{"success":true,"data":[{"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":1156,"Class":"Conversation","Created":1667937865,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"For Us, By Us: Teachers of Color Leading Black and Brown Students in PBL","Handle":"for_us-by_us--teachers_of_color_leading_black_and_brown_students_in_pbl","ShortDescription":"Too often, Inquiry-Driven and Project-Based learning are left out of conversations about what benefits students of color. These pedagogies are often sacrificed in the name of either rote skill development or the dryness that passes for \"rigor.\" We'll talk about it, and figure out how to ensure that students of color aren't locked out of progressive education.","Description":"Too often, Inquiry-Driven and Project-Based learning are left out of conversations about what benefits students of color. These pedagogies are often sacrificed in the name of either rote skill development or the dryness that passes for \"rigor.\" We'll talk about it, and figure out how to ensure that students of color aren't locked out of progressive education.","Link":[],"Audience":["High School","Middle School"],"Practice":"Large and Small Group Discussions.","Presenter":["Matthew Kay","Alexis Clancy","Roger Bracy","Rea Gade"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mkay@scienceleadership.org","agade@scienceleadership.org","aclancy@scienceleadership.org","roger.bracy@gmail.com"],"ScheduleSlotID":145,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1102,"Class":"Conversation","Created":1666138943,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Foresight Thinking & Future Scenario Design for Human Beings","Handle":"foresight_thinking-future_scenario_design_for_human_beings","ShortDescription":"How might we as educators think 'like futurists and foresight strategists' so that we can best help our students purposefully respond to their unique futures?\r\n\r\nThis interactive session will use recognized foresight strategies used by professional futurists to guide research and clients. Most importantly, it will help us consider ways we might adopt foresight practices and tools to empower our students.","Description":"As a diverse tribe of progressive learner-focused educators, we are well-versed in a wide array of agile 21st Century Learning principles and methods. \r\n\r\nWe work doggedly and creatively -- in every way and setting imaginable -- to help our young people to be prepared for the 'future'. It's just in our DNA. \r\n\r\nYet, when was the last time that you were purposefully trained in the same techniques that futurists use to guide leaders and organizations across different industries or societal sectors to prepare for what lies ahead?\r\n\r\nBetter asked, could you use the same practices professional futurists and foresight strategists use to mentor your own students to make confident decisions about their future? \r\n\r\nIn this interactive conversation, we will explore and test a series of 'foresight thinking' strategies developed by leading organizations including The Institute for The Future, The Smithsonian Institute, TeachTheFuture.org, and the d.school's K-12 Lab. Our session will use these recognized foresight strategies used by these professional futurists -- who understand the mindsets of both youth and educators -- to guide research and clients. \r\n\r\nMost importantly, it will help us consider ways we might adopt foresight practices and tools to empower our students both for their immediate future and the many scenarios that may define the world they step into next. \r\n\r\nOur shared Educon experience will focus on (5) specific areas areas:\r\n\r\nPart 1: Activity -- \"Go Ahead: Predict the Future\" -- Tomorrow Morning vs Ten Years from Now.\r\n\r\nPart 2: Presentation -- Trends, Signals, Scenarios (and Urgent Futures, via Jane McGonigal's \"Imaginable\")\r\n\r\nPart 3: Activity -- Deploying gameplay and future scenario modeling via \"Your Future Thing\" and other games\/decks.\r\n\r\nPart 4: Activity -- How might we design a 'futures' classroom project or design challenge that empowers our students?\r\n\r\nPart 5: Discussion -- Big Picture Thinking: Why should we and our colleagues develop foresight techniques and future thinking skills? What happens if we don't?","Link":["https:\/\/thinklearningstudio.org\/"],"Audience":["High School","All School Levels"],"Practice":"The session will be balanced in the following ways:\r\n\r\n* 40% - series of 'small group' micro activities \r\n* 40% - 'small group' \/ 'full room' conversations and final 'full room' 'how might we...' reflections\r\n* 20% - presenter talk (simply to introduce context and terms)","Presenter":["Christian Long"],"PresenterAffiliation":[],"PresenterEmail":["clong@thinkglobalschool.com"],"ScheduleSlotID":145,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1134,"Class":"Conversation","Created":1667332737,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meaningful Making With Middle Schoolers","Handle":"meaningful_making_with_middle_schoolers","ShortDescription":"How can we create a multi-year, hands-on program to engage and educate middle school makers?  What best practices in STEM, STEAM, Makerspaces, Engineering, and more can be used to create an engaging and educational experience for our students?  What outcomes do we value when creating these programs?","Description":"Making in middle schools can be both exhilarating and frustrating in equal measure.  Planning hands-on projects for our students is a lot of fun, and also a lot of work.  From the initial planning to creating materials and activities, scaffolding lessons, managing projects, and designing assessments, a lot of work goes into a successful project.  Join a middle school Pre-Engineering teacher and Makerspace teacher for a discussion around best practices, planning, management, and projects for a broad spectrum of maker programs.  We\u2019ll dive into conversations around topics such as structuring a multi-year program, developing project ideas, managing creative spaces, and creating capstone projects.  Come prepared to share your experiences, both what has worked and what hasn\u2019t, as well as future goals and \u2018pie in the sky\u2019 ideas.  Don\u2019t have a standalone maker class?  No problem!  We\u2019ll also discuss ways to integrate these types of projects into more traditional classrooms.","Link":[],"Audience":["Middle School"],"Practice":"Presenters will facilitate conversation both within the whole group and in smaller breakout groups.  Ideas and suggestions will be compiled in a shared Google Doc.","Presenter":["Meredith Martin & Michael Franklin"],"PresenterAffiliation":["SLA Middle School"],"PresenterEmail":["mbmartin@philasd.org","msfranklin@philasd.org"],"ScheduleSlotID":145,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1157,"Class":"Conversation","Created":1668048075,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"New ways to assess learning in an engineering classroom","Handle":"new_ways_to_assess_learning_in_an_engineering_classroom","ShortDescription":"Join us in the SLA Shop to discuss new ways of assessing what students learn and of encouraging academic growth. New approaches like having students make their own midterms have provided opportunities for deeper learning across the spectrum of students we serve. These approaches when coupled with engineering projects rich in making allow students to internalize concepts and skills. We will look at how non-linear grading methods have helped challenge a broader set of students in the SLA engineering program. Come prepared to share your own experiences in encouraging every student in your program to stay engaged and succeed.","Description":"Join us in the SLA Shop to discuss new ways of assessing what students learn and of encouraging academic growth. New approaches like having students make their own midterms have provided opportunities for deeper learning across the spectrum of students we serve. These approaches when coupled with engineering projects rich in making allow students to internalize concepts and skills. We will look at how non-linear grading methods have helped challenge a broader set of students in the SLA engineering program. Come prepared to share your own experiences in encouraging every student in your program to stay engaged and succeed.","Link":[],"Audience":["All School Levels"],"Practice":"Small group and whole group discussion","Presenter":["John Kamal"],"PresenterAffiliation":["SLA"],"PresenterEmail":["jkamal@scienceleadership.org"],"ScheduleSlotID":145,"ScheduleLocationID":38,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1124,"Class":"Conversation","Created":1667256357,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reclaiming Project-Based Learning","Handle":"reclaiming_project-based_learning","ShortDescription":"The growing popularity of learner-centered approaches, like project-based learning, are susceptible to being hijacked, trivialized, and then dismissed as \"ineffective\" by cynical critics. This session offers a coherent progressive vision of PBL, that withstands scrutiny and produces more productive contexts for learning. Practical strategies and learning adventures will be shared.","Description":"This session is an opportunity to think outside of the rubric and reclaim project-based learning for creative educators and students. The presenter will connect ideas developed in his four decades of work in schools around the world with progressive educational traditions, and lessons from the Reggio Emilia approach in a coherent fashion to inspire educators to embrace the best of what project-based learning has to offer.\r\n\r\nTopics discussed will include the following:\r\n\u2022 Why a project should be a teacher's smallest unit of concern\r\n\u2022 The limitations of instruction\r\n\u2022 A good prompt is worth 1,000 words\r\n\u2022 The subtlety of prompt setting\r\n\u2022 Making the case for project-based learning\r\n\u2022 Projects are not tests\r\n\u2022 Elements of rich projects\r\n\u2022\u00a0Playing a junior version of the whole game\r\n\u2022 Moving beyond inquiry\r\n\u2022 The critical role of computing\r\n\u2022 Teacher as researcher\r\n\u2022 Going big\r\n\u2022 Constructionism\r\n\u2022\u00a0Habits of Mind\r\n\u2022 You don't have to put on a show\r\n\u2022 How do you know they're learning?\r\n\u2022 What do you mean by \"real world?\"","Link":["http:\/\/professorgarystager.com"],"Audience":["All School Levels"],"Practice":"In addition to sharing examples from learning environments around the world, situated in a historical perspective of PBL's roots, the presenter will engage participants in the process of designing and evaluating effective prompts for project-based learning.","Presenter":["Gary Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":145,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1138,"Class":"Conversation","Created":1667345930,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Redesigning the Process: Transforming Facilities and Culture with an Equity-based Approach","Handle":"redesigning_the_process--transforming_facilities_and_culture_with_an_equity-based_approach","ShortDescription":"Historically, traditional community engagement processes to have served to reproduce inequitable learning environments. Join us as we explore case studies rooted in critical race-spatial praxis and Liberatory Design principles to identify innovative institutional planning strategies that promote racial equity and social justice and amplify the voices of BIPOC communities.","Description":"Overview\r\nHistorically, traditional community engagement processes to have served to reproduce inequitable learning environments. When applied to the planning and design of education spaces, Critical Race Spatial Theory offers an innovative approach to amplify the voices of BIPOC communities and identify institutional planning strategies that promote racial equity and social justice. By exploring case studies anchored in critical race-spatial praxis and Liberatory Design principles, learn how BRIC has partnered with multiple school districts to develop equitable and inclusive community engagement approaches that result in rich tapestries of conversations, trust, and actionable solutions.\r\n\r\nOutcomes \r\nFrom educators and district leaders to designers and architects, participants will build a collective understanding of design\u2019s power to serve as a catalyst for positive change. Participants will learn from feedback compiled through the deep engagement of traditionally marginalized communities. They will examine how the implementation of culturally responsive and inclusive practices \u2013 along with the prioritization of well-rounded, student-centered outcomes \u2013 yields invaluable insight from diverse groups of people. Participants will understand how educators can apply these processes and inquiry models to foster culturally responsive and inclusive learning experiences\/environments.\r\n\r\nObjectives\r\n1: Identify ways to shape the inquiry phases of projects to improve physical, emotional, and cultural wellbeing of building occupants.\r\n\r\n2: Develop toolkit of approaches that promote equitable access to planning\/design conversations for BIPOC communities.\r\n\r\n3: Analyze planning\/design practice elements that reproduce inequity and promote continued systems of oppression in built environments.\r\n\r\n4: Apply case studies to create equitable planning\/design practices to disrupt traditionally racist design processes.","Link":["https:\/\/www.bric-arch.com\/","https:\/\/twitter.com\/bric_arch","https:\/\/www.instagram.com\/bric_arch\/","https:\/\/linkedin.com\/company\/bric-arch","https:\/\/twitter.com\/ruizpdx (Karina Ruiz \u2013 Twitter)"],"Audience":["All School Levels"],"Practice":"Through an interactive conversation that encompasses elements of lecture and Q&A, we will leverage the \u201ctransformational\u201d adult learning principle. Throughout our presentation, we\u2019ll invite attendees to consider how the design and engagement strategies we\u2019ve all participated in have served to replicate systems of inequity. As we explore new \u2013 and potentially revolutionary \u2013 holistic, equity-based approaches to educational design, we\u2019ll encourage people to begin to shift their long-standing world views and acknowledge that the preconceived notions we\u2019ve subscribed to for years have served to perpetuate systemic injustice in schools.","Presenter":["Karina Ruiz","Allison Brown"],"PresenterAffiliation":["Karina Ruiz (BRIC Architecture) AIA","NOMA","LEED AP; Allison Brown (BRIC Architecture)"],"PresenterEmail":["karina.ruiz@bric-arch.com","allison.brown@bric-arch.com"],"ScheduleSlotID":145,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"This presentation will explore Critical Race-Spatial Theory, Liberatory Design, and anti-racist inquiry, three evidence-based and equity-centered practices. We will examine these practices through the lenses of educational designers, community facilitators, and district leaders.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1111,"Class":"Conversation","Created":1666815865,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Secret Is Out: Recipes for Reinventing and Making a Difference in Your School with a Creative Credentialled Librarian","Handle":"the_secret_is_out--recipes_for_reinventing_and_making_a_difference_in_your_school_with_a_creative_credentialled_librarian","ShortDescription":"Discover how credentialed librarians are a recipe for low stress success as they partner with educators to enhance learning experiences through inquiry-based learning, instructional design, literacy, technology, SEL, and design thinking for every learner.","Description":"Rethinking the traditional role of the library and the librarian can make an exponential difference for stressed educators and our learners who are struggling to achieve. Unbelievable? YES! We\u2019d like to engage administrators, school board members, teachers, and parents in a major grassroots and free initiative at www.alivelibrary.info. Be invigorated by building your own recipe for success through combining your ideas with new strategies.  Be ready to go back home equipped and empowered to make a difference!","Link":["https:\/\/sites.google.com\/view\/alivesuperschoollibraries\/home"],"Audience":["All School Levels"],"Practice":"Our presentation will facilitate a conversation through:\r\n\r\n-Ten minute introduction of the problem and possibilities using alivelibrary.info\r\n-Five minute Idea Blitzes from expert librarians\r\nFifteen minute topical Table talks think tank about how 21st Century Librarians and Libraries collaborate to support and enhance instruction for literacy, inquiry, and technology.\r\n-Repetition of these two activities up to 90 minutes\r\n-All participants (both virtual and in person) will contribute to the conversation by adding resources to a shared interactive Wakelet document.\r\n-A backchannel communication app will be employed to inclusively customize the presentation and facilitate communication between participants and presenters \r\n-Encouragement throughout the conversation to keep a personal list of action steps when returning home.\r\n-Handouts with QR code with curated information \r\n-All activities available both virtually and in person.","Presenter":["Dr. David Loertscher","Dr. Brian T. Johnson","Dr. Melaney Sanchez"],"PresenterAffiliation":["San Jose State University School of Information","Lakeside Junior High School","Calvert County Public Schools"],"PresenterEmail":["reader.david@gmail.com","bjohnson3@sdale.org","sanchezm@calvertnet.k12.md.us"],"ScheduleSlotID":145,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":"Topics that might arise during the conversation would include: literacies, information, inquiry, instruction, innovation, technology, expertise, service and space. See details on the www.alivelibrary.info site! \r\n\r\nPresenter Qualifiers:\r\nMelaney Sanchez, NBCT,  Ph.D.\r\nMt. Harmony Library Website:https:\/\/calvertnet.libguides.com\/mheslibrary \r\nFulbright Capstone Project: https:\/\/drmelaneysanchez.weebly.com\/\r\nTeacher Librarian, Mount Harmony Elementary School\r\nCalvert County Public Schools\r\nTeachers for Global Classrooms France Fulbright Fellow 2022\r\nAASL National School Library Program of the Year, 2021\r\nCalvert County Teacher of the Year 2018\r\nTwitter: @TheLibraryDr\r\nYouTube Channel: The Library Dr.  https:\/\/www.youtube.com\/channel\/UCFBIpq0-tEacQtM1dM2__Lw \r\n\r\nDr. Brian T. Johnson, NBCT, EdD\r\nProfessional Website (https:\/\/sites.google.com\/site\/briantjohnsoneddportfolio\/home)\r\nRobert M. Gagn\u00e9 Award for Graduate Student Research in Instructional Design\r\nArkansas School Librarian of the Year 2020\r\nTeacher Librarian, Lakeside Junior High School\r\nSpringdale Public Schools, Springdale, Arkansas. USA\r\nLakeside Library Website (https:\/\/sites.google.com\/sdale.org\/lakesidelibraryservice\/home)\r\nLakeside Library YouTube Channel (https:\/\/www.youtube.com\/channel\/UChfYkTD8x9fMGuLP_lsXY7w)\r\nInstagram: @GoldenEagleLMC (https:\/\/www.instagram.com\/goldeneaglelmc)\r\nTwitter: @GoldenEagleLMC ; @Brian_librarian\r\n\r\nDr. David Loertscher has degrees from the University of Utah, the University of Washington and a Ph.D. from Indiana University. He has been a school library media specialist in Nevada and Idaho at both the elementary and secondary school levels. He has taught at Purdue University, The University of Arkansas, The University of Oklahoma, and is presently a professor at the School of Library and Information Science at San Jose State University. He served as head of the editorial department at Libraries Unlimited for ten years and is President of Hi Willow Research & Publishing LMC Source.  He has been a president of the American Association of School Librarians. \r\nTwitter: @davidloertscher","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleSlotID":145},"total":8,"limit":false,"offset":false}