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TPS Teachers Network Posts

10:15 Considering Women’s Suffrage, Healing, and Justice

11:00 Distilling Some Principles for Healing and Justice

11:20 Reaction Sheet

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Writing / Reflection

Teacher Healing

We are considering the ways they announce, on an airplane, that you should “put on your oxygen mask first.” That means we start with ourselves, and wonder how we are making sense of these times, and how we are both challenging and healing ourselves.

What does this mean to cultivate belonging in a broken world for me as a teacher?

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Student healing (9:15-9:30) �What does it mean to matter (or #matter) in this world?

“...SEL must address what it means to cultivate belonging in a broken world.

This is far more expansive than developing students’ emotional skills.

English educators and the children, youth, and families with whom they work must help remake and repair the world.”

(Garcia & Dutro, 2018, p. 378)

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Writing / Sharing

What’s the role of writing and literacy in our

healing and justice work?

Writing

“What does it mean to matter (or #matter) in this world? In this way, SEL must address what it means to cultivate belonging in a broken world.This is far more expansive than developing students’ emotional skills. English educators and the children, youth, and families with whom they work must help remake and repair the world” (Garcia & Dutro, 2018, p. 378)
What are ways you have and/or will work with students (in person or online, and what difference could that make) with this in mind?
What’s the role of writing and literacy in our healing and justice work?

We will go around the circle.

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Text Rendering

Trey

Erica

Maddie

Alondra

Tricia

Beth

Jen

Sara

Reed

Rolyn

Ismael

Template by Training for Change

June

Dina

Choose a sentence from your writing/reflection to read aloud
Choose a phrase
Choose a word from your writing/reflection and put it in the chat
What did we hear?

Lisa

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BREAK

Back at 10:20

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Why would we talk to students about this history?

What’s hard about this history?

How does it help us think about justice?

What healing is needed in our classroom, in ourselves, in our community?

Acknowledge History Is Present ...

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Noticings and wonderings

Would you use this or not? Why?

How would you use this and what moves would support acknowledging, not doing harm, and healing?

Use sticky notes, circles, etc.

Jamboard…

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Use a word to describe how you are feeling during day 2.

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Journal Groups

Group 1 — Alondra, Erica, Lisa, Tricia

Group 2 — Beth, Geena, Sara, Jen

Group 3 — Ismael, Maddie, Rolyn, June

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Home Groups

Group A — Alondra, Geena, Maddie
Group B — June, Lisa, Sara
Group C — Beth, Rolyn, Tricia
Group D — Erica, Ismael, Jen

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Share in Breakout Groups (9:35 - 9:50)

We will create break out rooms so you can share with two other people.

Afterwards we will come back to share with the whole group. (9:50-10:00)

Text rendering

Choose a sentence from your writing/reflection to read aloud
Choose a phrase
Choose a word from your writing/reflection and put it in the chat
What did we hear?

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Wednesday, July 22, 2020

Day 3 - Welcome!

Please mute yourself. Also, in the top right hand corner of your video display, click the three small dots, then click rename and add your pronouns there.

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Agenda: Wednesday, July 22

9:00 - 9:10 Welcome; Review of Agenda and Day 2 Reflections

9:10 - 9:40 Writing Into the Day: Practitioner Inquiry Moves

9:40 - 10:10 Reflect on Inquiry Moves in Breakout Groups

10:10 - 10:20 Break

10:20 - 11:00 Noticing Collaborative Practitioner Inquiry Moves

11:00 - 11:30 Making Plans for Our Own Inquiries

11:30 - 12:15 Reaction Sheets and Journal Groups

Prepare Readings for Tomorrow; TPS Network Posts

1:00 - 2:00 Dr. Browne: Life Histories and Children’s Books

2:00 - 3:00 Library of Congress Webinar: Multiple Perspectives

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Links for Today

9:00 Day 2 Reaction Sheets

9:10 Noticing Practitioner Inquiry Moves

10:20 Collaborative Inquiries: Text 1 / Text 2 / Text 3 / Text 4

11:00 Making Plans for Our Own Inquiries

11:30 Reaction Sheet

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Today’s Focus Question

What does it mean to take an inquiry stance on practice and make practice public?

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Writing into the Day: Noticing Inquiry Moves

Select one of the practitioner inquiry texts.
What moves are teacher- writers making when they engage in inquiry and go public with practice?

Consider implicit stances.
What are they making visible? How?

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In Breakout Groups...

Discuss what you noticed about the texts. Focus on the moves the authors were making.

Discuss your slides but also look at slides created by others and note things that stand out.
Talk in terms of:

“This resonates with me…”
“I want to know more about…”

Trey

Erica

Maddie

Alondra

Tricia

Beth

Jen

Sara

Reed

Rolyn

Ismael

June

Dina

Lisa

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Break

1969

Be Back By 10:22

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Collaborative Inquiries: Noticing Inquiry Moves

Take a look at one or more of the texts that describes collaborative practitioner inquiries.
What moves are practitioners making as a collective?

What do you notice?
What do you wonder?

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SHARE / DISCUSS

(10:30 - 11:15)

Consider how you want to explore inquiry at this moment:

Create a slide/slides with a tentative plan/ideas for moving forward with inquiry

What do I want to explore about my teaching/students? What am I noticing,
What questions are important to me, and how can I get started?
How can I explore Inquiry with others and in community?
What are some venues and ways to go public?

Some of you may have inquiry you have already worked on which you can go back to.

DINA Wednesday after break

Here are some idea/questions to consider:

What protocols, resources, and/or documents (you can also share other kinds of protocols/documents you might want to use) would work well with teachers to develop inquiry and support ongoing inquiry?
How do we help other educators write and share their inquiry?

How can we help teachers identify and formulate questions about practice?
How do we help educators identify multiple ways they can understand and collect data?
What are the possible barriers and challenges that can emerge as you work towards building a culture of inquiry in your school or department or among a group of educators?
Are there ways that other staff in the building, parents, community members, and/or students can be part of inquiry?

How might teacher inquiry groups as collaboration and/or PD

How can we help teachers identify and formulate questions about practice?
How do we help educators identify multiple ways they can understand and collect data?
What are the possible barriers and challenges that can emerge as you work towards building a culture of inquiry in your school or department or among a group of educators?

What kinds of data do I/we want to collect? (E.g. documents, observations, interviews, student work, teacher writing)
Inquiry connected to justice and healing

What readings and other resources could be most helpful?
How can an inquiry stance help us teach in these times and in a context of healing, justice and addressing racism?

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Create a slide/slides with a tentative plan/ideas for moving forward with inquiry and/or responses to a question or questions above.

Share (Asynchronously)

Gallery walk (afternoon / evening) of slide/slides

Use the chat to make comments, ask questions, raise new ideas

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Use a word to describe how you are feeling during day 3.

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Afternoon Activities

Reaction Sheet

Journal Groups (Protocol 1 / Protocol 2 / Protocol 3)

1:00 - 2:00 Dr. Browne: Life Histories and Children’s Books

2:00 - 3:00 Library of Congress Webinar: Multiple Perspectives

Post on TPS and Read: Darling-Hammond et al. (2017), Lieberman & Friedrich (2007), Pacansky-Brock, M. (2019)

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Journal Groups

Group 1 — Alondra, Erica, Lisa, Tricia

Group 2 — Beth, Geena, Sara, Jen

Group 3 — Ismael, Maddie, Rolyn, June

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Home Groups

Group A — Alondra, Geena, Maddie
Group B — June, Lisa, Sara
Group C — Beth, Rolyn, Tricia
Group D — Erica, Ismael, Jen

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Thursday, July 23, 2020

Day 4 - Welcome!

Please mute yourself. Also, in the top right hand corner of your video display, click the three small dots, then click rename and add your pronouns there.

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Agenda: Thursday, July 23

9:00 - 9:10 Welcome; Review of Agenda and Day 3 Reflections

9:10 - 9:30 Writing Into the Day: Meaningful Professional Learning

9:30 - 10:05 Effective Professional Development and 4 As

10:05 - 11:00 Introduction to Drafting a PD Design / Break

11:00 - 11:40 Meet with ISI Teachers

11:40 - 12:30 Reaction Sheets and Journal Groups

Prepare Readings for Tomorrow; TPS Network Posts

Give Each Other Feedback on PD Plans

1:00 - 1:30 SIG: Zoom Ice Breakers

2:00 - 2:30 Chris Rogers: Imprecise Words and James Baldwin

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Links for Today

9:00 Day 3 Reaction Sheets

9:35 Effective Professional Development and 4 As (Jamboard)

10:30 Plan for Impact PD Design Template

11:00 ISI Teacher Presentations

11:40 Reaction Sheet

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Today’s Focus Question

How do we design professional learning to support teachers in learning in and from practice?

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Writing into the Day

As teacher-learners, we’ve all engaged in a range of professional learning experiences.

Describe the explicit and implicit features of your most meaningful professional learning experience. This could be something you led or engaged in as a participant.

What made the experience meaningful? If you could uncover the design features of that experience, what do you think they were?

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Sit Next to a Partner

Template by Training for Change

Erica

Maddie

Alondra

Tricia

Beth

Jen

Sara

Reed

Rolyn

Ismael

June

Dina

Lisa

Trey

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READ / WRITE (9:30 - 9:35)

Independently glance at / re-read the article: “Effective teacher professional development” (Darling-Hammond et al., 2017)

As you read, consider how the outlined principles connect with ideas from prior readings and our discussion. You may choose to use the Four A’s Text Protocol to take notes and engage with the piece.

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Discuss/Write (9:35-10:05)

Respond to these in this

JAMBOARD

What’s an assumption about professional learning that you identified in the piece?

What’s something you agree with from the piece?

What’s something you might argue with the authors about?

What’s something you aspire to do moving forward?

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CREATE / WRITE

Conference

Workshop

School-based PD,

Online Convening /Gathering

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PD Design Ideation

My Pitch …

For my PD plan I am going to ………..... and I learn how to ……..…..

I am doing this PD plan because ……….

I am going to pursue my PD Plan , by ……...

My PD plan will be a success if I ………..

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PD Design Ideation

You have 7 mins

My Pitch …

For my PD Plan I am going to ___________ and I learn how to __________

_______________________________________________________________

I am do this PD because …._____________________________________

_______________________________________________________________

I am going to pursue my PD plan/project, by …. ___________________

_______________________________________________________________

My PD Plan / project will be a success if I …__________________________

_______________________________________________________________

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Genius Hour Pitch

My Pitch …

I am going to make a Book group for Black Men, and I will learn how to bring together black men, with young people and all races to read books about behavior , choice and economics. I am learning this because I read the book “Freakonomics” and it caught my attention. I want to make a book club because I want to help change the narrative that black men don’t “do books” I am going to pursue my PD plan by contacting Uncle Bobbies Book and Coffee spot, visit the Free Library and create a flyer. My PD plan will be a success if I attract 10-20 people including teens to attend my book group

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SHARE / WRITE

Feedback

*Thought provoking

*Remixable

Add Comments & Questions

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Use a word to describe how you are feeling during day 4.

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Afternoon Activities

Reaction Sheet

Journal Groups

1:00 - 1:30 SIG: Zoom Ice Breakers

2:00 - 2:30 Chris Rogers: Imprecise Words and James Baldwin

Give Each Other Feedback on PD Designs

Post on TPS and Read: Check, J. (2002), Reed, S. (2009), Reed, S. (2013), Lieberman & Friedrich (2010)

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Journal Groups

Group 1 — Alondra, Erica, Lisa, Tricia

Group 2 — Beth, Geena, Sara, Jen

Group 3 — Ismael, Maddie, Rolyn, June

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Home Groups

Group A — Alondra, Geena, Maddie
Group B — June, Lisa, Sara
Group C — Beth, Rolyn, Tricia
Group D — Erica, Ismael, Jen

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Friday, July 24, 2020

Day 5 - Welcome!

Please mute yourself. Also, in the top right hand corner of your video display, click the three small dots, then click rename and add your pronouns there.

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Announcements

Welcome Geena Molinaro
Let’s acknowledge the Board Meeting. Kudos to Maddie - “finding a way to get in the way” and make some “good trouble”
Responding to students on the Project Writes Blog
Poetry Inside/Out
#VoteThatJawn (and Instagram)

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Agenda: Friday, July 24

9:00 - 9:10 Welcome; Review of Agenda and Day 4 Reflections

9:10 - 9:30 Writing Into the Day: A Teacher Activist’s Response

9:30 - 9:50 What Do We Want to Advocate For, And Why?

9:50 - 10:20 Why might I...How might I...

10:20 - 10:30 Break

10:30 - 10:40 Everyday Advocacy Moves

10:40 - 11:15 Concept Poster Design Sprint

11:15 - 11:30 So What’s Next?

11:30 - Reaction Sheets and Journal Groups

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Links for Today

9:00 Day 4 Reaction Sheets

9:10 A teacher activist’s response to schools closing

Design thinking for school leaders

9:30 What do we want to advocate for, and why?

9:55 Why might I...How might I…[Advocacy Chart]

10:35 Concept Poster Template

11:40 Reaction Sheet

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Today’s Focus Question

In what ways might advocacy and activism be central to teaching?

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Writing into the Day

Glance back at Reed (2013).

What advocacy moves did Reed make? (Use the “Design Thinking for School Leaders” handout to help you think about this.)

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Join a Group / Cause

Erica

Maddie

Alondra

Tricia

Beth

Jen

Sara

Reed

Rolyn

Ismael

June

Dina

Lisa

Trey

Digital learning

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Concept Chart

PROBLEM STATEMENT��How might … �	WHAT IS THE CONCEPT CALLED?
WHAT IS THE BIG IDEA?�	WHO IS IT FOR?
HOW DOES IT WORK? (ILLUSTRATE THE IDEA)�Insert picture/ image/ icon
WHY MIGHT THIS IDEA FAIL?��

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What’s Next?

One monthly whole group meetings:

Theme, pre-reading, and threaded discussion co-facilitated by two members of the group
Check-in / celebrating wins
Discuss reading and responses
What’s next, what we need help with…

One monthly small group meeting:

A writing group? (same piece, individual pieces)
Curriculum, advocacy, PD planning?

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Planning What’s Next...

September whole group meeting co-facilitators:

September small groups and participants:

August/September?

1-hour primary sources workshops for PhilWP teachers (and others?)

Multiple perspectives?

Monuments, murals, historical marks, and other public texts

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Use a word to describe how you are feeling during day 5.

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Afternoon Activities

Reaction Sheet

Journal Groups

1:00 - 2:00 Check in with Co-Facilitators (optional)

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Journal Groups

Group 1 — Alondra, Erica, Lisa, Tricia

Group 2 — Beth, Geena, Sara, Jen

Group 3 — Ismael, Maddie, Rolyn, June

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Home Groups

Group A — Alondra, Geena, Maddie
Group B — June, Lisa, Sara
Group C — Beth, Rolyn, Tricia
Group D — Erica, Ismael, Jen