towner (@mrstowner9) -- Technology Specialist and Product Manager for Utah Education Network (UEN)Info Drop Spokesperson:John Arthur (@9thEvermore) -- Co-Director of the Teacher Fellows, 6th Grade Teacher in Salt Lake School District, 2021 Utah Teacher of the Year, 2021 National Teacher of the Year Finalist.

In this first episode of season 7, we dive into the captivating world of artificial intelligence and its impact on education in Utah. Join us as we trace the history of AI, from its early origins in the 1950s to its current state-of-the-art advancements. We'll ask experts to share their insights on what AI truly is and how they envision its transformative potential for teachers and students across the state. Get ready to be inspired as we explore the exciting possibilities that AI brings to the future of learning.Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aStay connected with UEN

In this season finale, Dani and Matt are chatting with experts across Utah on the transformative potential of generative AI within the classroom. This episode will examine both the exciting possibilities as well as the concerns surrounding equity and implementation of this new technology. Additionally, discover how the state of Utah is adapting its educational landscape to ensure all students benefit from these new tools.Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aStay connected with UEN

Join Dani and Matt in this episode of UEN Homeroom as they venture beyond Utah to explore the national landscape of digital equity. They'll be joined by experts from Common Sense Education, Leading Edge Learning and Think Do Thrive for a deep dive into how community factors, educational practices and more create barriers to opportunity in the digital world. Listen to learn how we can work together to bridge the digital divide and create a more equitable learning environment for all.Learn more about Common Sense MediaLearn more about Leading Edge LearningLearn more about Think Do Thrive Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aStay connected with UEN

In the education field, silos can often hinder collaboration, growth and professional development opportunities. In this episode of UEN Homeroom, Dani and Matt chat with experts from UEN and beyond who have successfully navigated and overcome the challenges posed by siloed environments. From fostering cross-disciplinary connections to embracing technology and networking opportunities, this episode equips you with the tools to unlock your full potential as an educator.Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aStay connected with UEN

Delve into the connection between education and legislation in Utah. Join Dani and Matt on this episode of UEN Homeroom as they chat with experts on how this process intertwines with the world of education and learn practical ways for educators to actively participate and have their voices heard. Get ready to gain a deeper understanding of the mechanisms that shape educational policies and practices in our state! Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aStay connected with UEN

Layout:Beginning 6 Minutes - Intro, UCET/UELMA Conference, Shout out to Kelli Cannon The Next 34 Minutes - The Heart of the Conversation with Career Tech StudentsThe last 4 Minutes - Reflection, Takeaways, Thank-Up to UEN, and Wrap-upGuests on Episode:Students from Career Tech High School, St. George, Utah. Abby Cox, Junior, aspiring Secondary History TeacherMikylee (Kylee) Goldsberry, Junior, aspiring Special Education TeacherAshley Guevara Sanchez, Junior, aspiring Elementary Teacher (2nd grade)Alejandra Alcalá, Junior, aspiring Elementary Teacher (3rd grade)Kyah Brown, Junior, Secondary History TeacherLyla Mecham, Junior, aspiring Special Education Teacher (Elementary)Maci Callister, Junior, aspiring Elementary TeacherLondon Brown, Junior, aspiring Secondary History TeacherEmily Birch, Sophomore, aspiring Elementary Teacher.Joseph Butterfield, Sophomore, aspiring Elementary Teacher.Additional Resources:Check out Career Tech High School,  in St. George, Utah. Check out the Utah Coalition for Educational Technology (UCET) website.Check out the Utah Educational Library Media Association (UELMA) website.  Social Media Connections: Teacher Fellows Website: teacherfellows.orgLinkedin: Utah Teacher Fellows Twitter: @HSG_UTInstagram: @hsg_utFacebook: @utahteacherfellowsprogramEmail us: socialmedia@hopestreetgroup.org Part of the ShowInfo Drop Spokesperson:Kelli Cannon (MsKelCan) -- Instruction Coach, Jordan School District, UCET Board Member, & Teacher Fellow. Hosts:Lauren Merkley (@lmerkles) -- Taught AP English Language and Composition, Creative Writing in Granite School, 2020 Utah Teacher of the YearRyan Rarick (@Coach_Rarick) -- Education Pathway Teacher for Washington Country School DistrictProduction Team:Kiera Beddes (@KBeddes) -- Digital Teaching & Learning Specialist for Jordan School DistrictKayla Towner (@mrstowner9) -- Technology Specialist and IT Manager for Utah Education Network (UEN)

Join Dani and Matt as they explore how Utah's Portrait of a Graduate defines the skills and competencies students need for the future and how a Personalized, Competency-Based Learning (PCBL) approach helps students master these competencies. Listen to gain insight from some of Utah's education experts on how POG, PCBL and Digital Teaching and Learning (DTL) are transforming the educational landscape in Utah. Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aVisit the eMedia Digital Teaching & Learning Hub: https://emedia.uen.org/hubs/dtl Stay connected with UEN

Join hosts Dani and Matt on this episode of UEN Homeroom as they explore the Digital Teaching and Learning (DTL) grants given to Utah schools to support technology purchases. Dani and Matt speak with experts from the Utah State Board of Education to discuss the details of the DTL grants - including how these grants are funded by the state legislature, what the funds can be used for and most importantly, how educators can utilize the new technology to enhance teaching and learning. Tune in to learn more about this impactful initiative to support digital instruction and innovation in Utah's schools.Sign up for UEN's weekly Professional Development Newsletter: http://go.uen.org/c2aVisit the eMedia Digital Teaching & Learning Hub: https://emedia.uen.org/hubs/dtl Stay connected with UEN

Join Dani and Matt on this episode of UEN Homerom as they delve into three different types of technology: eSports, Robotics and Artifical Intelligence (AI). They discuss how these technologies are being incorporated into schools as tools to enhance the classroom experience and positively impact students' lifelong success. Check out UEN's PD Course on AI:  http://go.uen.org/c29 Sign up for UEN's weekly Professional Development Newsletter: https://www.uen.org/development/newsletter/ Stay connected with UEN

In this episode of UEN Homeroom, Dani and Matt discuss the impact of geographic location on access to technology and the internet in Utah. Listen now!Learn more about UEN Homeroom here: https://www.uen.org/development/homeroom.shtmlStay connected with UEN

In the season finale of UEN Homerooom, Dani and Matt are joined by Tabitha Pacheco, Director of Utah Teacher Fellows and CEO of Hope Street Group, David Ma. First, they share how their mission to empower individuals through education and training is helping create better economic opportunities for all. Then, they provide valuable advice on how educators can navigate the complex world of advocacy and legislation to bring about meaningful change.Learn more about Utah Teacher Fellows here.Learn more about Hope Street Group here.Sign up for UEN's weekly Professional Development Newsletter: https://www.uen.org/development/newsletter/ Stay connected with UEN

41. Native American Series 4 | Utah 4th-Grade Song “Utah Indians”Episode Keywords:NACI, Native American Curriculum Initiative, teachers asking appropriate questions about Native content, cultural appropriation, addressing Native stereotypes, indigenous pedagogy, Native American lesson plans, authentic voice, Artful Teaching podcast, Native American, classroom, indigenous pedagogy in the classroom, lesson plans, Native American, tribe, NACI authentic experience, teachers, culture keepers, share, curriculum, lessons, indigenous education, culture, Native American cultural arts, sovereign nation, song, Native American song, Northwestern Band of the Shoshone Nation, Shoshone Fish Song, choosing appropriate books, Native American children's books, decision-based model for Native content, tipi, eight sovereign nations, Utah Educational NetworkEpisode Resources:Decision-Based Model for Selecting Appropriate Native American Content for the ClassroomBlog Post: Answering Teachers' Questions about the “Utah Indians” SongHow to Choose Native American Children's Books for the ClassroomUtah Educational Network Resource: Five Tribal Groups, Eight Sovereign NationsI Love the Mountains–Damen Doiya lesson planNorthwestern Shoshone Fish Song lesson planShi Naasha lesson plan: Coming soon! Native American Curriculum Initiative Websitewww.advancingartsleadership.com/naciNative American Lesson Planswww.education.byu.edu/arts/lessonsAbout the BYU ARTS Partnership https://advancingartsleadership.com/node/66Episode Notes:Why “Utah Indians” from Utah's Popular Fourth-Grade Program is a Song to Set Aside Cally Flox: Welcome to the Artful Teaching podcast. Today we address the next question teachers have asked our Native American Curriculum Initiative experts, Brenda Beyal and Emily Soderborg. In our state, we have a wonderful program that was created in the 1990's called “This is the Place.” It was written and based on people's understanding and the cultural zeitgeist of the day. Over the years, a sense of awareness emerged that one of the songs on that program, called “Utah Indians” is not ideally suited for representing Native American culture or Native American people. Over and over and over again, we get questions from teachers about this song: “Wow, is this song okay?” “Can I sing this?” Teachers now know to ask the questions, and they are asking intelligent questions, noticing: “This song supports stereotypes.” “This song is saying things that aren't really true.” “This song has that stereotypical beat.” Teachers are learning to ask the right questions. They're asking, “Can I use this song?” “What do I do?” Brenda Beyal is the Program Coordinator for Native American Curriculum Initiative (NACI), and Emily Soderborg is the NACI Project Manager. They're here to help us answer that question today.Brenda Beyal: Thank you, Cally. We have had this question over and over again. When this song was first created, it was acceptable to people in general. Now, in 2023, we have viewpoints and perspectives that have changed. At this point, this song is probably verging on creating a narrative that is inaccurate for children. We want to do what's best for children. We want them to view their fellow friends and fellow community members in a way that is authentic and accurate. I don't know if this song does that.Cally Flox: This is a song, based on our criteria, that we recommend be set aside.Brenda Beyal: Yes.Cally Flox: Too many inaccuracies exist in the song for a simple explanation for children in the classroom. For example, if we're choosing a children's book, and there are one or two inaccuracies, we can show those to the children and still use the book with modifications. This song is one that needs too many modifications. It's time to set it aside. “Utah Indians” Song Perpetuates Stereotypes of Native AmericansBrenda Beyal: Right. Perhaps you're a teacher that is on a team that possibly uses the song, or you need to talk to an administrator about the song. Here's how you can explain why the song “Utah Indians” marginalizes communities. There are a couple of things that we find in the song that are uncomfortable. For example, the very first words of the song—which is supposed to be about Native people—are actually sharing the original perspective that the song comes from.Cally Flox: Will you tell us what it says in the beginning of the song?Brenda Beyal: It's, “When white man came…” This song actually tells you what perspective the song is coming from.Cally Flox: That's an honest point of view. This is a song written from white man's point of view about when white man came to the land. Brenda Beyal: Yes. Cally Flox: We want to move forward to restoring some of those cultural bonds and the sharing of the land and a more respectful point of view. At least the song was honest about the perspective they were sharing.Brenda Beyal: Yes, yes. And that perspective was definitely skewed.Emily Soderborg: Another thing to consider is that the song never brings Native Americans into the present. The song completely categorizes Native Americans as a historical people. Our discussions with Native families and Native educators show that the song has made many Native children feel uncomfortable and unseen, as to who they are today. So if they're being asked to sing this song, these Native children are not able to represent who they are today. The message of this song is not helping them connect to who they are right now.Cally Flox: A great example of that was Brenda's nephew. His teacher told students, “Draw a Native American house,” and he drew a teepee. And Brenda said, “Do you live in a teepee? And he said, “Well, no, but that's what the teacher wanted me to do.” If a Native child can't find themselves in a song about Native Americans, that's interesting.Teaching Children About Eight Sovereign Nations in Utah Instead of Five Tribal GroupsEmily Soderborg: This song teaches the five tribal groups; it goes through each of their names. In our work with the eight sovereign nations, we know these groups want to be known as the eight sovereign nations. We are hoping to help perpetuate their identity as eight sovereign nations rather than just the five tribal groups within Utah. Teachers can help with this concept by using the great “Five Tribal Groups, Eight Sovereign Nations” resource that Brenda and Cally have created with UEN as a performance resource instead of this song. I think a lot of times, the reason why teachers want to continue using the “Utah Indians” song is because it's part of a performance. Teachers want something that they can have students do for parents. But if you want songs to sing, we have also been given permission to sing several Native American songs from the specific tribal nations. Brenda Beyal: I want to talk about how a teacher can approach a team or an administrator who is encouraging them to continue to sing the song. The song “Utah Indians” not only maintains the stereotype of relegating Native Americans to the past, but also the perpetuates Native American stereotypes through the very beat of the song. It has a strong–weak–weak–weak pattern that is often labeled as the “Hollywood beat.” It's the beat that many movies use to depict Native Americans. It's definitely not a Native American beat. That sometimes feels jarring when you're a Native American and you hear that beat.Emily Soderborg: That beat is used to create stereotypical Native American music written by people that are not Native American. With a vocalization, it might sound like, HI–yah–yah–yah, HI–yah–yah–yah, HI–yah–yah–yah. This is not anything you're going to find in any Native American music. And I grew up with music like that, and I know now that it is stereotypical. When we know better, we do better—we change. Knowing Better, Doing Better: Listening to Marginalized VoicesCally Flox: I think that's a really important point. Brenda generously said at the very beginning of the episode that people thought this song was okay, in the 90's when this was written, this was how the culture saw things. But I do want to acknowledge that there were people who knew it wasn't okay. There were people who felt marginalized every time the song was sung. So what I'm really grateful for is that as a culture, we've come to a place to start listening to those marginalized voices and saying, “Oh, this makes you uncomfortable. Teach me why.” Now, we can know better and do better. We're not faulting anybody who wrote this beautiful program that's been used in schools for 30 years, one that many children have embraced and loved and grown up doing. We want to acknowledge how important this “This is the Place” program has been in the development of many children learning the history of our state. We're trying to say, “Yeah, this is a great program. Now, how can we make it better based on some of the understandings that we have right now? How can we be sensitive to this particular marginalized group, bring them into the present, and strengthen our communities today?” Indigenous Experience is an Essential Part of Utah HistoryBrenda Beyal: I love that this teacher is asking this question because they want to be inclusive. Someone may say, “Well, let's just not do anything with Native Americans.” It's impossible to talk about the history of Utah without talking about indigenous people within the state. If you're nervous, and you just say, “Well, let's just not do anything,” then you're creating a greater void in all children's narrative of how Utah became a state. Another point that one could bring up in seeing the need for the song to be replaced is that some of the lyrics use the terms “Great Spirit” and some lyrics say that Native Americans worshiped wind, fire, and water and different entities. As a Native American, I've never worshipped those elements. I may have a strong relationship or see reciprocity with those elements, but I've never worshiped them. Those lyrics can be confusing to not only Native children, but also to all children alike. Using the idea of a “Great Spirit,” we have in my Navajo culture, we have the Holy Ones. So, that can also be a sticking point.Heather Francis: It's not just stereotypical, but it's homogenizing. These are not Navajo-specific lyrics, not specific to the Paiute tribe. Since it's not tribe-specific, it's homogenizing, or saying all Native Americans worship this way.Emily Soderborg: I like to think about the way we use the term Native American: I like to connect it with the term European. Think about Europe, and all the different languages, all the different cultures that are found in Europe. So if you say, “Oh, someone is European,” you know that a French person is not the same as a German person, that they are going to have different backgrounds, different cultures, ways of living. So when we say Native American, that is very similar to saying, European. In the United States, there are 574 federally-recognized tribes with different languages, different cultures, different ways of doing things. So if we homogenize them all into one group saying, “Oh, they all do things the exact same way,” it's like saying, “People in Europe are all exactly the same, their languages are all the same, the way they do things are all the same.” Because Native Americans span more than just one continent—there are indigenous people all over—looking at it that way helps us understand the harm that can be caused by homogenizing.Brenda Beyal: Although there are 574 federally-recognized sovereign nations, many more sovereign nations exist that only carry state recognition and not federal recognition. Additionally, there are many who aren't recognized at all, who continue to hold on to their culture and their tribal ways. 574 is just the starting point. There are so many more nations out there.  Rewriting the “Utah Indians” SongCally Flox: Teachers, we are so grateful for these questions and your desire to improve the accuracy and authenticity of the work that you do in your classrooms. When we contacted the publisher of the “This is the Place” music and program, that publisher said, “You know, I don't have the resources right now to rewrite that song, but I'm certainly happy if somebody else wants to rewrite it.” He certainly acknowledged that he, too, wants to be supportive. We have had conversations with the Utah Division of Arts and Museums, as well as with the Utah State Board of Education and discussed who would be willing to rewrite this song. I can't wait to see which artist, or maybe a team of Native American artists, will step forward to write a new song for this wonderful program that people like to use.  Lesson Plans with Authentic, Tribe-Approved Songs for the ClassroomCally Flox: Teachers, we have some additional song suggestions to offer you. Emily Soderborg: The Northwestern Band of the Shoshone Nation has given permission for students in Utah to sing two of their songs. (As we are gifted opportunities to sing these songs, we also are given responsibility to sing the songs with the necessary knowledge and respect.)Neither song should be sung without creating context for the listener. As you're doing performances, it's important to provide context. In the two different lesson plans, we have included a paragraph that provides this context for your students. I'm going to read it for you:There are many native tribes in the United States with distinct languages and cultures. Within Utah, there are five tribal groups, but more importantly, there are eight federally-recognized sovereign nations. These eight sovereign nations are the Northwestern Band of the Shoshone Nation, the Skull Valley Band of Goshute, the Confederated Tribes of the Goshute Reservation, the Ute Indian Tribe of the Uintah Ouray reservation, the Ute Mountain Ute Tribe, the Paiute Indian tribe of Utah, the San Juan Southern Paiute Tribe, and the Navajo Nation. The song we are sharing today is specifically from the Northwestern Band of the Shoshone nation and does not represent other Native American groups. We hope Native tribes will respect the Northwestern Band of the Shoshone Nation's choice to share this song from their culture. Not all Northwestern Shoshone songs are appropriate for elementary students to sing. Many of the songs are ceremonial or sung for specific reasons or at specific times. However, Patty Timbimboo Madsen, the Cultural and Natural Resource Manager for the Northwestern Band of the Shoshone Nation, has given permission for students to sing this song. She believes that singing this song will help students to better understand how Northwestern Shoshone people see their surrounding environment. This song is traditionally sung while passing time, perhaps when a Shoshone is outside and sees something that brings the song to mind, like the clouds floating or being near the mountains or streams. We express our gratitude that the Northwestern Shoshone have graciously shared this part of their culture with us, and we will do our best to respectfully sing it.I think as we're singing the songs, it's important to acknowledge which tribal nation it comes from, that the tribal nation has offered permission for it to be sung—because not all songs should or could be sung by non-Native children, and that we express appreciation for the opportunity to be able to sing it. Pengwi bai Anoga, (Northwestern Shoshone Fish Song)Damen Doiya. Cally Flox: Now before you give us the third one, is there any chance you would sing for us the first line of each of those? Emily Soderborg: Yes. Even though I've been given permission to sing it, we do have recordings of Native speakers singing these songs (that you should definitely have students listen to.) Recording of Helen Timbimboo singing “Damen Doiya”Recording of Paula Watkins singing "Pengwi Bai Anoga"Pengwi bai anoga, pengwi bai anoga, penwi bai anoga eh-naPengwi = fishBai = upon or aboveAnoga (said with two different syllabic emphases because it is sung two different ways in the song) = wavesBuhip = green or grassEh-na = song wordThat's one of the songs, Pengwi Bai Anoga.And then we have Damen Doiya.Damen doiya bai bagina havegindamme/damen = our toiya/doiya = mountain bai = above bagina = fog/clouds havegin = lying while moving na = song word haiyawainde = the end of the song/the rat's tail broke offWe also have a Navajo song that we have been given permission to sing, which is Shí Naashá. Shí naashá, shí nashaá, shí naashá biké hózhǫ́ lá, hey ya hey ney yaShí = Inaashá = walkbiké = path I followhózhǫ́ = beauty waylá = (emphasizing what was said before)hey ya hey ney ya = vocables showing the end of the sectionHere are links to these lesson plans:I Love the Mountains/Damen DoiyaNorthwestern Shoshone Fish SongShí Naashá (coming soon)Emily Soderborg: Pronunciation takes practice, but these are all songs that students can sing. The lyrics are repetitive. Every time I've taught them to students, they love them. Students feel drawn to them, and they want to sing them.Cally Flox: These would have been songs the people sang when the pioneers came, so they are authentic Utah history songs. Brenda Beyal: Absolutely. They definitely tap into Native people.Heather Francis: Yes. We have lesson plans that help you create context for students, that give you instructional resources to learn the songs, and the lesson plans include other standards. The content is more than just letting students learn the song. What are some of the other things students learn as they're learning these songs?Emily Soderborg: The lesson plan is called the Northwestern Shoshone Fish Song, because if we titled it Pengwi bai Anoga people would not understand [what type of song] they're looking through in the lesson plan. [We wanted it to be immediately recognizable that this was a Northwestern Band of the Shoshone Nation lesson plan.] The Northwestern Shoshone Fish Song lesson plan uses lots of language arts standards: students are writing stories and connecting to a different culture. The lesson plan has social studies standards as well. The I Love the Mountains–Damen Doiya lesson plan includes a compare and contrast exercise, comparing “Damen Doiya” with an English folk song. Students are learning the geography of Utah with the landforms, studying different parts of the Great Basin, Rocky Mountains, and the Colorado Plateau. The Shi Naasha lesson plan includes the historical aspect and also ties in health standards, examining how students are responding to their own ability to deal with stress and different things in their lives. In all of these lesson plans, students are writing, reading, and creating lots of connections within themselves and across other content areas.Cally Flox: You guys have done such a great job on these lesson plans. They are just loaded with many, many layers.Brenda Beyal: I do have to say that these lessons are tribe approved: they have been shared and planned or collaborated on with each of the tribal nations.Heather Francis: Watch this UEN video for a hand mnemonic device that helps students remember the five tribal groups, but more importantly, the eight sovereign nations. We have a blog post with information about this fourth grade song specifically, so we'll link that blog post as well. Teacher, this blog post shares important talking points for when you talk to your team or administrator who maybe resistant to changing this song in the program.You can find all the show notes for this episode and more resources at advancingartsleadership.com.Follow Us:Native American Curriculum Initiative Mailing ListBYU ARTS Partnership NewsletterAdvancingArtsLeadership.comSubscribe on Apple PodcastsSubscribe on SpotifySubscribe on Amazon MusicInstagramFacebookPinterestDon't forget to peruse the bank of lesson plans produced by the BYU ARTS Partnership in dance, drama, music, visual arts, media arts, and more. Search by grade level, art form or subject area at www.education.byu.edu/arts/lessons

In this episode of UEN Homeroom, Dani and Matt are joined by Spencer Jenkins, CEO and Executive Director of the Utah Education and Telehealth Network (UETN). First, Spencer shares how his commitment to education in Utah led him to UETN. Then, he shares insight into what makes UETN a leader in innovative educational practices and how its services are making a difference across our state.UETN Website Stay connected with UENTwitterFacebookInstagram

Join Dani and Matt as they explore blended learning and the technologies that support it, including Open Educational Resources (OER). This engaging audio podcast features expert guests from BYU's OER Team who share their experience and expertise on OERs and how they can improve teaching and learning.BYU OER WebsiteeMedia UEN OER Collective HubUEN OER Webpage  Stay connected with UENTwitterFacebookInstagramLinkedInPinterest   

In this episode of UEN Homeroom, Dani and Matt are joined by Marianne Johansen (Majestic Elementary), Katie Hejazi-Far & Kodey Hughes (Juab & Superintendents of Rock). Listen to learn about music education's benefits to student learning and get expert tips on incorporating music in your classroom. Majestic Arts Elementary: https://majestic.jordandistrict.org/ Music Education ResourcesUtah State Board of Education Elementary Songbook: https://www.schools.utah.gov/curr/finearts/elementarysongbookThe Beverley Taylor Sorenson Arts Learning Program: http://btsarts.org/BYU Arts Learning Program: https://education.byu.edu/arts/BTS_artslearning  Stay connected with UENTwitter: https://twitter.com/uennews Facebook: https://www.facebook.com/UtahEducationNetwork/Instagram: https://www.instagram.com/utaheducationnetwork/LinkedIn: https://www.linkedin.com/company/utah-education-networkPinterest: https://www.pinterest.com/UtahEducationNetwork/ 

On December 30th, 2017, 17-year-old Breezy Otteson and 18-year-old Riley Powell went missing in Utah after meeting up with a friend. When their bodies were found brutally murdered and tossed down an abandoned Utah mine shaft, police uncovered details so shocking that the state sought the death penalty. This is the story of the Mineshaft Murders. BONUS EPISODES patreon.com/goingwestpodcast CASE SOURCES 1. Brelynne's Find A Grave: https://www.findagrave.com/memorial/188523501/brelynne-marie-otteson 2. Riley's Find A Grave: https://www.findagrave.com/memorial/188523575/riley-lee-powell 3. The Salt Lake Tribune: https://www.sltrib.com/news/2019/07/31/death-penalty-sought-utah/ 4. True Crime Daily: https://www.youtube.com/watch?v=1qeZMJqljZQ 5. The Daily Spectrum: https://www.newspapers.com/image/415003758/?terms=breezy%20otteson&match=1 6. The Daily Spectrum: https://www.newspapers.com/image/500625138/?terms=riley%20powell&match=1 7. KSL: https://www.ksl.com/article/21253403/2-killed-in-head-on-collision-identified 8. Nannette's Find A Grave: https://www.findagrave.com/memorial/188523711/nannette-jena-hamby 9. KSL: https://www.ksl.com/article/46293004 10. KSL: https://www.ksl.com/article/46295730/teens-remembered-for-their-carefree-spirit-helpful-nature 11. East Idaho News: https://www.eastidahonews.com/2018/03/man-murdered-couple-dumped-their-bodies-in-a-mine-police-say/ 12. UEN.org: https://www.uen.org/utah_history_encyclopedia/e/EUREKA.shtml 13. Breezy's Facebook: https://www.facebook.com/Breezyotteson2000 14. Riley's Facebook: https://www.facebook.com/powell.riley 15. Memorial Facebook group: https://www.facebook.com/SearchingForBreezyandRiley 16. The Salt Lake Tribune: https://www.newspapers.com/image/612861988/?terms=jerrod%20baum&match=1 17. The Salt Lake Tribune: https://www.newspapers.com/image/613775374/?terms=jerrod%20baum&match=1 18. Lakeside Review: https://www.newspapers.com/image/602777584/?terms=jerrod%20baum&match=1 19. Fox 13: https://www.fox13now.com/news/local-news/jerrod-baum-sentenced-to-four-life-sentences-for-murder-of-two-utah-teens 20. KSL: https://ksltv.com/472282/utah-county-attorney-announces-he-will-no-longer-seek-the-death-penalty/ 21. Salt Lake Tribune: https://www.sltrib.com/news/2022/06/10/jerrod-baum-says-im-not/ 22. KSL: https://www.ksl.com/article/50420393/narcissistic-brutal-act-of-cowardice-judge-throws-book-at-convicted-killer-jerrod-baum Learn more about your ad choices. Visit podcastchoices.com/adchoices

In this episode of UEN Homeroom, Dani and Matt are joined by the Director of the Office of Families for Utah, Aimee Winder Newton. First, listen to learn about the initiatives our state is taking to protect and inform our communities about societal dangers exacerbated by online social media. Then, get helpful tips you and your students can practice to encourage safe internet use. Stay connected with UEN Twitter: https://twitter.com/uennewsFacebook: https://www.facebook.com/UtahEducationNetwork/Instagram: https://www.instagram.com/utaheducationnetwork/LinkedIn: https://www.linkedin.com/company/utah-education-networkPinterest: https://www.pinterest.com/UtahEducationNetwork/ 

In this episode of UEN Homeroom, Dani and Matt are joined by Virgel Hammonds and Lillian Pace from KnowledgeWorks. Join them in conversation on PCBL (Personalized, Competency-Based Learning) in Utah, and get insight from these experts on what personalized learning looks like in the classroom and how we can support PCBL in our state.KnowledgeWorks Website: https://knowledgeworks.org/You can find UEN on Instagram @UtahEducationNetwork and Twitter @uennews.

In this episode of UEN Homeroom, Dani and Matt are in the studio with Utah's First Lady, Abby Cox and Deputy Director of First Lady Initiatives, Sarah Allred. Join us in a conversation about the First Lady's “Show Up” initiatives and how they're helping build stronger communities that empower our educators and students throughout the state. Then, they share small everyday steps you can take to “Show Up” for your local teachers and their work.Learn more about the First Lady's "Show Up" Initiatives here: https://www.showuputah.org/You can find UEN on Instagram @UtahEducationNetwork and Twitter @uennews.

In this episode of UEN Homeroom, Dani and Matt are joined by Author and educator E.E. Dowd (Erin Dowd). Learn more about what inspires E.E.'s work and how she's encouraging educators to build global classrooms and explore creativity with writing.Learn more about E.E. Dowd, and make sure to check out her book, "Shipshape" here:  www.eedowd.com

In this episode of UEN Homeroom, Dani and Matt are joined by YA historical fiction writer Steve Capone. Listen to learn what inspired Steve to be a writer and how he helps students see the joy in creative writing.Steve Capone:  http://www.caponeteaches.com/

In this episode of UEN Homeroom, Dani and Matt are joined by EdTech professional Carl Hooker. Learn more about how Mr. Hooker is helping shift the perspective on failure in education and encourages educators and their students to use it as a way to empower learning.  Carl Hooker: https://carlhooker.com/Hooked On Innovation: https://hookedoninnovation.com/

In this episode of UEN Homeroom, hosts Matt and Dani are joined by Principal Robert McDaniel and Assistant Principal Aaron Bodell from Cyrpus High School. They share insight into how they've approached creating a positive school environment at Cyprus High School and how it's helped their students and teachers succeed. Book mentioned:The Power of Moments   

UEN Homeroom is back for the school year! In the first episode of the new Homeroom season, hosts Matt and Dani are joined by a team of Adobe Creative Educators who are inspiring educators to reignite creativity in the classroom. Listen to get expert tips on how you can encourage creativity with your students. Adobe Education ExchangeAdobe Creative Education ChallengesTwitter: @AdobeForEduInstagram:@adobeforedu

In the final episode of Summer Reading with UENLitFlix, Matt and Jenn are joined by Dr. Claire Son, associate professor at the University of Utah's educational psychology department. Listen to learn about the science behind early childhood language development and get expert insight on how parents and educators can support young learners. Get quality early childhood resources with Preschool Path:https://preschool.uen.org/Explore classic films and related book lists with UENLitFlix:https://www.uen.org/litflix/ 

In this episode of Summer Reading with UENLitFlix, Matt and Jenn are joined by author and professor Nicole Walker. Listen as she shares a fascinating perspective on the importance of place in writing and learn how paying attention to the details surrounding place can help us create engaging writing that reflects the world around us.Nicole Walker Website: https://nikwalk.com/Explore classic films and related book lists with UENLitFlix: https://www.uen.org/litflix/   

In this episode of Summer Reading with UENLitFlix, join Matt and Jenn in a conversation with poet and essayist Heidi Czerwiec to discuss the crossover of literary elements into classic films. See how genre, form, and imagery offer a new perspective on film.Heidi Czerwiec: https://www.heidiczerwiec.com/Explore classic films and related booklists with UEN LitFlix: https://www.uen.org/litflix/

In this episode of Summer Reading with UEN LitFlix, Matt and Jenn are joined by Cassie Clark, a Public historian for the Utah Divison of History, sharing her expert knowledge on the importance of understanding how history is recorded and shared. Listen and see why learning about history helps us better comprehend our interactions with each other and the world around us.

In this episode of Summer Reading with UEN LitFlix, Matt and Jenn are joined by Dan Compton & Kirsten Nilsson from the Summit County Library. Listen to learn about the Summit library's various reading groups and how through these groups, they're encouraging their community to come together to become stronger readers! The Summit County Library:https://www.thesummitcountylibrary.org/Explore classic films and related booklists with UENLitFlix: https://www.uen.org/litflix/

In the first episode of our Summer Reading with UEN LitFlix, Matt and special co-host Jenn Gibbs are joined by film expert Julie Gale with the Utah Film Center. Listen to learn more about the connections between film and literature and Julie's tips for educators looking to teach film as literature.Explore classic films and related booklists with UEN LitFlix: https://www.uen.org/litflix/Utah Film Center: https://www.utahfilmcenter.org/

In this episode of UEN Homeroom, Dani and Matt are joined by Kami Dupree from the Utah State Board of Education (USBE) and Heidi Mattews with the Utah Education Association(UEA) to discuss teacher retention in Utah. Listen to learn more about how these two groups define teacher retention and how, through their data collection, they're creating initiatives to address the teacher retention issue in our schools.

In this episode of UEN Homeroom, Dani and Matt are joined by Ray Matsumiya and Iman Al-Omari from the Oleander Initiative. Listen to learn how they inspire peace education in the classroom by taking teachers from across the world to Japan to learn about the resilience of the survivors of the 1945 Hiroshima and Nagasaki bombings.Oleander Initiative: https://oleanderinitiative.org/

In this episode of UEN Homeroom, Dani and Matt are joined by ULEAD program director McKell Withers and the 6th grade teachers at Greenwood Elementary. Listen to learn more about the ULEAD education initiative and how these successful educators and their students have become "Bright Spots" in their school district.

In this episode of UEN Homeroom, Matt and Dani are joined by Shannon Rupert from the Mars Society and Jen Carver Hunter. They share great ways teachers can take advantage of learning opportunities involving the Mars Desert Research Station, right here in Utah!PDTV Spaceward BoundStem in 30Civil Air PatrolSTEM Action Center NASA Newsletter

Welcome back to episode 7 of the UCET podcast, where we talk about all things Utah, education, and technology. In this episode, we take advantage of the opportunity of being together in person at the UCET conference to talk to a bunch of attendees as well as interview the UCET president, Clint Stephens. You can follow Clint on Twitter @sedcclint and check out his website https://sedcclint.com/ for more of his work with the Southwest Educational Development Center (SEDC).Over of the course of this episode, we discuss the following questions to attendees at this year's conference:Why are you here at UCET this year?What are you presenting? Or what session are you most excited for?As it's the theme this year, how do you connect with others at UCET?At the end of the episode, we take a minute to spotlight the upcoming EdcampUT events happening in April and June. Check out www.ucet.org/edcamp for more info about when and how to register!Connect with us!UCET Newsletter: https://ucet.org/newsletter/UCET Edcamps: https://ucet.org/edcamp/#utedchat Weds at 9 p.m. on Twitter: https://ucet.org/utedchat/Special thanks to Matt Winters for the sound editing and Kiera Beddes for hosting.

Welcome back to episode 6 of the UCET podcast, where we talk about all things Utah, education, and technology. In this episode, we are focusing on how to provide opportunities for students to engage virtually with experts, teams, and students, locally and globally. We not only want to discuss how to bring the world into our classrooms but how we can take our classrooms out into the world. We have two wonderful guests on this episode, Dany Macías, a teacher in Alpine School District, and Matt Winters, a UEN instructor. Over the course of this episode, we discuss the following questions:Why is it important to learn about the world beyond our city/state/country?What are some tech tools that can help educators engage virtually with people outside of the classroom?What are some challenges teaching a globalized perspective?At the end of the episode, we discussed some of the best ways to develop global citizens, for our students and for ourselves as educators.  If you want more, you can follow Dany on Instagram @Book_Talk_Lady and Matt can be found on Twitter @TeacherWinters or https://www.teacherwinters.net/ Resources mentioned in the episode:NearpodNewselaKisstheBook BlogFlipgrid PalsNational Endowment for the Humanities Professional Development ProgramsUN Sustainable Development GoalsNewslit.org Newsroom to Classroom featureUCET Grant Wakelet#Globaledchat every 3rd Thursday on TwitterSpecial thanks to Matt Winters for the sound editing and Kiera Beddes for hosting.

Welcome back to episode 5 of the UCET podcast, where we talk about all things Utah, education, and technology. In this episode, we are focusing on how to plan and provide professional learning experiences for a grade-level team, department, school, or professional conference, and how teachers can find the best professional learning for themselves. We have two guests on this episode, Daron Kennett, the Professional Learning Supervisor for Davis School District, and Rob Bentley, a UEN instructor. Over the course of this episode, we discuss the following questions:How can teachers use professional learning to rejuvenate their love of the profession?Why do teachers engage in professional learning? Why do you?What makes for excellent and/or effective professional learning for teachers? What are some challenges to designing good professional learning for teachers?At the end of the episode, we discussed the future of professional learning and how teachers can take ownership of their own professional development. If you want more, you can read Daron's book The Game Plan: A Multi-Year Blueprint to Create a School Culture of Literacy and Data Analysis and you can follow Rob at @robobent on Twitter. Special thanks to Matt Winters for the sound editing and Kiera Beddes for hosting.

Welcome back to episode 4 of the UCET podcast, where we talk about all things Utah, education, and technology. In this episode, we are focusing on modeling and facilitating the responsible repurposing and remixing of digital resources by students by discussing innovation in education and how teachers and students can best adapt to the ever-changing educational landscape. We have two guests on this episode, Quinn Rollins, a social studies teacher with Granite district and Kayla Towner, a UEN instructor, former elementary teacher with Davis district.Over of the course of this episode, we discuss the following questions:What is the biggest challenge facing the education sector?What is your favorite example of student innovation? Favorite example of teacher innovation?Why does innovation in education matter?What are the most critical skills for innovation?At the end of the episode, we discussed  why some educators are reluctant to change and how we can encourage innovation for all of our students. As was mentioned in the episode, we can't just teach how we were taught, we can and should innovate to be better. You can follow Quinn at @jedikermit on Twitter and you can follow Kayla at @mrstowner9 on Twitter. Special thanks to Matt Winters for the sound editing and Kiera Beddes for hosting.

BULLES D'HISTOIRE, mardi et samedi à 10h30. Chronique animée par Stéphane Dubreil sur les bandes dessinées historiques. Dans cette nouvelle Bulle d'histoire, Stéphane Dubreil rencontre Laurent Mélikian pour la sortie "des Assassins" du taïwanais chen Uen. Dans cette nouvelle Bulles d'histoire, Stéphane Dubreil reçoit Frédéric Fourreau et Laurent Mélikian, directeur et directeur de collection des Editions Patayo. Créées en 2019, les Editions Patayo viennent de publier trois livres importants dans le fond comme dans la forme dessinés et scénarisés par des auteurs sinophones. Des assassins de Chen Uen, formidable mise en images et en mouvement d'un récit historique écrit au premier siècle avant Jésus Christ. Qin Opera de Li Zhiwu et Men Xiaoyan qui raconte en une seule image publiée sous forme de leporello (un livre accordéon) de 20 m de long la transformation d'un village chinois confronté à la modernisation et Fantaisie ordinaire de Kwong-Shing Lau, un petit format, première bd accompagné d'une bande son originale. Plus de renseignement : https://www.patayo.fr (musique https://www.victorbutzelaar.com) Crédit photo Christophe Hermenier  

Partnering with Native TribesOver the past three years, Brenda Beyal and her Native American Curriculum Initiative team have worked to create a culture of respect and inclusivity, building relationships of collaboration and creating lesson plans that include the native voice. The inception of this work began when the NACI team asked  representatives from native tribes, “What do you want the children of Utah to know about your tribe?” Teaching artists collaborated with tribal representatives to create lesson plans with relevant and appropriate content, as well as a tribal seal of approval.As the NACI team worked with tribal representatives and other partners across the state, seven principles emerged as a code of conduct and philosophy for how the team and partners engage in the NACI initiative.1. Embrace Partnership & ReciprocityThe first principle is to embrace partnership and reciprocity. Cally, Brenda, and Heather reflect on an experience with the Northwestern Band of the Shoshone Nation. Patty Timbimboo Madsen contacted the NACI team, looking for someone that could film the nations annual commemoration ceremony of the Bear River Massacre—the largest single slaughter of Native American lives in American history. Heather reflects on the sacredness of the event and the privilege of helping this tribe reclaim their story. Reciprocity—the act of offering something without expectation of receiving anything back—always leads to receiving more than you give. 2. Know Your Own CultureKnowing your own culture is the second principle: everyone participates in a multifaceted culture with many layers. Taking time to learn and embody our own culture enables confidence and deep listening when learning about other cultures. Developing awareness around the traditions and values of your family's culture makes it easier to be curious about other groups and how they explore and live those same aspects in different ways. 3. Ask with Genuine Intent, Listen AttentivelyAsking with genuine intent and listening attentively is the third guiding principle. At the onset of the initiative, the NACI team asked native people, “What would you like the children of Utah to know about your tribe?” Listening with genuine intent and letting go of preconceived answers enabled the team to receive their authentic answer. 4. Accepting ‘No' GracefullyThe fourth principle is accepting the ‘no' gracefully. Often the NACI team asked questions, hoping for a certain answer but quickly learned that they were in the wrong. Disingenuous conversations or manipulating a ‘yes' out of someone are not really consent: it's not a true offering and it's not a real partnership. Accepting the ‘no' completely and gracefully empowers both the giver and receiver, opening the door for more meaningful opportunities and conversations.5. Allow the Time Needed for Authentic GrowthThe fifth guiding principle is to allow the time needed for authentic growth. At the outset of her work, Brenda assumed meeting all the tribes in a conference room and asking questions would provide all the content they needed. Three years later, the team still works to build authentic relationships. Trust, understanding, and a willingness to share takes time— there can be no deadlines. 6. Importance of Original SourcesPrinciple number six is the importance of original sources. Using multiple voices and broad perspectives helps the NACI team make sure they are bringing forward accurate and authentic sources in history into the present moment. Seeking authentic voices actively helps establish relationships, balance perspectives, and enrich lesson plans. 7. Assume Goodwill, Learn from MistakesThe last principle is to assume goodwill and learn from mistakes. NACI team members gently inform each other of new information so they can learn to do better. Mistake-making is an inevitable aspect of learning for everyone involved: partners, tribal members, and other collaborators are all experiencing a process of trial and error: growing together requires respect and grace from all sides. Weaving a Tapestry of Understanding and CollaborationBringing the seven guiding principles together into a coherent whole, Brenda shares a memory of her mother, a Diné, Navajo weaver, setting up her loom. The part of the loom holding the vertical threads is called the warp. The warp provides foundational support to the intricate designs created by the weft threads, just as the guiding principles of the Native American Curriculum Initiative act as the warp of the tapestry that their team is weaving. Every part of the NACI, whether it's working with artists, tribal nations, or partners like UEN or USBE, is woven through these guiding principles that help amplify native voices. Cally hopes the guiding principles will help others move forward, weaving a tapestry of understanding and reciprocal relationships in cultural situations.Follow Us:Native American Curriculum Initiative Mailing ListBYU ARTS Partnership NewsletterAdvancingArtsLeadership.comSubscribe on Apple PodcastsSubscribe on SpotifyInstagramFacebookPinterestDon't forget to peruse the bank of lesson plans produced by the BYU ARTS Partnership in dance, drama, music, visual arts, media arts, and more. Search by grade level, art form or subject area at www.education.byu.edu/arts/lessons.

We start off the episode, introducing our new host, Kiera Beddes, a new member of the UCET board and an edtech teacher specialist with Jordan District. You can find Kiera on Twitter, @KBeddes. Our topic today focuses on how to seek out, join, and participate in local and global learning communities to pursue professional learning and stay current with research that supports student learning. Our featured guests are Ian Davey, a digital teaching and learning specialist with Ogden School District and Pam Turley, an edtech specialist with Nebo School District. You can find Ian on Twitter @iancdavey and at his website here: https://sites.google.com/view/ian-davey-prof-portfolio/home. Pam is on Twitter @pamturley55 and on her website here: https://sites.google.com/nebo.edu/nebo-ed-tech/home.Topics covered in this episode:How are teaching and learning changing? What are the most important ingredients for teacher improvement? How do you foster an atmosphere of professional learning in your schools?How can an educator find their best learning community?Why is it so important for educators to be a part of a wider network?We wrap up the episode with a couple of highlight on things dealing with the topic. For this episode, we spotlight the weekly edchat, #utedchat on Twitter, Wednesday nights at 9 p.m MST. and the Google Educator Group Utah. You can check out more about joining GEG Utah here: https://sites.google.com/pd.uen.org/geg-utah/homeThanks for joining us and we will see you next month! 

On this episode of UEN Homeroom, things feel a bit different. Jared Covili joins this episode, no longer as a host, but as a guest! Jared left UEN to join Jordan School District. In this episode he speaks on his experience with the changing world of EdTech and what it will look like in the near future.

Jared and Dani welcome Dr. Ann Engar and  Dr. Nora Wood, distinguished faculty for the LEAP program at the University of Utah, to UEN Homeroom this week.  Our discussion focuses on helping students find a learning community that works for them.  Topics include:  how the LEAP program benefits diverse student populations, the biggest challenges for students as they enter college, why smaller learning communities are important to students, and the role that peer mentoring plays in helping LEAP students succeed.

durée : 00:22:30 - Le Réveil culturel - par : Tewfik Hakem - A propos des "Assassins" de l'auteur illustrateur taïwanais, Chen Uen, une plongée dans le monde chevaleresque de l'histoire taïwanaise, plus de trois siècles avant JC - réalisation : Vincent Abouchar - invités : Laurent Melikian Directeur de collection des Editions Patayo; Marie Laureillard Sinologue

durée : 00:22:30 - Le Réveil culturel - par : Tewfik Hakem - A propos des "Assassins" de l'auteur illustrateur taïwanais, Chen Uen, une plongée dans le monde chevaleresque de l'histoire taïwanaise, plus de trois siècles avant JC - réalisation : Vincent Abouchar - invités : Laurent Melikian Directeur de collection des Editions Patayo; Marie Laureillard Sinologue

Dani and Jared welcome Jeff Van Hulten, Director of Public Affairs for the Utah State Board of Education, to UEN Homeroom this week.  Our discussion focuses on the 2021 Utah Legislative Session and how teachers can get involved.  Some of our topics include:  what all educators in Utah should know about the legislative process,  the need to communicate with your local law makers, bills specific to education in 2021, and the need for teachers to be advocates for education.

Jared and Dani are thrilled to talk with Dr. Ray Timothy, CEO of the Utah Education and Telehealth Network, this week in UEN Homeroom.  Our conversation focuses on building relationships with community leaders and we discuss the following topics:  how UETN plays a role in procuring funding for education in Utah, the role UETN will play in the future of technology needs in schools, how school or district leaders can build relationships with their local communities, and how UETN makes a difference for students and families in Utah.

This week Jared and Dani welcome Rachael Larkin, an AVID teacher from Matheson Jr. High, to UEN Homeroom. With a new year upon us, Rachael dropped by to discuss helping our students to set goals for their academic and personal lives. Our topics included: a brief overview of the AVID program, the importance of having students set goals, extrinsic vs intrinsic motivation in goal setting, how parents can play a role in helping students achieve goals, and setting goals for all areas of personal growth.

This week UEN Homeroom is pleased to welcome Jenny Nicholas and Holly Reynolds, Social Studies teachers from West High School, to the podcast.  Our discussion centers on the role teachers can play in talking with students about the recent protests and political unrest at the U.S. Capitol.  We covered topics such as: how teachers can talk about the domestic terrorist attack on the Capitol, the role teachers play in addressing sensitive and passionate subjects, advice for teachers who don’t teach social studies or are elementary teachers in discussing current events, and how to help students to rebuild confidence in our democracy.