{"success":true,"data":[{"ID":1096,"Class":"Conversation","Created":1664820050,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using inquiry-driven practices to identify the intersectionalities of Social-Emotional and Academic Development","Handle":"using_inquiry-driven_practices_to_identify_the_intersectionalities_of_social-emotional_and_academic_development","ShortDescription":"The nation\u2019s largest school system has implemented a system-wide SEL Screener, that provides powerful data to all 1,700 schools. Central to this work, schools are expected to engage in inquiry-driven routines to reflect on how their practices support the ongoing development of students\u2019 social, emotional, and academic needs.","Description":"Helping students move from being passive recipients of content to active learners is a proven way to strengthen their academic and social-emotional skills. This happens when all members of a school community engage in inquiry-driven practices that help develop shared understandings of child and adolescent development via mutually supportive practices that help students develop socially, emotionally, and academically. Weaving Social-Emotional Learning (SEL) into instruction, and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root. \r\n\r\nNYC Public Schools has undertaken the nation\u2019s largest administration of a system-wide Social Emotional Screener. This screener provides schools, for the first time, with comprehensive data on students\u2019 SEL competencies. However, most importantly, it provides them with opportunities to reflect on the systems, structures, and practices they have to strengthen those competencies via the instructional core: curriculum, pedagogy, and assessment \r\n\r\nWhile access to academic data has long been available, data identifying students\u2019 SEL competencies is relatively new and schools are, via inquiry-based systems, engaging in learning conversations about the intersectionality of SEL and academics, and how research-based instructional strategies can strengthen those competencies. The work occurring in NYC is to deepen schools\u2019 understanding that all learning is social-emotional learning and that effective inquiry-based systems allow schools to reflect on student outcomes, classroom practices, and schoolwide systems. Thus, we aim to develop the sense of collective efficacy necessary to actualize measurable improvements in student performance, and continually enhance schools\u2019 practices.","Link":[],"Audience":["All School Levels"],"Practice":"Attendees with replicate the type of participative decision-making processes that are at the heart of the work being undertaken in New York City. The overarching theory that all learning is social emotional learning, will drive the conversations and allow participants to engage in the adaptive task of unpacking the 8 competencies measured via the SEL Screener and identify the instructional intersections that most naturally align within and across those competencies. Ultimately, participants will be provided with the opportunity to look at sample SEL Screener data and engage in an inquiry-based conversation about the types of Tier 1, Tier 2, or Tier 3 approaches that can and should be considered as a result of their data analysis.","Presenter":["Andrew Gallagher","Julie Mchedlishvili"],"PresenterAffiliation":["NYC Department of Education"],"PresenterEmail":["agallagher@schools.nyc.gov","JMchedlishvili@schools.nyc.gov"],"ScheduleSlotID":142,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"We ask that participants bring a laptop to this session.\r\n\r\nWe would very much welcome the opportunity to share (and learn from others) how inquiry-driven practices are shaping the work of using the resulting data from the nation's first (and largest) large-scale SEL screener implementations.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1125,"Class":"Conversation","Created":1667258927,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Cultivate Thinking Skills Using Contemporary Art and PZ Routines","Handle":"cultivate_thinking_skills_using_contemporary_art_and_pz_routines","ShortDescription":"By using Project Zero\u2019s Thinking Routines, teachers across all disciplines can integrate the arts into their classrooms to activate student curiosity, promote critical thinking, and develop a spirit of inquiry.","Description":"Teachers across all disciplines can spark curiosity, promote a sense of wonder, and encourage critical thinking skills using Project Zero\u2019s Thinking Routines. Pairing works of art with Thinking Routines, attendees will practice techniques which introduce and explore, summarize and synthesize ideas, and find ways to dig deeper through perspective taking. In this conversation, fellow educators will be introduced to, practice and reflect on at least three routines using a variety of engaging contemporary artworks. \r\nTeachers hosting this conversation regularly use Thinking Routines with students. Thinking Routines \"deepen thinking and help make thinking visible.\"* Routines, such as Chalk Talk, encourage silent conversation and an opportunity for even the quietest students to participate. These routines value each student's perspective using open ended prompts.\r\nFounded at Harvard School of Education by Nelson Goodman in 1967, Project Zero is a research think-tank grounded in using the arts to dive into deep inquiry. Fifty-five years after its founding, Project Zero continues to work with schools around the globe. Howard Gardner, Ron Richart, and Shari Tishman are some of the principal researchers.\r\n*pz.harvard.edu","Link":[],"Audience":["All School Levels"],"Practice":"From the start, artwork will be projected on the screen. Attendees will be invited to look and notice details as we use the routine, \"What Makes You Say That?\".Right from the start, the group will use this routine, as well as other thinking routines.  Folks are encouraged to ask questions and reflect on the activities. Attendees will use as many routines as time allows. Participants will be able to look at the source of this routine and others using a QR code posted. The resource containing Thinking Routines will also contain a digital portfolio of contemporary artwork and biographical information of the artists.","Presenter":["Marita Fitzpatrick","Karen Rufino"],"PresenterAffiliation":["Philadelphia School District"],"PresenterEmail":["mfitzpatrick@philasd.org","krufino@philasd.org"],"ScheduleSlotID":143,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"Marita Fitzpatrick teaches art at Bodine High School for International Affairs in Philadelphia. Teaching for over 22 years, she was the 2022 Art Teacher of the Year for the Philadelphia School District, 2021 PAEA Outstanding Secondary Art Educator of the Year, and received the 2019 Lindback Award.\r\n\r\nKaren Rufino teaches art at William Rowen Elementary School in the West Oak Lane neighborhood. This is her 13th year teaching in public schools in Philadelphia. She has attended numerous Project Zero Workshops and is passionate about their impact on her teaching and students. She was awarded 2010-11 Pan American Academy Charter School Teacher of the Year.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1126,"Class":"Conversation","Created":1667259119,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reclaiming Our Why","Handle":"reclaiming_our_why","ShortDescription":"Participants, after discussing the importance of staying connected to our purpose for remaining in the profession, will reflect on (and maybe rediscover) their why. We\u2019ll culminate with the opportunity to create a short video exclaiming our \u201cWHY\u201d.","Description":"We chose to become educators because we are (were) passionate about [we each fill in the blank differently here]. Our time in (and out) of schools and collaborating with students and colleagues these past few years may have brought challenges that call this passion into question or buoy us with optimism for our students, their successes, and the future. For years, conversations about teachers staying or leaving the classroom have returned to a clear commonality amongst those who have stayed in teaching, or education more broadly: we are motivated by a strong sense of purpose (Nieto, 2003; 2015). Choi (2022), in his text Sparks into Fire: Revitalizing Teacher Practice through Collective Learning states\r\n\r\n\u201cSpending time to clarify and reconnect with our purpose as teachers and educational leaders seems like a luxury that there just isn\u2019t time for. And yet, if we don\u2019t attend to our purpose and continue to cultivate it, we may lose our passion for the work; we burn out\u201d (p.4).\r\n\r\n\u201cThrough the sharing of our stories, we are reminded about our purpose and what matters to us at a fundamental level. . . Stories of purpose give us . . . \u2018courage to act\u2019\u201d (p. 5). \r\n\r\nIn this session, we will engage in conversations about our purposes, perhaps even rekindling our respective purposes, through structured reflection, relevant discussion and writing prompts, and time to share. Participants will have the opportunity to record a short video (e.g. through flipgrid or on their devices) to document their purpose right now.","Link":[],"Audience":["All School Levels"],"Practice":"Using a combination of structured conversational protocols and discussion and writing prompts, participants will engage in conversations about our purpose for teaching or being in education. Participants will have the opportunity to record a short video (e.g. through flipgrid or on their devices) to document their purpose right now.","Presenter":["Walter Brown","Kate Spence"],"PresenterAffiliation":["Walter- Hudson High School of Learning Technologies (NYC Public School)","Kate Spence - Fairleigh Dickinson University"],"PresenterEmail":["wbrown@hudsonhs.nyc","kspence@fdu.edu"],"ScheduleSlotID":144,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1144,"Class":"Conversation","Created":1667357626,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Community Representation Matters: Centering Students Through Centering Their Community in Staffing","Handle":"community_representation_matters--centering_students_through_centering_their_community_in_staffing","ShortDescription":"An SBC leader, staff member and student will engage the audience in reflecting if the children they serve see themselves in their staff members, what are the benefits of community representation in staff hiring, and discuss what hiring practices can be implemented in order to create a school community reflective of the broader community.","Description":"A Washington Post analysis of school district data from 46 states and Washington DC finds that only 7% of Black students are enrolled in a district where the share of Black teachers matches or exceeds that for students. For Latinx students, it is 0.1%. In stark comparison, 99.7% of white students attended a district where the faculty is as white as the student body. We need a national movement aimed at ensuring that every school is composed of a team of adults that is reflective of the community it serves. \r\n\r\nIn response to this disparity, the leadership of South Bronx Community Charter School designed the Community Beacons Program - a strategy for schools to make bold strides towards a workforce reflective of the populations they serve. SBC has found that early career professionals from the community are ideally suited to take on new roles in education that support the mental health and social-emotional development of young people. Therefore, the school has pioneered a model for staffing that addresses both of these urgent needs and can be replicated in other communities nationally. \r\n\r\nDuring the session, an SBC leader, staff member and student will engage the audience in reflecting if the children they serve see themselves in their staff members, what are the benefits of community representation in staff hiring, and discuss what hiring practices can be implemented in order to create a school community reflective of the broader community.\r\n\r\nThe student facilitator will give voice to the impact having multiple staff members from their community has had on their sense of belonging and motivation. We believe that centering the community is centering our students. Through our model of having community members serve as staff members, specifically in our Youth Development department we have seen the following impact: \r\n91% of students feel safe in the hallways, bathrooms, locker rooms, and cafeteria \r\n96% of students say that students rarely or never harass, bully, or intimidate each other because of their race, religion, ethnicity, national origin, citizenship\/immigration status, gender, gender identity, gender expression, or sexual orientation at SBC.\r\nSBC\u2019s student attendance rates are consistently 5% above NYC\u2019s average high school \r\nOver 90% of the student body report that all staff care about their learning and success. \r\n100% of students apply to college and complete an internship.\r\n\r\nBy the end of the interactive discussion, participants will\u2026\r\nReflect on how much their current staff reflects the community they serve\r\nEvaluate what current hiring practices are creating the current makeup of their staff\r\nDevelop at least one change in hiring practices that will allow for more staff that is reflective of the community the school serves","Link":["http:\/\/www.southbronxcommunity.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Community Representation Matters: Centering Students Through Centering Their Community in Staffing\r\n\r\nOutline:\r\n\r\n10 mins\r\nToday\u2019s Topic: Why Representation in Staffing Matters\r\nVideo: 'Black Panther' premiere in Oakland delights, inspires fans\r\n\r\nPair and Share: What is a moment where you saw an aspect of your identity whether it was your race, ethnicity, gender, hometown, etc. represented either on screen or in person that had an effect on you. What was that effect?\r\n\r\n10 mins\r\nThe WHY\r\nOpen Dialogue: Based on what you shared, why does representation matter?\r\nHow does representation connect to our goals of student-centered classrooms?\r\n\r\n20 mins\r\nWHAT IS THE OBSTACLE\r\nPair and Share: What are the obstacles that prevent community members from being staff members at your school? Think Nationally, State-wide, City-Wide, and Locally.\r\n\r\nFor example, lack of access to educational resources or degrees to become a staff member.\r\n\r\n20 Mins\r\nWHAT ARE SOLUTIONS:\r\nPair and Share: Choosing ONE obstacle mentioned, what is a specific creative solution that could be implemented in order to have more access to community members as staff members in schools?\r\n\r\n20 mins\r\nQUESTION AND ANSWER\r\nBrief Overview of SBC\u2019s Process and Journey to implement more community representation and the impact it has had on the school\r\nThen, Open Q&A about the model\r\n\r\n10 mins\r\nREFLECT: Share what you will leave this discussion with and what actions you will take in your school community","Presenter":["John Clemente","Maria Ventura","Glenn George"],"PresenterAffiliation":["South Bronx Community Charter High School"],"PresenterEmail":["john.clemente@southbronxcommunity.org"],"ScheduleSlotID":145,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1116,"Class":"Conversation","Created":1667230226,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How Immediate and Meaningful Learning Data deepens student - teacher connections and Enhances Math Instruction","Handle":"how_immediate_and_meaningful_learning_data_deepens_student_-_teacher_connections_and_enhances_math_instruction","ShortDescription":"Formative data, in the hands of teachers and students puts the focus on learning rather than getting problems right or wrong. Attendees will role-play as teachers, students, and instructional coaches using data analytics scenarios from live classroom experiences with ASSISTments, a forever free math learning platform.","Description":"Participants will be given a brief tour of the ASSISTments Teacher platform where they\u2019ll learn how to find and assign problem types from an extensive content library. Participants will see how the problem types look from the students perspective and how immediate corrective feedback supports learning.\r\nOnce the overview is complete the class will be split into two groups, and a hands-on \u2018 experience role play will follow. A small group will be given the teacher role, to assign math work in Google Classroom from her curriculum. The larger group will be students who will complete the assignments in \u2018their\u2019 Google Classroom work stream. Then together, in small groups, teams will draw conclusions and conversation entry points from the teacher\u2019s class report. \r\nFinally, the teachers will play the role of instructional leaders and use a data dashboard, Insights Hub, to share data and interact with teachers, all with a focus on building stronger relationships through data, feedback and support.\r\nTo close, participants will share how and where they see potential uses of this type of data, support, and feedback in their school communities.","Link":["https:\/\/new.assistments.https:\/\/new.assistments.org\/webinar\/from-learning-data-to-learning-growth-taking-action-with-assistments-dataorg\/product\/teacher"],"Audience":["High School","Middle School"],"Practice":"The conversational practice will be small group and coaching. Initially, the group will be led to log in to free ASSISTments accounts on their devices, accounts they\u2019ll be able to access whenever they choose after the session and after EduCon. Then the conversation will be a role play where \u2018students\u2019 will work on problems together, sharing challenges and successes while the \u2018teachers\u2019 will ask questions to help \u2018students\u2019 direct and own their learning. The conversation will be rich as the groups look for conversation entry points based on data from the perspectives of teachers, students, and instructional coaches","Presenter":["Lee Finkelstein","Nicole Fisher"],"PresenterAffiliation":["The ASSISTments Foundation","School District of Philadelphia"],"PresenterEmail":["lee.finkelstein@assistments.org","ncfisher@philasd.org"],"ScheduleSlotID":146,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleLocationID":34},"total":5,"limit":false,"offset":false}