Teacher’s Choice Proposals - 2018-19

From now through September 14, 2018, professional learning proposals are being accepted to develop a catalog of Teacher’s Choice Professional Learning Communities (PLCs).  Proposals for Teacher’s Choice will focus on one of the following specific subsets of the district’s three areas of focus for the 2018-19 school year: Equity, Instruction, and Relationships:


Equity for 2018-19 is focusing on racial, ethnic and socio-economic equity. While we acknowledge that bias and discrimination is real for many groups of people, for this year we will focus on the demographics mentioned in the Sheff settlement.  Planners should be reminded of the CORE Values Demand Equity and Act with Courage as well as our role as a social justice organization. Activities should  focus on:


Investigation and knowledge of  the existence of institutional bias, privilege and racism as they impact the larger society, the CREC Magnet Schools district, specific CREC schools and individual classrooms


The psychological, social, motivational and academic impact of institutional bias, privilege and racism on the individual child as they grow and develop in society and as students in schools


Access for all students to an academically challenging curriculum in the same location and time as their peers


Address disproportionality in the issuance of behavioral consequences


Understanding of issues around cultural norms, values and traditions of students, parents and communities across race and ethnicity


Use of instructional techniques which promote inclusion and take into account cultural competencies when planning activities


Use of curricular materials which promote a use of broader cultural perspectives on the world


Instruction for 2018-19 is focusing on activities of teachers and students in the classroom which demonstrates understanding of the challenges and opportunities presented by instructing in a CREC classroom which brings racial, ethnic and socio-economic diversity. Planners should be reminded of the CORE Values Demand Equity and Expect Excellence as well as our role as a social justice organization. Activities should  focus on:


Communicating with Students including the clarity of lesson purpose,  clear directions, absence of content errors and correct and imaginative use of language (3a)


Using questioning and discussion techniques including use of questions which have high cognitive value, use of open ended questions, effective of student responses, discussions which are not mediated by the teacher, focus on reasoning used by students and high levels of student participation in discussion (3b)


Engaging students in learning including student enthusiasm for learning, tasks that require high level thinking, student persistence on challenging tasks, students actively working and suitable pacing of the lesson (3c)


Using assessment in Instruction including the teacher monitoring evidence of student understanding, questions posed by the teacher to monitor instruction, teacher movement to interact with students about understanding and student self-assessment of work (3d)


Demonstrating Flexibility and Responsiveness including incorporating student interests into the lesson, adjusting the lesson in response to the level of student understanding and capitalizing on the teachable moment (3e)


Relationships for 2018-19 is focusing on the dynamics of relationships amongst and between students, families, school based staff, community, administration and/or central office. The work should promote understanding the role that race, ethnicity and socio-economic status play in the development and maintenance of those relationships as well as the manner in which the district is impacted by the nature and quality of those relationships. Planners should be reminded of the CORE Values Demand Equity and Embrace Collaboration as well as our role as a social justice organization. Activities should  focus on:


Transparency including the level to which those with information are willing to share it and receive feedback on it


Communication including the number of communications, the medium used for that communication, the development of high quality communication skills, and the degree to which communication is reciprocal


Building trust to allow for the willingness of the both parties to share their perceptions of the nature of the relationship, their history and experiences which may impact the relationship, and their hopes about the future of the relationship


Mutual respect by each person involved in the relationship including understanding those actions which dilute respect, and the willingness to offer a second chance when that respect has been damaged


Empathy for the situation, history and perspectives of others and how they impact relationships. Learning the difference between empathy and sympathy.


Bringing a humanistic lens to the workplace; the willingness and ability understand a person’s individual context.