Podcasts about zaretta hammond

This edWeb podcast is sponsored by Lexia.You can access the webinar recording here.The journey toward literacy transformation is one of discovery, growth, and courageous leadership. In this inspiring opening keynote conversation of the Science of Reading Week, renowned literacy expert Zaretta Hammond, author of Culturally Responsive Teaching and the Brain, joins Dr. Liz Brooke, Chief Learning Officer at Lexia, to illuminate the essential “north stars” guiding every Science of Reading journey: instructional equity, proven, evidence-based practices, and learning partnerships with students.These foundational principles provide the clarity and direction educational leaders need to navigate challenges, celebrate milestones, and ensure meaningful, lasting literacy growth. Whether your school or district is just starting out or building toward mastery, this conversation will empower you with insights, strategies, and inspiration to embrace these guiding lights and take your next bold steps on the path to equitable literacy transformation.This edWeb podcast is of interest to PreK-12 teachers, librarians, school leaders, district leaders, and education technology leaders.This edWeb podcast is part of Science of Reading Week.Lexia LearningLexia is all for literacy because we know that literacy can and should be for all.Disclaimer: 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.

Upcoming book: https://www.routledge.com/Step-Aside-Strategies-for-Student-Driven-Learning-with-Secondary-Readers-and-Writers/Zerwin/p/book/9781625316554Linked in: https://www.linkedin.com/in/sarah-zerwin-78719956/Shout outs: Cornelius Minor, Tricia Ebarvia, Felicia Rose Chavez, Zaretta Hammond, Katie Wood RayRecommend a guest here Music by AudioCoffee: https://www.audiocoffee.net/

In this engaging episode of Leader Chat, Jeff speaks with teacher educator and author of Culturally Responsive Teaching & The Brain, Zaretta Hammond. Jeff and Zaretta delve into the importance of culturally responsive teaching, productive struggle, and building strong teacher-student learning partnerships. Zaretta also discusses the integration of neuroscience with teaching practices and provides practical leadership strategies to support instructional equity. 

Join Jim and Jessica as they celebrate a significant milestone—the 100th episode of Coaching Conversations! Recorded live at TLC 2024 in vibrant New Orleans, this special Q&A episode is filled with reflections, insights, and listener engagement.Episode Structure:Part One: High Low Buffalo In this segment, Jim and Jessica share their highs, lows, and random thoughts about the first 99 episodes of the podcast.Jim's Highs:The privilege of interviewing thought leaders like Dan Pink, Michael Bungay Stanier, Haesun Moon, Dr. Christopher Emdin, and Zaretta Hammond.His favorite podcast moment with Christian van Nieuwerburgh during a trip across Route 66.The joy of collaborating with Jessica Wise.Jessica's Highs:Living vicariously through Jim's experiences.Their first podcast together, recapping TLC 2023.Discovering they are "vampire listeners" on Spotify and learning from their guests.Jim's Lows:The unrealized potential of coaching when not approached with a focus on kids and partnership.Frustration over research not being utilized effectively in coaching practices.Jessica's Lows:The recurring “if only…” sentiment and the challenge of reaching more educators.A desire for deeper follow-ups with podcast guests.Random Thoughts (Buffalo):Jim shares his childhood dream of being a talk show host, which the podcast allows him to fulfill.Jessica humorously recalls her anxiety about accidentally calling Jim "Jimothy" during their first Q&A.Part Two: Listener Questions Jim and Jessica dive into listener inquiries, discussing the future of research in instructional coaching and strategies for fostering better conversations with school leadership.Future Research: Jim highlights his collaboration with Bryan Goodwin on a new book that merges the science of learning and teaching, emphasizing the need for more research in coaching.Creating Better Conversations: Jessica offers tips for instructional coaches to build rapport with school leaders, focusing on community-building and maintaining role clarity.As they wrap up this celebratory episode, Jim expresses his gratitude for working alongside Jessica and reflects on the ongoing journey of coaching conversations. Tune in for a heartfelt and insightful discussion that honors the past while looking forward to the future!Thank you for being a part of our community. Feedback: We love hearing from you! Leave us a rating or comment to let us know what you think.Stay Connected: Follow our podcast for more episodes packed with insights and inspiration.Learn more about High Impact Instruction:  https://shorturl.at/Ad2eTLearn more about Creating an Instructional Playbook: https://shorturl.at/f5VkT

Drew Perkins talks with Zaretta Hammond about her work and her focus on making culturally responsive teaching more cognitively responsive. Links & Resources Mentioned In This Episode

This edWeb podcast is sponsored by CORE Learning.The webinar recording can be accessed here.There's a misconception that structured literacy doesn't work for multilingual learners—and that's true if you're using a monolingual approach. But structured literacy is not one-size-fits-all, and this edWeb podcast with Zaretta Hammond shows you how to break free from that limited perspective to provide multilingual learners with the evidence-based literacy instruction they deserve.Zaretta connects the dots between the Science of Learning and the Science of Reading to explain how all new learning builds on what students already know. For multilingual learners, this means using their heritage language as a foundation to strengthen English literacy skills. When applied through a multilingual lens, structured literacy taps into students' existing knowledge to drive deeper understanding.In this first session of CORE Learning's Structured Literacy and Language Diversity Week: Fall ‘24 Series, you learn evidence-based instructional practices that honor and integrate the linguistic assets each student brings to the classroom. Structured literacy is effective for all learners—including multilingual learners—when it's viewed as a flexible framework, not a rigid set of rules. The key is adapting it to meet the diverse needs of your students, ensuring every learner has the opportunity to succeed.This edWeb podcast is of interest to PreK-12 teachers, school leaders, and district leaders.CORE LearningTransform teaching and learning so that every student thrives.Disclaimer: 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.

In this special episode of Literacy Talks, our hosts—Stacy Hurst, Donell Pons, and Lindsay Kemeny—take listeners on a journey through The Reading League National Conference 2024. Beginning the conversation live from the event, they share key takeaways from Zaretta Hammond's inspiring keynote address and highlights from sessions covering topics like fluency instruction, comprehension strategies, and the importance of inclusive literacy practices. The hosts also discuss the vibrant conference atmosphere, the value of teacher-focused professional development, and their excitement for upcoming sessions. Listeners will gain insights into the latest trends and practical strategies in the field of literacy, all while experiencing the energy and camaraderie of The Reading League community.SHOW NOTESLiteracy Leaders:Zaretta HammondMelissa OrkinElizabeth NortonMolly NessRyan Lee-JamesCarolyn StromKausalai (Kay) WijekumarElsa Cárdenas-HaganDale WebsterWes HooverJamey PeavlerAlex SheltonStephanie StollarMargaret Goldberg Sharon VaughnLinnea EhriBarbara FoormanMitchell BrookinsPam KastnerResources:What Classroom Observations Reveal about Reading Comprehension Instruction (Durkin, 1979)Literacy.IOExplore the Reading Horizons Discovery® (RHD) Product Suite.Join The Science of Reading Collective.Access past show notes.Read the transcripts.

Zaretta Hammond draws on her book Culturally Responsive Teaching and the Brain, her upcoming new title Teaching for Instructional Equity and Cognitive Justice, and her decades of experience to discuss what impacts equity, from challenges to supports. In this eye-opening conversation, she encourages school leaders to find new framings and perspectives that create conscious intentions around equity and inclusion and take concrete action steps toward these goals. One constant throughout her message: put the student first.Let us know what you think!

This week, we are excited to welcome Dr. Aaron Rachelle Campbell to the podcast. Dr. Campbell is an Assistant Professor of Special Education at the University of Missouri, specializing in culturally responsive practices and interventions for minoritized students in underserved communities. Her research focuses on reducing exclusionary discipline practices and enhancing student-teacher relationships to improve academic, social, emotional, and behavioral outcomes. Download episode to learn more! Resources  The Collaborative for Academic, Social, and Emotional Learning (CASEL) for SEL strategies The National Center for Culturally Responsive Educational Systems (NCCREST) for culturally responsive practices The Positive Behavioral Interventions and Supports (PBIS) website for information on implementing PBIS PBIS.org Books such as "Culturally Responsive Teaching and The Brain" by Zaretta Hammond and "Discipline with Dignity" by Richard Curwin and Allen Mendler. https://www.amazon.com/Me-White-Supremacy-Combat-Ancestor/dp/1728209803 Contact Dr. Campbell via email (aaroncampbell@missouri.edu) ................................................................ Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

JUNE 2022: Tom was joined by author Zaretta Hammond to discuss her 2015 book, "Culturally Responsive Teaching and the Brain." Zaretta on X: @Ready4rigor Zaretta on Instagram: @crtandthebrain Zaretta on Facebook: CRTandtheBrain Zaretta on LinkedIn: Zaretta Hammond Zaretta's Website: www.crtandthebrain.com     UYES PODCAST   UYES podcast link   NEW BOOKS BY TOM: "Redefining Student Accountability" (NEW)   "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"   CONNECT WITH TOM SCHIMMER Podcast on Twitter Tom on Twitter Podcast on Instagram Podcast on TikTok Podcast on Facebook www.tomschimmer.com Email: tomschimmerpod@gmail.com  

Discover how to create a classroom where every child feels seen and heard with insights from our guest, Extraordinary Educator, Nina Henderson. In this episode, we promise to equip you with practical strategies for culturally responsive teaching, all inspired by Zaretta Hammond's groundbreaking work, "Culturally Responsive Teaching and the Brain." Nina reveals her secrets for integrating cultural diversity into your lessons, classroom displays, and discussions seamlessly, ensuring that each student feels represented and valued. Learn from her hands-on examples, like using a variety of diverse books and organizing student-led cultural sharing sessions, to foster an inclusive environment without adding extra workload. Nina also shares powerful insights on education and the importance of staying true to oneself while striving for excellence. This episode is a treasure trove of wisdom for educators seeking to cultivate a supportive and inclusive classroom culture.Read Curriculum Associates' 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!

In this episode, I'm talking to author and consultant Zaretta Hammond about culturally responsive teaching. We unpack what culturally responsive teaching is (and is not), the importance of building trusting relationships with students, and how culture affects the way we learn. Zaretta shares insights on how teachers can support students by leveraging what they already know and extending it. We discuss being student-focused, key moves teachers can make to support learning, creating a classroom culture of errors, and helping students become more powerful by thinking about their learning. This episode is packed with useful information about culturally responsive teaching. Listen now to learn more! -Chrissy Beltran Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Join The Confident Literacy Coach Waitlist and get a 15% off code to use when it opens in May 2024! - http://ConfidentLiteracyCoach.com/   The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode186 Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching!   Podcast produced by Fernie Ceniceros

  Zaretta Hammond is an educator focused on literacy and equity. She is a former classroom writing teacher. And is a lover of all things Marvel. She'll quote the Lord of the Rings at any opportunity she gets. In her spare time, you'll find her reading up on cognitive neuroscience or out in nature and can be seen routinely hugging trees.   Show Highlights Culturally responsive teaching isn't hot sauce The ripple effect caused by leaders ignoring the slow burn of “Cognitive Redlining.” Embrace intellectual curiosity and encourage students to chase their own curiosity.  Instructional Coaches are the “linchpin” to bridging the gap between leadership and teachers for pedagogical legacy. Make that first pancake and build collective intellectual curiosity and transformative practices that are important to your community. Questions to consider in the instructional core include how to help confused students and how to encourage the use of new skills. How to assess the current reality in classrooms to identify areas for improvement.   “Even when we talk about equity, it doesn't always mean you have to be talking about race. You have to have an understanding of how inequity actually presents itself in your environment and therefore know where to place those disruptive innovations, how to get those people that are the resistant minority to be part of the crew, part of the effort to make shifts. How do we reignite their idealism and move them into it? I think it's a small thing. Again, invite them to follow their intellectual curiosity.” -Zaretta Hammond    Get episode transcript here!!   Zaretta's Resources & Contact Info: Linkedin Twitter Facebook Ruckus | Ready 4 Rigor (free resource)   Read my latest book! Learn why the ABCs of powerful professional development™ work – Grow your skills by integrating more Authenticity, Belonging, and Challenge into your life and leadership.   Read Mastermind: Unlocking Talent Within Every School Leader today! Apply to the Mastermind The mastermind is changing the landscape of professional development for school leaders.    100% of our members agree that the mastermind is the #1 way they grow their leadership skills.   Apply to the mastermind today!   How We Serve Leaders   The School Leadership Scorecard™ Identify your highest leverage areas for growth this year in 10 -minutes or less.    https://betterleadersbetterschools.com/scorecard   Month-to-Month Principal Checklist As a principal with so much to do, you might be thinking, where do I even start?   When you download The Principal Checklist you'll get 12-months of general tasks that every campus need to do Space to write your campus specific items. Space to reflect and not what worked as well as a space of what didn't work Go to https://betterleadersbetterschools.com/principal-checklist to download now.   Ruckus Maker Mindset Tool™ The “secret” to peak performance is ot complicated.  It's a plan on how to optimize the five fundamentals found in The Ruckus Maker Mindset Tool™. https://betterleadersbetterschools.com/mindset   The Positive Spotlight Tool™ Energy flows to where attention goes! If you want to get more of what you want, when you want it as a school leader I have a tool for you…   Download The Positive Spotlight Tool™ for free here: https://betterleadersbetterschools.com/positive   The Ruckus Maker 8-Step Goal Setting Tool™ Are you ready to accomplish more? With less effort and in less time? When you download The Ruckus Maker 8-Step Goal Setting Tool™  I'll send you the tool and a short 8-minute coaching video that shows you how to work smarter, not harder…and create more value for your school campus.   Download The Ruckus Maker 8-Step Goal Setting Tool™  for free at https://betterleadersbetterschools.com/goals SHOW SPONSORS:   TEACHFX How much student talk happened today? When classrooms come alive with conversation, learning improves, students feel a sense of belonging, and teachers feel inspired.    The TeachFX instructional coaching app gives teachers powerful insights into their student talk, student engagement, and classroom conversation.    With TeachFX, teachers see how much student talk happened, the moments of students sharing their brilliance, and the questions that got students talking.Learn how to pilot TeachFX with your teachers. Visit: teachfx.com/betterleaders     ORGANIZED BINDER Why do students struggle? I'd argue that they lack access to quality instruction, but think about it. That's totally out of their control. What if there was something we could teach kids there was something within their control that would help them be successful in every class? It's not a magic pill or a figment of your imagination.    When students internalize Executive Functioning Skills they succeed.  Check out the new self-paced online course brought to you by OB that shows teachers how to equip their students with executive functioning skills.    Learn more at organizedbinder.com/go     IXL IXL is the most widely used online learning and teaching platform for K to 12. Over 1 million teachers use IXL in their classrooms every day for one reason: They love it. Visit IXL.com to lead your school towards data-driven excellence today.   Copyright © 2024 Twelve Practices LLC    

Today's guest is the brilliant Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. We'll talk about the science behind her recommended “six core design principles” that she calls “culturally responsive brain rules”. Later, I'm joined by my colleague Jerry Maraia for a continued conversation about practical takeaways.  ***To learn more about Jennifer Serravallo: www.jenniferserravallo.comTo read a transcript of this episode: www.jenniferserravallo.com/podcastLearn more about Culturally Responsive Teaching and the Brain, Zaretta Hammond's book***Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California.In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.She also writes the popular ready4rigor.com blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. Support the show

On this episode of the Getting Smart Podcast Shawnee Caruthers is joined by Sharif El-Mekki, Founder and CEO of the Center for Black Educator Development. A proud alum of Overbrook High School in Philadelphia, PA and the former principal of Mastery Charter, Shoemaker Campus, Sharif sees education as activism and teachers as civic leaders. Sharif is also the co-host of the 8 Black Hands podcast. His mantra, “We Need Black Teachers” is more than a rallying cry, but a deep desire to give voice to the over 8 million black learners that need to see themselves in their classrooms and community. Links: Center for Black Educator Development Phillys7thWard 8 Black Hands podcast Teaching Pathways LinkedIn Center for Black Educators 2022 Report Dr. Gregg Carr Fugitive Pedagogy by Dr. Jarvis Givens Education of Black People by W.EB Dubois Speeches to the Youth by Malcolm X Black Teachers on Teaching by Dr. Michelle Foster  Dr. Vanessa Siddle Walker Dr. Gholdy Muhammad Dr. Zaretta Hammond  

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Zaretta Hammond. The three of them talk through much of Zaretta's work, identifying the components of the ready for rigor framework, the differences between 'shallow' and 'deep' culture, and how culturally responsive teaching involves leveraging cultures to create a richer learning environment. They also cover how to build a rapport with students, the idea of 'active demandingness', and finally close on the idea that teaching isn't the art of being nice - it is readying students for rigour (or rigor), as there is a natural joy and satisfaction that emerges from rigorous learning. Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She has trained instructional coaches in reading development, especially targeted at students of colour and English learners, and is the author of Culturally Responsive Teaching and The Brain. Follow her on Twitter ⁠@Ready4rigor and check out her blog at ready4rigor.com Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter ⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

In this episode, our co-hosts, Dr. Christy Lamb and Terri K. Hunt, M.Ed., are joined by Zaretta Hammond, CEO of Transformative Learning Solutions. Together, they delve into the crucial topic of literacy and culturally responsive teaching. Hammond emphasizes the need for educators to create an environment that supports students to excel in reading and underscores the importance of reimagining professional learning for teachers. The conversation also addresses the challenges of addressing reading achievement gaps for African-American, indigenous, and multilingual students. Listeners can expect a deep dive into the role of district leaders in promoting effective reading instruction and the significance of understanding culturally responsive teaching in the context of literacy. Stay tuned for a thought-provoking discussion that explores the intersection of reading, education, and culturally responsive teaching.Timestamps05:38 Defining psychological safety in education to create equity.06:56 Culturally responsive teaching creates conditions for learning.13:27 Collectivist culture emphasizes engagement in classrooms.14:23 Large groups of minority students face challenges.18:57 Hammond discusses competitive culture, contrast of analysis, and linguistic diversity.22:39 Teaching advanced decoding and syllabication through professional development to better support reading development.24:41 Culturally responsive teaching is about instructional decision-making.27:18 Discussion around instilling the love of reading in children.30:30 Potential of overselling reading as teachers, but still feeling it's worth the effort for the students.36:45 Emphasizing word study to engage student interest.Connect with Zaretta HammondLinkedIn: https://www.linkedin.com/in/zaretta-hammond-2b122ba/ Twitter: https://twitter.com/Ready4rigor Website: https://www.transformative.in/

Luva Alvarez: My name is Luva Alvarez. I am the site/alumni coordinator for the Greater Rochester PLTI. I was born in Brooklyn, NY but have resided in Rochester for 20 years. I am a believer, connector, mom, wife, parent advocate, PLTI ALUM, Girl Scout Leader, Boy Scout leader, Eagle Scout mom, Mom of three Black Scholars, Lover of life, and a PARENT WHO LEADS. I am passionate about parents being engaged and empowered. I love spending time with my family and of course watching all those Chicago Fire & Chicago P.D shows. My favorite quote is “Her greatest power is believing in herself”. Elizabeth Maxwell: I am a parent leader, a mother of three, and a passionate cradle to career advocate. I started advocating for the disability community in 2004, in 2019 I began my journey as an Early Intervention Advocate for childhood education. As my younger children have entered k-12, I have continued to Advocate for the needs of k-12 and Early Intervention. I enjoy helping other parents become confident in their voice to share their struggles, successes, and barriers. Empowering and uplifting parents is important to me. Dr. Joellen Maples: Dr. Maples earned her B.A. in English, an M.A. in curriculum and instruction, an Ed.S. in English education, and her Ph.D. in English education from the University of Tennessee, Knoxville. At Fisher, she has served as an assistant/associate professor in the Literacy program and in the Inclusive Education Department before being appointed as interim dean/dean. In those roles, she provided numerous trainings in local school districts in the areas of culturally responsive teaching, critical literacy, and online teaching and learning. In her role as dean, Maples' work largely focuses on diversity, equity, and inclusion. She has overseen program curriculum revisions for culturally responsiveness, implemented a teacher pipeline to diversify the local teaching workforce, and also planned campus summer programming for local city school district students. Her research interests include exploring effective strategies for facilitating democratic dialogue and critical literacy through the reading of young adult literature and online discussion about literature. She has published in prominent NCTE journals such as Voices from the Middle, The English Journal, and English Leadership Quarterly. Cedrick-Michael Simmons: Cedrick is the Director of Equity at Greece Central School District. He is a graduate of Greece Arcadia High School and Ithaca College, and he recently earned his PhD in sociology from Boston College. As the Director, Cedrick works with educators and students to remove barriers to ensure that all groups of students have the opportunities they need to reach their full potential. Their focus areas are professional learning about instructional equity, cultivating trust in our commitment to diversity and retention, and expanding opportunities for students to support equity work. Cedrick is also the Lead Facilitator for the Regional Equity Network, which recently hosted a summer institute that featured Zaretta Hammond as the keynote speaker. Wendy Y. Perez: Wendy Y. Perez is a Senior Research Associate at the NYU Metro Center. She has a Ph.D. in Education from the UCLA Graduate School of Education & Information Studies. She also has a Bachelor's Degree in Psychology from Pomona College and a Master's Degree in Education from the Harvard Graduate School of Education. Her research interests include using critical frameworks and asset-based approaches to urban education, education policy, higher education, family engagement, and Latinx K-16 pathways. Wendy has conducted research for UCLA's Institute for Democracy, Education, and Access as well as for the Annenberg Institute for School Reform at Brown University. She is the proud daughter of Ecuadorian immigrants. She has the privilege of raising her four-year-old son with her husband who is a middle school teacher in East Los Angeles. Tina Carney: Tina Carney is a parent and advocate for meaningful family engagement, struggling/striving learners including those who are dyslexic, early intervention, and racial equity. Tina is the Program Assistant for PLTI's Teacher Diversity Project and Coordinator of Education Success Foundation's Student Success Project. She enjoys spending time with family and friends, building and connecting community, and eatin'. Ms. Kathleen Graupman is in her 9th year as Greece Central School District Superintendent where she is committed to improving student achievement and closing equity gaps. Superintendent Graupman leads a team of more than 3,000 educators and support staff members who are committed to building a culture of high standards and engagement. With almost 11,000 students in 18 schools, Greece is the largest suburban district in Monroe County and one of the most diverse. Guided by the REACH Greece Strategic Plan, she and the executive leadership are motivated by a vision of equity and access for all. Throughout her career, Ms. Graupman has maintained a relentless focus on building relationships to help students succeed. She is passionate about developing the capacity of all employees, building strong community connections, and promoting the good. Ms. Graupman believes all Greece graduates should be actively involved in their communities and ready for success in college, career, and life. A product of the Greece Central school system herself, Superintendent Graupman is connected to the community and invested in its success. She is active in numerous community organizations including the NYS Commission for Diversity and Inclusion, Monroe County TogetherNow Board member, Greece Rotary Board member, the Roc2Change Steering Committee, and the Monroe 2 BOCES Foundation Board. Ms. Graupman holds a Bachelor's Degree in Education from SUNY Geneseo and earned her Masters in Education from SUNY Brockport. She holds NYS Permanent Certification as a School Administrator and Supervisor and in School District Leadership and a NYS Permanent Teaching Certification in Elementary Education. Links:  Black in the Burbs   Brighton CSD    Carthage College (Wisconsin)   East Rochester CSD   Fairport CSD   Farrash Foundation   Gates-Chili CSD   Gates-Chili CSD PTO    Geneva CSD   Greece Central School District   Greece CSD SEPTA (Special Education Parent Teacher Association)   W.K.Kellogg Foundation   KONAR Foundation   Monroe County (NY)   NPLI   NYSED   NYU Center for Policy Research   PECAN (Roc the Future)   Penfield CSD   PLTI Rochester   RCSD East HS Teaching and Learning Institute (TLI)   RCSD PLAC   Regional Equity Network  Roc the Future   Rochester City School District   St. John Fisher University School of Education    Strive Together Network   The Children's Agenda   Urban League of Rochester   Wheatland-Chili CSD    Keywords: podcast, good, do good, amplify, amplify good, Collaborate, School, Education, Diversity, Equity, Inclusion, DEI, Professional, Social worker, Network, Advocacy, Philanthropy, Teacher, Segregation, Poverty, Disparity, Abundance, Action, Rochester, NY, Political, Parent, Family engagement, Project management, Community, Recommendations, Process, Grassroots, Data analysis, Communication, Indicators, Evaluation, Research, Black, African American, Latine,  Coach, Partners, Goals, Racism, Discipline, Suspensions, Identity, Future Teachers, Qualitative, Quantitative, Social science, Interview, Emergent, Pipeline, Urban, Suburban, Rural, Sustainable, BIPOC, Teacher certification  

In this episode of the Empower Students Now podcast, host Amanda shares her summer plans and introduces a series of episodes where she provides overviews of eight books on educational equity and social justice that she read in 2021. She also offers a toolkit for teachers that includes editable planning tools, charts, posters, mentor texts, assessment tools, and conferencing tools. Amanda then discusses the book "Culturally Responsive Teaching and the Brain" by Zaretta Hammond, which focuses on moving students toward becoming independent learners, especially marginalized students or students of color. She highlights the importance of cultural awareness and establishing trust with students. Purchase all the equity book talks and notes here: https://www.empowerstudentsnow.com/equity-book-talks-for-english-teachers

In this episode, Leanne has a conversation with Zaretta Hammond, an educator, author, and national speaker, who is renowned for her expertise in culturally responsive teaching and learning. Zaretta shares her insights on how to unleash the brilliance in every student, particularly those who come from marginalized backgrounds. She explores the importance of understanding cultural and linguistic diversity in the classroom, and provides practical strategies to create an inclusive and empowering learning environment.What You Will Learn:The significance of culturally responsive teaching and learningStrategies to tap into the brilliance of students from marginalized backgroundsHow to create an inclusive and empowering learning environmentUnderstanding the impact of culture on student learningCultivating student agency and ownership of learningPractical approaches to differentiate instruction for diverse learnersLeveraging neuroscience research to enhance teaching practicesGuest Bio - Zaretta Hammond:Zaretta Hammond is an educational consultant and author who focuses on culturally responsive teaching and learning. She has been a teacher, coach, and school leader, and her work centers around empowering educators to meet the needs of students from diverse backgrounds. Zaretta is the author of the critically acclaimed book "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students." She is also a sought-after speaker and facilitator, sharing her expertise in workshops and conferences worldwide.Links to Zaretta Hammond's work:Website: Zaretta Hammond's WebsiteBook: "Culturally Responsive Teaching and the Brain"Twitter: @Ready4rigorYouTube Channel: Zaretta Hammond on YouTubeSupport the show

While in New Orleans at the Plain Talk About Literacy and Learning conference, Susan sat down with keynoter Zaretta Hammond. Zaretta shared her thoughts on the importance of scaffolding in literacy education. In this episode, Susan and Zaretta also look back on Zaretta's impactful book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students and talk about scaffolding, mastery, and the importance of learning how to learn. Show notes:Book: Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta L. HammondTwitter: @ready4rigorInstagram: @crtandthebrainNewsletter sign up: www.crtandthebrain.comQuotes:“What I have come to believe is the obstacle is the way. So what worries me becomes my research project. What worries me becomes my new mission.”  —Zaretta Hammond“For me, justice is the mastery. I'm a movie fan and so I, in this case, think of Master Yoda all the time. You know, he said there's no try or not try. You're just doing it. Either you're teaching them to read or not.” —Zaretta Hammond“When that scaffold stays [up] too long, it becomes a crutch and the child actually believes they cannot learn without it.” —Zaretta Hammond“So this idea of somehow we get overprotective and we don't want them to fall. We don't want them to fail. We don't want them, you know, their self, self-esteem, to be bruised. We are actually doing that when we delay this because the only way we learn is through error. And we have not reframed errors as information.” —Zaretta Hammond“Number one, you assign yourself, and number two, you always go for mastery. Not a grade. No one will ever ask you about your grades four years after college, ever. Go for mastery. They will ask you what you know how to do.” —Zaretta Hammond

A conversation about Chapter 5: Identity in mathematics education, in the book "Bad at Math? Dismantling harmful beliefs that hinder equitable mathematics education" by Lidia Gonzalez. We're glad to have you along in this asynchronous book club journey with us.  Transcripts of the episodes can be found at bit.ly/sumofitall_transcripts_S11. Music provided by Purple Planet Links mentioned in this episode: Street Data, by Shane Safir and Jamila Dugan Name tents, blog post by Sara Van Der Werf Culturally Responsive Teaching and the Brain, by Zaretta Hammond

What will we do when students don't learn? There is a huge gap in knowing about practices that will help marginalized students accelerate their learning and actually implementing these practices to create a bigger impact in the classroom.  Zaretta Hammond is a national consultant and author of Culturally Responsive Teaching and the Brain. She has been supporting schools in deepening their understanding and application of culturally responsive practices for the past 20 years. In this episode, she is sharing how she helps equip and empower coaches with the information needed to manage change for equity, the missing piece in knowing strategy and what is actually being implemented, and the difference in instructional decision making and execution.  Grab a copy of the Simply Coaching Summit brochure here! https://simply-coaching-teaching-llc.ck.page/b0f655b7c1 Learn more about Zaretta Hammond: www.crtandthebrain.com Connect with me: Website: https://simplycoachingandteaching.com/ Simply Coaching Hub:  https://www.simplycoachinghub.com/ Instagram: https://www.instagram.com/simplycoachingandteaching_ Twitter: https://www.twitter.com/https://twitter.com/coachandteach Email: support@simplycoachingandteaching.com

In today's episode we connect with Zaretta Hammond. She shares her story of true lived learning partnerships and why they are so important in the educational setting. Zaretta stands shoulder to shoulder with teachers and students to build their capacity to engage in the productive struggle. She highlights why the focus needs increasing our students' ability to be learners who gain knowledge, not just information. Zaretta also reminds us that to shift what is really happening in education is going to take more than just one PD, and she is leading the way in ensuring our teachers are cared for so they can continue to grow. Zaretta Hammond, M.A., is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a national consultant and currently runs the Culturally Responsive Education by Design Online PLC. She is a former high school and community college expository writing instructor and for the past 20 years, she has supported schools in deepening their understanding and application of culturally responsive practices. Intro song: Poets Row, Young Bones

Join Jim and Zaretta Hammond in this episode of Coaching Conversations as they break down culturally responsive teaching and how teachers can be powerful catalysts in helping students transform into cognitively independent learners. Follow along as they discuss the impact of applying the science of learning through active demandingness, instructional equity, setting goals, and building students' confidence to accelerate and bring joy into learning for all students.   Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She has published articles in Educational Leadership, The Learning Professional, and Phi Delta Kappan. She is passionate about the intersectionality of equity and culturally responsive teaching as a way to help educators close opportunity and learning gaps for under-served students. She has consulted widely with school districts, regional education service agencies, and coaching organizations across the country on ways to support students to accelerate their own learning through the science of learning. Ms. Hammond sits on the Board of Trustees for the Center for Collaborative Classroom and is involved in a number of working groups committed to educational equity through improvement science and the science of learning.  Learn more about Zaretta Hammond and her work by visiting: https://crtandthebrain.com/  Hear more from Zaretta at the 2023 Teaching Learning Coaching Conference, where she'll be featured as a keynote presenter. Register to attend in-person in Orlando, FL or virtually from your home or office. https://www.instructionalcoaching.com/tlc2023/

Zaretta Hammond is an international education consultant and the author of the best-selling book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She holds a Master's in Education in English Education, with a concentration in Writing from the University of Colorado, Boulder. Zaretta is a former high school and community college expository writing instructor. She has also served as adjunct instructor at St. Mary's College School of Education in Moraga, California, where she taught Foundations of Adolescent Literacy. As a consultant, she has advised and provided professional development to school districts and non-profit organizations across the country around issues of equity, literacy, and culturally responsive teaching for the past 25 years. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC) and she sits on the Board of Trustees for the Center for Collaborative Classroom. She has published articles in Educational Leadership, The Learning Professional, and Phi Delta Kappan. Zaretta brings a unique focus on neuroscience to the conversation about equity, literacy and culturally responsive pedagogy to make it understandable and practical for educators. Social Links LinkedIn: @zaretta-hammond Twitter: @Ready4Rigor

Welcome to part 2 of this podcast series on introducing and inspiring our students with Global Cultures in our World Language classrooms! I am STOKED to talk to you about the "what" in this episode and stay tuned for the "how" in part 3!- Cécile Lainé- the tree analogy is from Zaretta Hammond.  Here is the link to learn more! - Quebec winter festival- Leadville Skijoring - Florida's underwater music festival- Register for my free workshop 5 Tips to Motivate for a Meaningful and Memorable MarchConnect with me:My BlogMy YouTubeMy InstagramMy Website My TPT storeHave you saved your seat for the FREE workshop I'm leading on February 11th at 2pm CDT!? It is called Ignite, Inspire, Impact! and it is a workshop for world language teachers eager to fuse FUN, Culture, Movement, and JOY in their classrooms over the next couple of months (without having to overhaul their entire curriculum!) I would LOVE to see you!Here's the link to register for free!&a

Jim Knight's Coaching Conversations series featuring teacher-educator and author of the bestselling book, Culturally Responsive Teaching & the Brain, Zaretta Hammond. The theme of their discussion is Equity, Culturally Responsive Teaching, and the Brain During Uncertain Times.To learn more about Zaretta, visit her website, Culturally Responsive Teaching & the Brain.

SummaryIn this episode, we talk about how math coaches can elevate the math experience for teachers and students and discuss how you can become an even better coach. In our discussion, we explore how to provide feedback without being controlling, how to uncover teachers' hidden goals, and how to avoid making your math coaching overwhelming to math educators. Marta Garcia is an independent math consultant who has worked with schools, districts, and universities to "ReImagine '' Math as vibrant, inclusive, and accessible.Polly Wagner specializes in K-8 mathematics, supporting schools, administrators, and teachers to think strategically about improving the mathematics teaching and learning in their district.A small taste of today's episode: (15:23) “The job of a mathematics coach is to see teachers, to believe in them, and their potential, and their capacity for learning and teaching - while also giving them something new to get excited about.”(15:53) “We certainly believe that schools are places where students learn and grow, but they must simultaneously be places where the adults who are in that building are also learning and growing.”LinksConnect with Marta Garcia: TwitterConnect with Polly Wagner: TwitterFollow Math Unmuted on Twitter @MathUnmuted Join the professional learning network: https://www.mathcoachconnection.org/virtual-match-coaches Join the math coaching collaborative: https://www.mathcoachconnection.org/general-5 Listen to Episode 3 - Break Your Limiting Beliefs, Enjoy Teaching Math with Marta Garcia & Polly Wagner: Apple PodcastsJim Knight's 7 Partnership Principles: https://www.instructionalcoaching.com/wp-content/uploads/2019/08/What-Good-Coaches-Do3.pdf Zaretta Hammond's work: https://crtandthebrain.com/about/ Central Valley Networked Improvement Community (CVNIC)

Tanya and Carrie discuss part 1 of Culturally Responsive Teaching by Zaretta Hammond.

In Don't @ Me (3:17), Tom questions whether or not society's assertion of "majority rule" is something we all really believe in. Then, Tom is joined by author Zaretta Hammond (14:04) to discuss her 2015 release, "Culturally Responsive Teaching and the Brain." Finally, in "Assess THAT with Tom & Nat" (1:03:29), Tom and special guest Natalie Vardabasso talk about what aspects of assessment and grading are non-negotiable, and which aspects allow for some philosophical choices. Zaretta on Twitter: @Ready4rigor Zaretta on Instagram: @crtandthebrain Zaretta on Facebook: CRTandtheBrain Zaretta on LinkedIn: Zaretta Hammond Zaretta's Website: www.crtandthebrain.com   NEW BOOK BY TOM: "Concise Answers to FAQs about Assessment & Grading"     UPCOMING PROFESSIONAL LEARNING   Annual Conference on Assessment & Grading  Austin, TX (July 18-20, 2022) Register Here     Grading from the Inside Out (2-Day Workshop)  Long Beach, CA (September 21-22, 2022) Register Here       Teach Better Conference (CODE: Schimmer22) Akron, OH (October 14-15, 2022) Register Here   Student Agency Institute  Laval, QC (October 24-26, 2022) Register Here   CONNECT WITH NATALIE VARDABASSO Nat on Twitter: @natabasso EduCrush on Twitter: @educrushpod EduCrush Podcast: #EduCrush on Apple   CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com  

Our community has been exploring equity and culturally relevant, responsive, and sustaining pedagogy through shared reading as a form of professional development throughout the school year. In this week's episode, we explore two of the four texts we studied as we challenge ourselves to incorporate CRSP in our daily lives and work. Tune in to hear our senior leaders discuss key takeaways from How to be an Antiracist by Ibram X. Kendi and Culturally Responsive Teaching and the Brain by Zaretta Hammond.

Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family.

Tom talks with Holly Bass, teaching artist and National Director of Turnaround Arts at the Kennedy Center, about the power of arts education to deliver culturally responsive experiences that can have a liberatory effect on the lives of students. They talk about Holly's career as a teaching artist and how that shapes her perspective on Turnaround Arts, as well as the ways arts organizations can live in community, and resist the white saviorism mentality that often permeates arts education programs. Tom quotes an article that Holly wrote, "Teaching Artists as Culture Shift Workers." Read that full article here: https://jonathanbtucker.com/poetrytat-2/holly-bass/. In addition, Holly and Tom refer to Zaretta Hammond's book "Culturally Responsive Teaching & The Brain." For more information and to purchase the book, visit Zaretta Hammond's website: https://crtandthebrain.com/book/. For more on Turnaround Arts, visit: www.turnaroundarts.kennedy-center.org. For more on Tom O'Connor Consulting Group, visit: www.tomocgroup.com.

To kick off Black History Month, The Whole Student podcast host Kal Balaven talks with Zaretta Hammond, an educator and the author of "Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students." Zaretta's journey as a student was heavily influenced by her cultural and class perspective, growing up poor as one of few Black students in an affluent and predominantly white and Asian-American school. The teachers who impacted her most were those who saw beyond those differences and pushed her to level up — to break through the predefined labels placed on her by others and even herself.

Happy, Healthy Teens: Why Focusing on Relationships Works Show Guest: Kari Driscoll Kari O'Driscoll's new book, Happy, Healthy Teens: Why Focusing on Relationships Works, offers clear, actionable ways for parents and educators to create and strengthen relationships with teens during a key time of growth and development. With an emphasis on mindfulness, non-violent communication, and rooted in what we know about brain and social development during the adolescent years, this book is a great resource for anyone who is struggling to understand how to support and connect with young people. It includes practical information and activities designed to help spur adults to reflect on their goals as well as unearth their hidden biases about teens and how to direct them. It It focuses on small ways to make a big difference in how teens see themselves and experience their interactions with us and it will help you be more intentional in your choices as you navigate the challenges of the adolescent years. Drawing on work from thought leaders and researchers such as Brené Brown, Dan Siegel, bell hooks, and Zaretta Hammond, Happy, Healthy Teens can be applied in diverse situations and settings, from home to school to the playing field. The book offers new ways to think about conflict and shared goals, identity development and more.

This week we talk about Zaretta Hammond's ideas about the 3 layers of culture and how to be a culturally responsive teacher when you teach hundreds of kids. Spiccato: Magic Wand Round of the Week: The Birthday Round Our Social Media: @CHClassroom Find Us on Instagram, Twitter or Youtube Crystal Pridmore: @FinneyVAPA Jonathan Seligman: @mrSeligman Email: chaoticharmonyclassroom@gmail.com Bryan Pridmore is a financial advisor at Mission Trails Financial. Mission Trails Financial provides awareness, education, and implementation for individuals and businesses looking to navigate their financial pathways. As a Fiduciary, the financial advisor is required to act within the best interest of the client. Please set up an appointment by calling (619) 419-0238 or by visiting https://missiontrailsfinancial.com Crystal Pridmore is a co-host of Chaotic Harmony Classroom. To see more of what she is doing, visit Crystal Pridmore's home page at https://www.crystalpridmore.com Production & Equipment provided by Bryan Pridmore with Pridmoria.com "Capturing Memories Worth Treasuring" https://www.pridmoria.com https://www.facebook.com/pridmoria/

The idea of building relationships has been a frequent topic of conversation in K–12 education over the last few years, especially when thinking about working with communities of color and other marginalized identities. Today, we reflect on the thoughts of Zaretta Hammond—educator and subject-matter expert on culturally responsive teaching—regarding the benefits of getting to know your students. She mentions the practice of using “cultural knowledge as a scaffold to connect what the student knows to new concepts and content…” We explore what she means by that and how this might look in the classroom. Visit AVID Open Access to learn more.

Thank you for leaning in and listening to episode 9 of CALM Conversations about Learning!This episode wraps up the Agenda pillar with THREE strategies that you can use to make  the learning agenda a WITH-able experience for your child or students. Conversation Points: The Agenda is a ritual that fosters trust, which leads to autonomy, audacity and accountability. A clear and concise  Agenda allows our learners to take more risks in their work, ask more questions, and collaborate more productively. But a concise and clear Agenda that has input from your child or students encourages them to take responsibility for and become more engaged with their work. So, here are my 3 tips for creating WITHable opportunities in planning the learning agenda- and remember, these tips can be modified for your use, whether you're in the classroom or managing your child's learning at home:TIP #1: Keep your agenda short and sweet.TIP #2: Always include a Restorative Starter Ritual.TIP #3: Remix and Stir for improved teaching and learning.Visionary Homework:Plan an agenda WITH your child or students that includes no more than 3 items-one of which could easily be remixed and stirred for improved teaching and learning and a Restorative Starter ritual- like 2 minutes of sitting still and quiet! I would LOVE to know what was on your WITH-able agenda- or help out if you could use some more ideas, so DM me on the INSTAGRAM @zenani116!CTA: Do the Podcast-Listener Thing: Follow. Subscribe. Rate. Review. The Proof:Culturally Responsive Teaching & The Brain by Zaretta Hammond

Thank you for leaning in and listening to episode 7 of CALM Conversations about Learning!The A in CALM is for Agenda and we'll be discussing the importance of having a daily agenda prepared not just as a tool for organizing learning time but for building trust.In its simplest terms, an agenda is a list of items; a tool used to organize meetings. But you can also have an agenda; a motive, an underlying intention. This episode addresses both because having an agenda makes it possible to plan an effective agenda for children's learning time. Conversation Points: The Check-in creates safe and brave spaces for learning, which doesn't just mean that the child feels safe in the learning environment but has the freedom of academic audacity and autonomy. When a child can trust the adult teaching her, when she can trust the environment, and when she can trust certain details and events of her day, she is in a safe and brave space and this makes for effective learning.Systems and structures are necessary for creating safe and brave spaces for learning. Being intentional about creating daily agendas builds trust.Zaretta Hammond, author of Culturally Responsive Teaching & The Brain argues that routines and rituals are crucial to fostering expectation and independence. Routines and rituals are especially important for children who live in unstable households.   Visionary Homework:Create a bulleted agenda that outlines YOUR ideal peaceful and productive month. Whether it's 30 days of parenting, 30 days of teaching or 30 days of YOU, what would your agenda start with? What kinds of routines and rituals would you implement? Please and Thank You:Follow! Subscribe! Rate! Review! The Proof:Culturally Responsive Teaching & The Brain by Zaretta Hammond 

Today we continue our conversation with Zaretta Hammond. In part one, Zaretta explained what it means to be a culturally responsive teacher – and why it's necessary not only to stimulate intellectual curiosity, but also move beyond cognitive redlining and transition students to cognitive independence. In part two, Zaretta extends the analysis, outlining practical steps for teachers to become, ideally, personal trainers of cognitive development. And we discuss whether educators should be worried about so-called “learning loss” during the  Covid-19 pandemic or focus instead on what students may have learned away from school? Some background: Hammond is the author of “Culturally Responsive Teaching and the Brain” and founder of the “Ready 4 Rigor” blog. She is a former English teacher and, for nearly two decades, has worked at the crux of instructional design, professional development, and achieving equity. She is particularly interested in the work teachers must do to help students become the drivers of their own learning. For more information, go to www.turnaroundusa.org/podcast.

This may seem obvious: Students learn best in environments where they feel a sense of safety and belonging – environments that the science of learning and development has shown open up the brain to learning.  But what if children find themselves in spaces, that teacher educator and author Zaretta Hammond calls “inequitable by design?” What is the responsibility for teachers and schools if the obstacle to learning is our educational system itself?  And further, what does it mean to be a culturally responsive teacher – and why is that necessary, not only to stimulate intellectual curiosity, but to move beyond “cognitive redlining” and transition students to “cognitive independence”? Zarretta Hammond is the author of “Culturally Responsive Teaching and the Brain” and founder of the “Ready 4 Rigor” blog. She is a former English teacher and, for nearly two decades, has worked at the crux of instructional design, professional development, and achieving equity. Hammond's research explores and analyzes the brain functions that inform how we learn and think. And it delves deeply into how students of color would benefit from culturally responsive teaching, and what it means – and doesn't mean – for how educators can help students get ready to tackle the rigorous content necessary to succeed. As you'll hear, it's such thought-provoking conversation that it called for two episodes of this podcast. For more information, go to www.turnaroundusa.org/podcast.

Ep.7 Restorative Justice Pt.2Angela Ward:It's really important that ... So culturally responsive references basically that we are an understanding culture. And so culture is anything that makes you the unique person that you are. It's your background, it's your values, it's your beliefs, it's your bias, both good and bad. It's customs, it's traditions. It's things that -Ellen Willoughby:It's not just your race.Angela Ward:No. Culture is not synonymous with race. Race is a social and political fabrication that separates us by skin color and appearance. Culture is what makes us who we are and it impacts what we value and what our beliefs are. So a culturally responsive restorative practices requires us to really understand the difference between race and culture. It really requires us to have those critical conversations about Zaretta Hammond's book Culturally Responsive Teaching and The Brain. So she really looks at the brain and how culture impacts the brain and how different cultures around the world value different things and how that shows up in the way we engage with each other every day in school spaces and in society, and what I always framed ... Like equity work as cultural proficiency is that on-ramp to equity.Angela Ward:So you can't have an equitable space where a strong, culturally responsive restorative practices process exists if you haven't first looked at who am I, what are my values, what are my beliefs. What are the things that drive the decisions that I make every day? That's cultural proficiency. If we're not asking ourselves critical questions. Critical doesn't mean negative. Critical means critical thinking. It means lifting a heavy cognitive load and not taking everything at face value. So in order to be able to do a culturally responsive restorative practices on a campus, one has to be critical and critically self-reflective and you have to question the why of decisions that typically happen on a daily basis. Why do we receive students at the car line in this way? Why do we dismiss ninth graders in this way? Is there a better way? Are all the students receiving what they need if we send them all at the same time. Really questioning the why in your decisions and also questioning by doing it this way are we missing our opportunities for children to get exactly what they need from us as adults and each other as peers.Ellen Willoughby:Right. I bet a lot of times the why is, "Well because this is how we've always done it." Not a good enough answer, exactly, so ... Or this is how I want it to look and as a leader I need it to be this way.Angela Ward:I need it to be this way, That individualistic view of schooling is a sure on-ramp to the school to prison pipeline.Ellen Willoughby:Yeah. Absolutely. I'm loving this conversation.Angela Ward:Me too.Ellen Willoughby:So I want to take us back to tier three. So tell us a little bit about those practices that happen in tier three. Because to me I feel like this is where people have a definition of like you said restorative justice, but it's not that. It's about restorative practices. I'd love to hear your thoughts.Angela Ward:Yeah. What people typically think, educators who are not being critical and critically self-reflective, they think of justice as throwing the book at a child figuratively and kicking them out of the classroom and limiting their ability to be free and liberated in the school space. It's seen as a compliance measure.Ellen Willoughby:Oh yes. And compliance is a big part of schools that are not practicing ...Angela Ward:Yeah.Ellen Willoughby:Yes. Go ahead. [inaudible 00:35:33]Angela Ward:Restorative, community building -Ellen Willoughby:Exactly. Yeah.Angela Ward:Yeah.Ellen Willoughby:It's like just get it done and pass the test and we need our scores.Angela Ward:Absolutely, and it's interesting, this current reality that required us to have online learning really limited our ability to be in space with each other. It limited our ability to be connected and it created a microscope on children in ways that being in the school space didn't.Ellen Willoughby:Tell me a little bit more about what you mean by that.Angela Ward:We found teachers began to implement compliance measures through the computer screen.Ellen Willoughby:Oh.Angela Ward:So take your hoodie off your head, turn your camera on, you can't wear that on the screen, you need to do this, you need to do that. I did some empathy interviews with some eighth grade ladies and they were talking about how they weren't able to be their unique authentic selves anymore. One was talking about how she was ... She's basically the life of the party when they were face to face, she had her own table at lunch, she had her crew, everybody was like, "Hey, what's up, that's my girl." None of that was happening in this online space.Ellen Willoughby:So her whole social identity.Angela Ward:Her social identity went kaput when we closed schools. Because she was now finding herself at home with her family and not interacting with anyone. So completely different, and she longed for one teacher in particular would create the opportunities for them to have breakout rooms and talk about whatever they wanted to talk about. Or breakout rooms that were in the context of the academic content. But being purposeful about connection and trust building and those things are often missing which is what gets us to tier three. So those compliance measures that were happening through the computer screen were creating what I'm afraid we're going to have to have the fallout from when we're back face to face if we're not prepared as adults to utilize our academic content in a way that gives us the ability to have those meaningful conversations with students about life and society.Angela Ward:Those soft skills so to speak. Those soft skills need to be happening in your academic context, and so tier three ... It goes back to those structures that you have in place with that implementation team. That implementation team should have people, adults, who are responsible for engaging in community outside the school. They should know who the major stakeholders are outside the school that hold trusting relationships with the majority of the students or majority of the families. They should know where the places many of the students hang out when they're not at school or their families go when they're not at school. They should know how to contact parents, they should know particular ways of being for the parents and it's important that all of that knowledge exists on an implementation team because you're going to need it when students get to that tier three level. You might have a student who's been in your school system since elementary school and all along the way, all the adults have done their due diligence to make sure that we put them on the path to the school to prison pipeline, and now we have the nerve in high school to wonder why they don't want to be here.Ellen Willoughby:Exactly.Angela Ward:And so tier three becomes really crucial at middle school and high school because those are the ages where we lose them and we don't want to lose our babies.Ellen Willoughby:I feel like we're even in some cases losing them in elementary school.Angela Ward:We are. We are. Bettina Love calls it spirit killers. We're killing their spirits as early as elementary school. And if their spirits were killed in elementary school, of course their behavior is where the adults don't agree it should be, and we question the word behave. Who gets to decide what behave is, what it looks like, what it sounds like, what it feels like. Is it the teacher or is it the student? And back to that social discipline window, we're moving away from punitive which is the top of the adult has all the control and the child has no support. Moving over to doing things with the students where the students and the adult have an equal weight in regards to who controls the behavior and who's giving the support and so we really want to look at how we're doing things with students at tiers one, two and three and it really becomes crucial at three because we're at a space where we might lose this child academically, socially, or emotionally and often academic-wise, and when there's no behavior involved, it's the special education route.Angela Ward:Or it may be just putting in some tier two interventions and then they're able to function at tier two and never back at tier three but tier three is where we have those really crucial conversations about, "Hey, this ain't working. The child is not getting what they need. We're not able to function. They're not able to function. Something's got to change. What needs to change? What are the things that the adults need to do in this child's life so that they're able to function better at school?"Ellen Willoughby:It starts with the adults like you said.Angela Ward:It starts with the adults.Ellen Willoughby:Absolutely.Angela Ward:It's our responsibility, and we can't blame the parents.Ellen Willoughby:Thank you for saying that. Yes.Angela Ward:It's not the parents' fault.Ellen Willoughby:Right.Angela Ward:The parent may have whatever the parent may have, but when we're face to face with our students we have them seven plus hours a day. And my children are in extracurriculars, so they're at school even longer each day. And so you see our children as educators more than we see them as parents when the school year is in session. And so we can't say it's the parents' fault.Ellen Willoughby:And how do we involve the families in these practices as well. Like what's the family component?Angela Ward:We have to make sure that we're looking at all the ways of being with the family. We can't expect all the families to come up to the school. Some families don't want to come to the school because the school was not an inviting place for them as children, and it still might not be an inviting place for them as a parent.Ellen Willoughby:That's very true.Angela Ward:I remember we had one parent who was basically a bully. He came to the school and was angry about something, I can't remember what it was, but he was literally standing in the front office screaming at the top of his lungs, big huge fella, and I'm just 5'4", he's like 6'3", and just towering over me. I'm like, "I really want to talk to you right now but I can't talk to you in this state, so can we go in the back?" "No I'm not going in the back." "Okay. I can't have you in here screaming at my staff so something's going to have to change."Angela Ward:So eventually he left and had a different respect for me because I didn't allow him to just be what he felt like he needed to be in that moment and we have to find ways to dig deep into our emotional recesses so that we're able to be what we need to be for people because often people are dealing with something and it's not our fault that they're dealing with something but we have to figure out in a restorative practices type of way how can I build a relationship with this person because at some person I may need to restore it and so you can't restore a relationship that never existed and so that's something that people often miss when they're talking about restorative justice, restorative discipline. We have to figure out how are we at tier one creating the opportunities to build those strong, trusting relationships with adults, with children, with families, so that when some conflict occurs, we have something to restore.Ellen Willoughby:Because like you said, you can't restore a relationship that's not there.Angela Ward:And with that particular parent, I have worked all year to build a relationship with him. He wasn't hearing it that day, but he knew who I was.Ellen Willoughby:Again, he just wanted to be heard and that was how he was showing that but you also set a boundary that we can't do this like this and then that showed a level of respect. Like I want to hear what you have to say but we also have to do it in a way that is not disruptive.Angela Ward:And you're scaring my staff.Ellen Willoughby:And you're scaring my staff.Angela Ward:I'm not scared, but they are terrified of you right now.Ellen Willoughby:I actually have a couple of ... Like when you were telling that, I had a couple of memories that came back to those times and there was a time that I was scared but I didn't think I showed it. So that was good. So that was good. So I want to ask ... So you're a principal on a campus and this is not how you've been doing things. So how do you shift that mindset because you know you're going to get some people who are like I don't have time for this and also thinking about the COVID piece. Actually, I'm going to stop for a second so I can not ask you two questions at once, because I'm totally stacking questions.Ellen Willoughby:Okay, I'm going to ask this one first. So thinking about how you talked about the re-entry after COVID, and we know that schools are focusing in on the learning loss that has happened because school did not run as normal. How do schools ensure that they are balancing those practices or being aware if those practices ... Let me say that. I'm trying to think of how I'm going to say this. Because I feel like it's an area of like a challenge of that. Okay.Ellen Willoughby:So thinking about as schools return after COVID, I mean we know COVID is still happening but with the new school year, what advice would you have as know that the focus of teachers is going to be regaining the loss that the students have had academically and ensuring that they're continuing to stay focused on that restorative practice.Angela Ward:Well one thing is to not make the return to the new school year all about learning loss. That's step one. Let's start with social loss. Relationship loss. Connection loss. Those things were lost more greatly than learning. That's what the students lost. What we tend to do in education from this deficit standpoint is focus on what we can't control. So we couldn't control the daily academic engagement of children because they were not in front of us. So we assume as educators that they lost learning. I offer that that is not necessarily the assumption we should be taking. I offer that we should be looking at the greater loss which is a child who is engaging in community and conversation and being with their peers, being with adults, are gaining so much more learning than simply attending to the academic content. So how are we going to shore up our academic content delivery and our pedagogy so that our students are not continuing to lose the social aspect of learning. We can't go into this new school year focused on gaps and filling gaps. Because we have schools that exist in every single city in the state of Texas where children exist daily in classrooms where adults are only focused on skill building.Ellen Willoughby:That is true.Angela Ward:So what are we going to do, double down on skill building in those classes now? The children are never going to see the light of day. And so what are we going to do differently? I don't like to use COVID-19, I don't like to use pandemic, because that's not affirming language, it's not community-building. So I say current reality, I say online reality, things of that nature. But that taught us that as educators, we can shift on a dime.Ellen Willoughby:Absolutely, and do really great things.Angela Ward:And we can shift the budget in a matter of days to do what we need to do to make sure our children are taken care of. So I don't want to see us focus on learning loss for an entire three years. Don't kid yourself, it won't be one. It will be, "Oh the COVID reality, three years ago, yada yada yada," we'll be looking at those matrices for 10 years and talking about the loss and we were never able to recoup that loss. Hogwash.Ellen Willoughby:Yeah. There you go. Yeah.Angela Ward:I say just say no.Ellen Willoughby:Just say no. And I agree with that. I love that. All right, this has just been such an amazing conversation. Is there any last things that you want to share with our listeners about our conversation today?Angela Ward:I would say ... So one thing that I like to focus on with restorative practices are the seven core assumptions for humans and I'll read them to you. The true self in everyone is good, wise, and powerful. The world is profoundly interconnected. All human beings have a deep desire to be in a good relationship. All humans have gifts and everyone is needed for what they bring. Everything we need to make positive change is already here. Human beings are holistic and we need practices to build habits of living from the core self. Those are core assumptions that I hold true to developing the type of identity affirming spaces in our schools that help us as adults see that we already have everything we need to create culturally responsive restorative spaces in our schools. We already have everything we need to design human-centered ways of being for our students, for our staff. We have to begin to take a step back and look at the daily impacts on the decisions that we make to make sure the school functions and look at it less as schooling and more as an opportunity to build community so that students and staff are able to bring their unique gifts into the school space. That they're able to feel valued, that they're able to be ... Just be.Ellen Willoughby:That's beautiful. Wow. I've got chills. So I'd like to always end my podcasts with just seven short answer questions with an educational twist. So as an educator what keeps you up at night?Angela Ward:The plight of black, brown and indigenous students in schools where adults don't understand who they are and what their lived experiences are.Ellen Willoughby:As an educator what allows you to sleep soundly?Angela Ward:Knowing that I'm doing everything in my power to make liberating school spaces and workplaces for our children and adults.Ellen Willoughby:What sound or noise do you love to hear in a school?Angela Ward:Children talking and laughing. Being goofy.Ellen Willoughby:What sound or noise do you hate to hear in a school?Angela Ward:Silence.Ellen Willoughby:What is your favorite word in education?Angela Ward:Liberation.Ellen Willoughby:What is your least favorite word in education?Angela Ward:Discipline.Ellen Willoughby:Who was your favorite teacher and why?Angela Ward:Ms. Daniels. 11th grade English. She taught me that I was a writer. She saw me. She valued me and she's the reason probably I became Dr. Ward because I didn't see myself as a writer before I took her class.Ellen Willoughby:So Dr. Ward, I just want to thank you so much for sharing your time and your insight and your experiences with us today and we want to thank our listeners for joining in this episode of Drinking From the Firehose: A Podcast for School Leaders.

Registration is now open for the 2021 Virtual Math Summit hosted by Build Math Minds: VirtualMathSummit.com/register  For this week's episode, we are listening to clips from our opening and closing sessions for the 2021 Virtual Math Summit.  The sessions by Zaretta Hammond and Pam Seda & Kyndall Brown both have a focus on giving us ways to ensure equity & access in the math classroom. Go to buildmathminds.com/102 for any links mentioned in the episode.

Learn how the science of learning AND the science of reading creates learning environments where students become powerful readers & writers from renowned author Zaretta Hammond.

As the calls for educational equity grow louder, school board members are often challenged with work that will lead the district down new paths with new goals and initiatives. Frequently, as boards take up this work, questions such as "How do we begin?" or "What is our role?" arise. Join us as we hear about one school district’s journey toward equity and the successful outcomes they are seeing as a result. Guest: Diane Wynne, Director of Wellness and Equity, Rush-Henrietta Central School District Host: Mark Snyder, Leadership Development Manager, NYSSBA Resources: R-H 10-Day Equity Journey: https://bit.ly/2RU449D NYSED’s Culturally Responsive Sustaining Education Framework: https://bit.ly/3aFiNMg Culturally Responsive Teaching and The Brain by Zaretta Hammond: https://bit.ly/3tLy59M Cultural Competence Now by Vernita Mayfield: https://bit.ly/3ni5wOW Courageous Conversations About Race by Glenn Singleton: https://bit.ly/3gzvtI8

This is the final episode of the Pandemic Pass mini-series all about how we can best emerge as a school system stronger and better than before. This episode, Siddons is joined by his friend/colleague Serenity Moore to interview the incomparable Zaretta Hammond. Moore and Siddons ask Zaretta about deficit thinking and the premature determination of "learning loss" and much much more!

This week we are chatting with two amazing educators: Zaretta Hammond is the author of Culture Responsive Teaching and the Brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. She's a former classroom English teacher, and she's been doing instructional design, school coaching, professional development for the past 18 years. She's been on the national education reform organizations, National Equity Project, the former Bay Area School Reform Collaborative, and she does work every single day around the idea of practice, specifically in culturally responsive teaching and instructional equity. We'll also hear from cognitive scientist, Pooja K. Agarwal, Ph.D. She is the author of the book Powerful Teaching: Unleash the Science of Learning and an Assistant Professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians. Pooja's research has been published in leading peer-reviewed psychology journals; featured in the New York Times, Education Week, and Scientific American; recognized by the National Science Foundation; and highlighted in numerous books, podcasts, and videos.

Zaretta Hammond defined culturally responsive teaching as . .“An educator's ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connections to the student in order to create a safe space for learning” (Hammond, 2015, p. 15)

Once again we're talking education with Ms. Cassie Williams, M. Ed. a master educator and leader in education. Educators, parents, and community leaders across the country have been promoting and demanding culturally responsive instruction in classrooms. In this episode, Ms. Williams breaks down that the pathway to Culturally Responsive Instruction is paved with  providing students with the tools they need to 'be whatever it is they want' in life. Ms. Williams bases her belief on the tenet that  'hard word and having a plan will get you anywhere you need to go in life.' With that in mind, we discuss the importance of student-centered instruction. In this model of student-centered instruction, the student is in charge of what they learn and teachers serve as role models and guides that promote learning as a life long process.We reference the work of Zaretta Hammond, M.Ed. in our conversation. Please check out Ms. Hammond's book: Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. You can also learn more about her work by visiting her website: https://crtandthebrain.com/We also reference Dr. Gholdy Muhammad. Please check out her book:  Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.

As we explore equity and how we can enhance the learning experience for all our students, instructional coach Alina Morelli-Baima helps introduce us to some important frameworks for understanding this work.Alina Morelli-Baima is currently an Instructional Coach and Special Education teacher at Schaumburg High School. Well known across D211 for leading engaging professional development sessions and In-District book studies, most recently on Culturally Responsive Teaching and the Brain by Zaretta Hammond.  Food and beverage aficionada. Reader. Beader. Traveler. Technology enthusiast. Worked as an educator in the Cook County Jail before moving into teaching Special Education in public high schools. Twitter bio: I aspire to inspire before I expire. @constantpupil

In the first episode of It's Intentional for 2021, Mike suggests with all of the tumult occurring in and around students and educators lives, it might be a good time for "The Big Reset". Drawing on the work of Zaretta Hammond and Charlotte Danielson, Mike encourages listeners to take the time to focus on the foundation for positive learning environments, relationships.

In this episode, Elena talks with a dozen friends and colleagues about their reactions to the Biden/Harris win. You’ll hear from past podcast guests including Zaretta Hammond, Nick Cains, Huber Trenado and Helen Park Truong, as well as from Elena’s husband, Stacey Goodman, and others. We discuss hope, cautious euphoria, exhaustion, and the whole range of emotions. This episode is for you if:· You are still processing the election and want to continue reflecting on it.

This one-hour episode dives deep into the elements of Culturally Responsive Teaching (CRT) by understanding what CRT is…and is not. Esteemed writer and teacher-researcher Zaretta Hammond (Culturally Responsive Teaching and the Brain) defines the obstacles that prevent classroom belongingness for non-white students, and why there are reasons for hope even during these deeply divided times.

THIS IS THE ONE! In this episode, we are talked about the 4 Misconceptions of Culturally Responsive Teaching with one of my favorite teachers, Evan Sawyer! We talked about culture, culturally responsive teaching, and the 4 Misconceptions of Culturally Responsive Teaching  with the help of Dr. Zaretta Hammond, author of, "Culturally Responsive Teaching of the Brain." This is a dope episode, one of my favorites!!Check out the 4 Misconceptions of Culturally Responsive Teaching:  1.CULTURALLY RESPONSIVE TEACHING IS THE SAME AS MULTICULTURAL OR SOCIAL JUSTICE EDUCATION.2.CULTURALLY RESPONSIVE TEACHING MUST START WITH ADDRESSING IMPLICIT BIAS.3.CULTURALLY RESPONSIVE TEACHING IS ALL ABOUT BUILDING RELATIONSHIPS AND SELF-ESTEEM.4. CULTURALLY RESPONSIVE TEACHING IS ABOUT CHOOSING THE RIGHT STRATEGIES. Peace and Blessing!! Nellum. 

Read any good books lately? Raymond and Alyssa talk about the abundance of book studies and book clubs they're seeing right now, including the books we're reading in the Office of Standards and Instructional Support. Links (linking does not imply an endorsement by the Colorado Department of Education): Standards Deviation: How Schools Misunderstand Education Policy by James P. Spillane: https://www.hup.harvard.edu/catalog.php?isbn=9780674021099 High-Impact Instruction: A Framework for Great Teaching by Jim Knight: https://us.corwin.com/en-us/nam/high-impact-instruction/book234377 Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond: https://us.corwin.com/en-us/nam/culturally-responsive-teaching-and-the-brain/book241754 Learning to Improve: How America's Schools Can Get Better at Getting Better by Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu: https://www.carnegiefoundation.org/resources/publications/learning-to-improve/ Taking Action book study from the Colorado Council of Teachers of Mathematics: https://cctmath.org/taking-action Hosts: Raymond Johnson (johnson_r@cde.state.co.us) and Alyssa Wooten (wooten_a@cde.state.co.us) The Setting the Standards theme music is courtesy of DjDocent.

With racial equity issues top of mind, we speak with educator Erin Jones. In 2016, she came within a point of winning the race for the Superintendent of Public Instruction, and was the first black woman candidate to run for statewide office. We talk about a series of online courses for adults and children on racial equity that Erin is teaching during the pandemic. And we get her thoughts on how we can be engaging in the difficult but necessary conversations we need to have in this country on race. Links: 21-Day Racial Equity Challenge: http://www.athenaplace.com More info on the Becoming class: erin@erinjonesdreams.com Facebook: Erin Jones LLC Twitter: @ErinJones2016 Instagram: @Erinin2016 Reading: anything by authors Dr. Beverly Tatum, Zaretta Hammond, Ibram X Kendi, Jason Reynolds, Kathy Obear, Richard Rothstein, Michelle Alexander, or Dr. Christopher Emdin; New York Times “The 1619 Project” Podcasts: Revisionist History, Code Switch, This American Life, Words Matter, Teaching While White, 1619 Project, Nice White Parents, Calling Justice, Seeing White, Facing Ourselves, Speaking of Racism, Throughline; Christian: Pass the Mic, Quick to LIsten, Truth's Table Watch: TV: This is Us, Black-ish, The Red Line, Black Earth Rising, When They See Us; Black Lightening, Watchmen, Self Made, Dear White People; Film: The Hate U Give, Emanuel, Hello, Privilege. It's Me, Chelsea, Cracking the Codes, 13th, Just Mercy, Selma, If Beale Street Could Talk, I Am Not Your Negro, Dear White People Websites: Teaching Tolerance, culturallyresponsive.org, https://mlpp.org/21-day-racial-equity-challenge/

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at www.writable.com Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She holds a Masters of Arts in English Education, with a concentration in Writing from the University of Colorado, Boulder. She is passionate about the intersectionality of equity, literacy, and culturally responsive teaching as a way to help schools and districts close opportunity and learning gaps for under-served students. Her current interests are around secondary literacy, especially vocabulary development through engaging, student-centered word study. Zaretta is a native San Franciscan, but also has deep Southern roots in Alabama, Arkansas, and Louisiana. Her grandparents came to San Francisco from Louisiana in 1940. She attended public schools in the San Francisco Unified School District as well as community college before transferring to the University of California, Berkeley. She graduated from New York University in New York City (where she transferred once her partner attended Columbia Law School). She's the parent of 2 adult children and has been married for 34 years. For more information on Zaretta Hammond: Website: https://crtandthebrain.com/ Books: https://www.amazon.com/s?i=stripbooks&rh=p_27%3AZaretta+L.+Hammond&s=relevancerank&text=Zaretta+L.+Hammond&ref=dp_byline_sr_book_1 Twitter: https://twitter.com/ready4rigor Instagram: https://www.instagram.com/crtandthebrain/ **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at www.writable.com Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former high school and community college expository writing instructor. She holds a Masters of Arts in English Education, with a concentration in Writing from the University of Colorado, Boulder. She is passionate about the intersectionality of equity, literacy, and culturally responsive teaching as a way to help schools and districts close opportunity and learning gaps for under-served students. Her current interests are around secondary literacy, especially vocabulary development through engaging, student-centered word study. Zaretta is a native San Franciscan, but also has deep Southern roots in Alabama, Arkansas, and Louisiana. Her grandparents came to San Francisco from Louisiana in 1940. She attended public schools in the San Francisco Unified School District as well as community college before transferring to the University of California, Berkeley. She graduated from New York University in New York City (where she transferred once her partner attended Columbia Law School). She's the parent of 2 adult children and has been married for 34 years. For more information on Zaretta Hammond: Website: https://crtandthebrain.com/ Books: https://www.amazon.com/s?i=stripbooks&rh=p_27%3AZaretta+L.+Hammond&s=relevancerank&text=Zaretta+L.+Hammond&ref=dp_byline_sr_book_1 Twitter: https://twitter.com/ready4rigor Instagram: https://www.instagram.com/crtandthebrain/ **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Mike Szczepanik and Brian Arnot chat with us about finding ways to better meet the needs of out students, doing things you believe in, and providing more accurate feedback. More at www.teachbetter.com/podcast/mikeszczepanik-brianarnot. Mike and Brian's Recommendations EdTech Tool: Mike: Everything Google Brian: Seesaw Book: Mike: “Stop Talking and Start Influencing” Jared Cooney Horvath Brian: “Culturally Responsive Teaching & THE BRAIN” by Zaretta Hammond. Who to Follow on Instagram: Mike: Ken O’Connor @kenoc7, Rick Wormeli @rickwormeli2 Brian: Thomas Guskey @tguskey, Aaron Blackwelder @AaronSBlackwel1 YouTube/Podcast/Website/Blog: Mike: www.teachersgoinggradeless.com Brian: www.teachbetter.com Daily/Weekly/Monthly Routine: Mike: Video taping yourself. Brian: Connect to people that inspire and energize you. Best piece of advice you've ever received: Mike: Look at mistakes as an opportunity to grow. Brian: If it's good for kids and won't get us fired, do it. Links to Connect With Mike and Brian Website: medium.com/@mszczepanik Twitter: @MikeSzczepanik @brian_arnot Facebook Page: Mike Szczepanik. Brian Arnot. Instagram: michaelaszczepanik YouTube: Michael Szczepanik --- Send in a voice message: https://anchor.fm/teach-better-talk/message

Zaretta is a former writing teacher turned equity freedom fighter. She’s listened to her inner wisdom for many decades and continues to put herself in situations where she’ll have new learning opportunities—which she says is a way to “disrupt” herself. It’s also how she lives her life’s purpose.Resources:Zaretta’s websiteCulturally Responsive Teaching and the Brain, Corwin (2014)Lovecraft Country, Matt Ruff (2017) Is there someone whose story should be shared on our podcast? Someone who has stepped into their courage and reclaimed a part of themselves? Send me an email: podcast@brightmorningteam.com

Connect with Zaretta HammondTwitter: @Ready4Rigor | Website: crtandthebrain.com | Book: Culturally Responsive Teaching and the BrainConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalbIntroRyan Holiday, Stillness is the Key, Stoicism, Blog post about habitsZaretta’s Current Conversations (05:05) Covid webinarsApollo 13 (09:47) Family / Parent Relationships (11:13) Trust Generators (other resources from the book here!)  Only learners learn (19:42) Ron Ritchhart, Project Zero, Making Thinking VisibleReady for Rigor FrameworkSchool of Rock movieThe achievement gap (28:11) Minimize threat, maximize connection (32:57) Standing, Certainty, Control, Connection, EquityCollectivist culture / Individualistic cultureRelationship-building (39:02)Jim Knight - Zaretta Hammond webinar on Facebook

Zaretta Hammond's most famous work is her book Culturally-Responsive Teaching and The Brain. What does culturally-responsive teaching have to do with neuroscience? Everything, it turns out! Ms. Hammond explains the difference between multicultural education, social justice teaching, culturally-relevant pedagogy, and culturally-responsive teaching. She stresses that cultural responsiveness is not about a program or a toolkit. Instead, it is about the ways that we engage with students, building upon schema, to help them carry the cognitive load. Some highlights: So what we've done is we've actually created this magical thinking around the tools and the methodology of culturally responsive practice versus understanding the science of learning behind it. ...the way inequity was designed was to underdevelop cognitive capacity of Black and Brown and Indigenous children You're becoming the personal trainer of their cognitive development. But remember the first step of that trainer-personal trainer relationship with a new client is building rapport. Errors are information, not confirmation of low intelligence. This is something teachers need to be saying and doing. ...culturally responsive teaching is an integrated set of processes, structures, and interactions that over time build the students' capacity. We can't keep talking about it like it's things that you can just reach in a bag and actually get and ...pull out. littlethings1st.com --- Send in a voice message: https://anchor.fm/tracyandjim/message Support this podcast: https://anchor.fm/tracyandjim/support

In this episode we chat with Zaretta Hammond, the best-selling author of Culturally Responsive Teaching and The Brain. Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary’s College’s Kalmanovitz School of in Moraga, California. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. 

Understanding how the brain works and learns can help us teach and our students learn with more power. Understanding that each student's brain doesn't learn the same way is important, too. In Culturally Responsive Teaching and the Brain by Zaretta Hammond, she shares how we can understand culture, how it is wired into our students' brains, and how we can reflect that in our teaching.

In this episode, I share what microaggressions are and three forms that show up in schools using Zaretta Hammond's book, Culturally Responsive Teaching and the Brain.

Table of Contents:Who Joe Truss is & why we're talking to him (0:37)White Supremacy Culture, defined (1:02)White Fragility, defined (1:44)Growing up in the Tenderloin (2:24)Why Joe was academically successful when most of his friends weren't (3:57)Tracked classes and White Supremacy Culture (5:52)How writing is taught and White Supremacy Culture (6:29)Reading: For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education by Chris Emdin, and We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina Love (8:16)Joe's initial approach to teaching: "social justice wrapped in white supremacy culture" (9:41)Joe's journey to transform his school's practice begins (14:00)Reading: Culturally Responsive Teaching and the Brain by Zaretta Hammond (14:31)0The year of tackling White Supremacy Culture begins with "Brave Norms" (14:54)Joe describes the staff's first day back from summer break (15:28)Reading: “Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice” by Brian Arao and Kristi Clemens, from "The Art of Effective Facilitation: Reflections from Social Justice Educators" (16:02)How Joe would prompt first-day discussion differently if he did it today (21:52) What happened after that first day back, for Joe and for the school (25:17)Joe's mentors and how he found them (27:19)Reading: Dismantling Racism: A Workbook for Social Change Groups by Kenneth Jones and Tema Okun (29:59)Joe introduces "White Supremacy Culture" and "White Fragility" to the staff in December (32:36)Getting into the risks to Joe's own position of tackling this (37:16)What happened next: January (47:35)Connecting White Supremacy Culture to School Discipline (49:42)What Joe's doing with his staff this year to build on last year (52:01)Joe's long term goals for the school (55:30)More about Joe TrussCheck out Joe’s website, and follow him on Twitter here: @TrussLeadership.Joe is leading a full day workshop on Dismantling White Supremacy Culture coming up on Saturday, November 2nd. Details can be found on the site.And one final shout-out...The English headteacher who told me the line about “what happens on a wet Wednesday afternoon” is Andy Raymer, now-retired headteacher at Matthew Moss high school in Rochdale. This podcast is powered by Pinecast.

In this episode, I read from Zaretta Hammond's book, Culturally Responsive Teaching and the Brain. Specifically, the section on structural racialization and why the awareness of it is needed to better understand how schools are operating in our country.

Dr. Paula and Dave discuss David Epstein's "Range", Zaretta Hammond, and Learning Pits of Despair. Oh, and Dr. Paula fails ANOTHER quiz! Supporting materials at www.teachwellteachers.com. If you like the show, rate it, and share it on your social media! Please!

MLK day has come and gone. But what can we do to make it more than just a day out of the year? As we consider the legacy of Dr. Martin Luther King Jr., Ed's (Not) Dead this week brings you our very first equity series... @petercrable @rwdodd @chsiddons From Episode 109 with @Ready4Rigor, THE Zaretta Hammond, we discuss the dangers of deficit thinking, and how to build the capacity of our colleagues to use brain science in promoting culturally responsive teaching.

Zaretta Hammond’s book, Culturally Responsive Teaching and the Brain, is shifting the way we think about classroom instruction. On today’s episode of #3PsinaPod, Mary and Danielle chat with the author to see why we must refrain from trying to drive our students’ learning, and in turn, allow them to take the wheel. Hammond encourages teachers to “interrupt inequity by design.” Don’t miss the chance to learn from the educator in-person in Phoenix on Nov. 8. Register now to reserve your seat. If you haven’t already, please subscribe, rate, and review “3Ps in a Pod” on iTunes to help expand our reach to professionals in education across the globe.

Zaretta Hammond's work has really opened up a world of possibilities when it comes to teaching students equitably and meeting them where they live. During her visit in Charlottesville, VA, I had the opportunity to sit down with her for a discussion about her work.

Show Notes: During today's show, we discuss the following topics during our first segment: From the Washington Post piece on private school enrollment (below), how are private schools contributing to school segregation? To what extent are private schools necessary for a high-functioning education system? In our second segment, we have THE Zaretta Hammond on our show, author of Culturally Responsive Teaching and the Brain. Zaretta Hammond joins us from the beautiful state of California, right after a full day of leading professional development! Resources Mentioned/Referenced: New research says schools don’t matter much in helping kids climb the economic ladder Private School enrollment contributes to school segregation Zaretta Hammond's Blog "Ready4Rigor" Guest Information: Zaretta Hammond is the author of the bestselling book, Culturally Responsive Teaching and the Brain. Zaretta is a former writing teacher turned equity freedom fighter and over 19 years ago, Zaretta moved from supporting students in her classroom to supporting teachers who are committed to getting better results with their culturally and linguistically diverse students. Zaretta has trained instructional coaches, designed national seminars for teachers and school leaders and is a regular presenter at national conferences for education. Zaretta's research revolves around literacy, vocabulary development and equity. Zaretta established and writes for the blog "Ready4Rigor" and is most widely known at present for her more recent publication: "Culturally Responsive Teaching and the Brain." Finally, Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, California with her husband and family. So let’s get into it

We talk about Zaretta Hammond's book Culturally Responsive Teaching and the Brain. It's a good conversation and could easily go into more episodes.

Some teachers think they're practicing culturally responsive teaching, when in fact, they're kind of not. In this episode, I interview Zaretta Hammond, author of Culturally Responsive Teaching and the Brain, to identify and correct four common misconceptions teachers have about how to best help our diverse students thrive in school.

The Transformative Leadership Summit is going to be amazing this year. I hope you enjoy this short teaser. Please sign up here: Click Here to Learn More Are you feeling like you are always behind at school? Do you feel like you need about 2 more hours each day to accomplish everything? Here’s how I help principals work manageable hours: Create your ideal week, so that you can leave work at work and enjoy your life! Join my group coaching program Please take a moment to rate this podcast in iTunes or on Stitcher.  Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show. Buy Communication Cards Show notes on TransformativePrincipal.com Download Paperless Principal.   Web Site Transformative Principal on Stitcher Refer A Principal Best Tools for Busy Administrators Survey

Zaretta Hammond is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. Second phase - building capacity of teachers. Learning partnerships. We can’t learn when we don’t trust. How to quickly build trust through trust generators. Selective vulnerability. Social pain and physical pain are equal as far as the brain is concerned. Power of acknowledging students out in the community. Culturally responsive teaching isn’t about just relationships. We have the relationship so the teacher can push when the learning gets hard. 4 cultural learning tools. Understand there is a common thread through most cultures - collectivism. Individualism vs. Collectivism - figuring out a problem together. This is not a subject area you need to tackle, but something that you need to bring into the meeting. World cafe - strategy for teacher discussion. How to be a transformative principal? Facilitative leadership. How do you create an agenda that is equity focused?   Loading… Please take a moment to rate this podcast in iTunes or on Stitcher.  Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show. Buy Communication Cards Show notes on TransformativePrincipal.com Download Paperless Principal.   Sponsor: Sanebox Web Site Transformative Principal on Stitcher Refer A Principal Best Tools for Busy Administrators Survey

Zaretta Hammond is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. You can find her on the web at Ready4rigor.com and on Twitter at @ready4rigor Culturally responsive teaching is seen as classroom management or one-off - both of these are wrong. It is really about learning. Dependent vs. Independent learners Brains aren’t any different, but the system is stacked against them. It’s about getting students to take control of their own learning. Once learning is relevant, then students can be engaged. Multi-cultural education vs. culturally responsive education. Where to start (Thanks to @feedurmind_read) in culturally responsive teaching. Leader to create the conversation to talk about our students. Counter-narratives - acknowledge the dominant narratives. Not about preaching from the leader. Trust undermines culturally responsive teaching. Here’s the three things we believe about our X students. What’s being said in the media about those students? Teachers are mirroring what they are seeing in the media. Starts with relational trust and creating counter-narratives. Take the Fall Listener Survey Loading… Please take a moment to rate this podcast in iTunes or on Stitcher.  Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show. Buy Communication Cards Show notes on TransformativePrincipal.com Download Paperless Principal.   Sponsor: Sanebox Web Site Transformative Principal on Stitcher Refer A Principal Best Tools for Busy Administrators Survey  

Zaretta is the author of Culturally Responsive Teaching and the Brain, and has so much helpful info to share about supporting students in poverty. Listen in as we discuss the pedagogy of poverty, and how an individual teacher can make meaningful connections with students despite the drill-and-kill focus so prevalent in many Title I schools. Zaretta gives practical suggestions for any teacher who wants to understand his or her students better.

Listen to Mimi Tsiane's review and summary of Zaretta Hammond's 2015 book, Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. And remember... Learning is always personal.