February Celebrations: Black History Month & I Love to Read Month •  Flood the classroom library with texts from various cultures and backgrounds• Be mindful of “windows and mirrors”•  Read authors from a variety of racial backgrounds What’s “hot” in literacy? •  Early literacy skills or foundational skills•  Effective instructional strategies for struggling readers•  Equity, access to high-quality, diverse books, and content•  Science of Reading How should we respond?•  There will never be a one-size-fits-all for every student •  Encourage critical thinkers and readers •  We grow, change, learn, and take the best of what works with us•  Sometimes implementation is the problem, not the original intent of the work•  Know better, do better  The truth about Teacher Preparation Programs• Minnesota teacher licensing standards, including systemic, explicit phonics, has been in place for 10 years •  What is taught and what is implemented isn’t always the same• Minnesota higher ed faculty is continually learning, including participating in LETRS (Language Essentials for Teacher of Reading and Spelling) training•  Terminology changes, but many ideas behind them are consistent.   What isn’t changing?•  Using student data to guide decision making  •  Diverse student populations with diverse needs•  Teacher read alouds •  Collaborating with our colleagues•  Time for professional learning  Strategies & Advice:•  Decrease teacher talk, increase student’s ability to think, talk, and write in response to text •  Keep good company that remembers their “why”•  Once we get into the profession, our learning is truly just beginning Resources & References: •  International Literacy Association •  LETRS training•  The National Reading Panel Report •  The Windows and Mirrors of Your Child’s Bookshelf – Grace Lin Ted Talk Reflection Questions:•  Which of the “what’s hot” literacy topics are you currently studying?  What is affirming? What is challenging?•  How are you supporting critical readers and thinkers with exposure to a variety of texts?•  Would your colleagues identify you as “good company?”? Why or why not? Connect with Deb and Mary:Email Dr. Debra Peterson [email protected] or Dr. Mary Jacobson at [email protected]   Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Each of us may have a different idea about what student engagement looks like or how we increase it in our classrooms.  In this episode Sourcewell consultants, Julie and Maggie, share their expertise around learning targets and scales and technology to help your students feel connected to their learning.   How do you know when students are engaged?•  Engagement looks and sounds different for everyone, never assume!•  Engaged students           o   can articulate what they are learning and why           o   know their learning progression and path           o   know the target and can self-evaluate progress•  Student agency and personalized connection to the content creates engagement Who is responsible for student engagement?•  It’s a collective effort that must include student and family input •  Educators must clearly present the learning path and progression of learning•  Educators must balance the needs of the variety of students •  Center your students and the learning outcomes; de-center yourself (teacher) What are common reasons that students disengage?  •  No relationship to the adults or to the content •  Not feeling welcome or included in the class or school •  When there is a singular (teacher selected) way to show learning •  Not seeing themselves in the content or how it connects to their life How can we proactively address disengagement?:•  Create a safe space for students to share how they’re feeling•  Provide multiple opportunities to support around content•  Greet students at the door•  Positive check-ins, observations, and sharing with families and caregivers•  Specific positive feedback Strategies to engage all students:•  Use technology as an option to access and connect with teachers•  Intentional and personalized conversations with each student or matching to other adults in the building•  Using a seating chart to ensure that students are getting a check-in•  Set clear and visual learning targets and proficiency scales•  Use pre-assessments to match learning to a variety of skill levels •  Use turn and talks, collaboration, and group work•  Include student voice and choice in learning decisions •  Recognize when a topic may be dry and invite students to weigh in on how to show learning •  Help students see themselves and make connections to the content  Reflection Questions:•  What is your one next step?•  How has (or how would) using a clear progression of learning skills engage your students?•  How have you (or how will you) used technology to help students better connect to their world? Resources & References •  High Reliability Schools Framework by Marzano Research •  ISTE Student standards•  ISTE Educator standards•  TPACK in 2min•  SAMR Model Connect with Julie or Maggie via email [email protected] Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Curriculum Revitalization through an equity lens with Marceline DuBose    Ways to revitalize and diversify curriculum • Apply a good filter; watch for what explicit and implicit messaging in the content•  Include a broad array of perspectives•  Don’t sugar-coat hard things•  Make sure students can students see themselves in the curriculum•  Teach larger concepts of justice, democracy, human growth, and development using all kinds of people that have contributed to these concepts  • Identify and include absent narratives What gets in the way of revitalizing and diversifying our curriculum? •  Tradition, or personal affection or nostalgia for a certain topic •  Assumption of what students should learn: the cannon, college ready, standards and testing •  Educators feeling like they don’t have the knowledge or time to make changes •  Parents critiquing changes in the curriculum•  Assuming students are too young to talk about difficult things or current events  An example of revitalized curriculum: MLKJ •  Learn about his values and think about how would he apply it to current topics?•  Give a full and accurate representation of who he was; not just dreamy •  Include MLKJ and other BIPOC leaders in the curriculum all year long Dos or Don’ts for Black History Month•  Do add stories of whimsy, love, friendship, and creativity; Don’t limit your discussion to stories of trauma, oppression, or overcoming adversity •  Do involve you students by making stories relevant to their lives•  Do expand complexity and context, not just history but current events as well; Don’t limit yourself to single heroes – what are the stories of the people, the area, the geography?•  Do expand the context where these stories live (math, science, tech); Don’t limit it to the humanities•  Do balance our stories so they aren’t all victim-focused; who is the focus on?  Resources & References Connect with Marceline: www.dueast.org; @dueeast•  Unit or Lesson planning template •  Collective Knowledge Creation•  Educational Equity Curriculum and Instruction Compass•  No Stone Unturned Journal •  List of websites for curriculum •  Guide for Selecting Anti-Bias and Anti-Racist Classroom Texts •  Diversity in Children’s Books 2018 Infographic •  Danger of a Single Story TedTalk•  Absent Narratives Resource Collection from MN Humanities Center  Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Common adult behaviors that trigger the blues   Fatigue Mindsets: struggling to focus on strengths Hesitant to do things that bring us joy Hyper focused on (having) control  Healthy, resilient responses for adults  Building a healthy culture within our setting to vent, uplift, share ideas, approach difficult things together Consider how others experience us; what we say and how we say it Take a break before a tough interaction Get the 10,000-foot view – most things aren’t as urgent as we think Hit the pause button; what do we want to accomplish here? Don’t underestimate our own value, we are all essential to the culture  Keep it simple: balance your love and your loath  Reestablish our definition of time: how do you want to spend the time that you do have?   How can we help students regulate through long winter months? Build in regulation resets throughout the day   Use common language: are we learning ready or learning compromised? Make school a safe place: I see you, you matter, you belong here, we will meet your needs  Shift your language from “have to” to “get to”  Pay attention to language and framing; invite students into consent  Celebrate successes even when they appear small Notice the stories students are telling us, as well as the stories we tell ourselves  Strategies for all: Tap in, tap out Field Tripping Resilience building strategy: Appreciation, A-ha, Apology or Connect, Celebrate, Commit  Keep human at the forefront Be present and acknowledge when things are hard; we don’t always have to solve or fix  We get to reset and reprioritize education; we are never going back to 2019!  What Kristin is reading:   Brene Brown on Braving  The New Classroom Instruction that Works by Brian Goodwin and Kristin Rouleau  Stay connected with Kristin! https://www.fosteringresilientlearners.org/  Reflection questions: When have you found yourself feeling stuck? Which resilient strategy resonates most with you? Which of these student strategies were affirming to you? What new strategy will you try? What can you do to build a culture of support within your own context?  Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

December is a busy month and let’s face it, being an educator can be tough year-round!  I want to share 5 things to try when stuff gets tough in this bonus mini episode.  These are strategies that have been helpful for me, and I hope you find something helpful here as well.  If you have a strategy you’d like to share, email us at [email protected] and we will share out your ideas in our Educators Facebook Group. 1. Change your password or passphrase Make it inspirational, encouraging, or funny! This helps sends a positive message every time you log into your device  2. Write self-affirmations  Handwrite self-affirmations and read them aloud! Counteract the negative narrative in your brain Use a journal, stickies on a mirror or bath crayons in the shower! Consider the stories you are telling yourself, about yourself   3. Say Yes! Prioritize the people in front of you Rachel’s example: Emergency class meeting!  Don’t forget about the fun Rachel’s example: Dance party! Pay attention to the needs of others and yourself   4. Say no. Set boundaries, and know your limits Create a culture where it’s ok for other people to say no Everyone has a different capacity level; don’t compare!  5. Use a visual to prioritize your needs List everything that is stressing you out from the big to the little Create a target with a center and two outer rings In the center: people and relationship (don’t forget about yourself!) In the middle ring: important tasks that need a plan In the outer ring: not urgent, what can I let go of?  Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Whether you are a coach and you are engaged in sharing feedback with other colleagues, you are an administrator that evaluates, a teacher that delivers feedback to students, parents, or caregivers or a human being; we are all tasked with engaging in difficult conversations from time to time. Jacki shares about how having the hard conversations, that ultimately impact students, is our responsibility.  What makes a conversation difficult? Lacking confidence to articulate on a topic (articulation does not equal intelligence)  Topics around students that are misrepresented, marginalized, or misunderstood (based on preconceived ideas) Inaccurate definitions operating as facts, including ideas that are misrepresented or misunderstood  Conversations that involved boundaries; advocating for yourself can be hard Perfectionism Providing feedback to the person in a power position or hierarchy  What should we avoid? Using common words without common definitions  Thinking someone else should have the conversation (“Passing the buck”) if it is our responsibility to own; however, if the harm did not involve you, keep yourself out Centering or prioritizing your feelings or the feelings of the person receiving the feedback, over the impacts that the topic is having on students (or other affected groups) Ignoring hard topics (bystander effect)  Taking others’ reactions or emotions personally  Jumping to conclusions, assuming how people will react, or what they may be thinking Letting our past experiences put us on guard or on the defense before engaging  Only having deep conversations about things that need to change vs. ongoing deep conversations about practice  Strategies that support difficult conversations  Creating a culture that encourages feedback, learning, and growth  Consider the reason for your feedback, the timing, and the relationship with the receiver  Focus on the impact over the intention  Recognize if you’re dysregulated (in your head, body, emotions)  Pause to find your words, “break and breath”  Listen, don’t speak to be heard  Know your own tendencies or fears and how they may impact your ability to give or receive feedback If you’re in a position of power, create avenues where it is safe to both give and receive feedback Think about the next engagement:  don’t avoid people and don’t “overdo it” Helpful Reminders Initial reaction isn’t always the long-term thought; sometimes people just need time Behaviors are not only an asset or a liability; they might be both; consider your “why” for engaging  Sort out whose feelings you’re prioritizing and protecting  Connect with Jacki: thecatalystapproach.com  References:   Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House Publishing Group  Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Anticipating a break Anticipation impacts regulation (positively and negatively) Teach students what it means to be in a regulated, compromised, or dysregulated learning state Model and create atmospheres where we get to have feelings and learn how to express them in a way that doesn’t disrupt learning Every behavior is an expression of a need Be mindful of what anticipating the holidays means for us (the adults) Sending students off well Create consistency and predictability while students are away; provide students with journals, scavenger hunts, picture books, etc. Give them something to look forward to during the break and set them up for an exciting return: “Fun to Come!” Include their voices: what do you want to learn about when you get back? What about the adult?  Work towards creating a manageable, realistic day every day so we don’t have to rely on breaks to recharge Redefine time; how do we want to use the time we have (there will never be enough time!) “If I can name it, I can tame it” – Dr. Dan Siegel  How is my mindset impacting me, who can help me reframe my mindset? What does reentry look like? What is my anticipation heading back?  Anticipating Awesome? Feeling dread?  Our mindsets influence outcome Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break Needs that drive behavior  Physical: sleep, healthy food, limited screen time, etc. Emotional: practicing getting into and staying in my upstairs brain Relational: Needing and thriving from human connection Manage the return and share out so kids don’t feel pressured to share or disclose what happened over a break. For some, breaks are challenging.   Resources Relationship, Responsibility, and Regulation:  Trauma-Invested Practices for Fostering Resilient Learnings  Fostering Resilient Learners  Stay connected with Kristin! https://www.fosteringresilientlearners.org/ Reflection Questions How do you keep human and kindness at the forefront? What is one strategy you’d like to try? How will you anticipate awesome as you and your students return from a break?  Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Why a Student-Centered Approach? Children are respected, rather than seen as problems to fix Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline Shame based (public and private) approaches do not change behaviors and are harmful Flip from compliance to connection What makes this difficult? Education is a hard job  We do what we know or what was done to us We assume that motivation is what is lacking; this is not always the root cause  What we look for, we will find. If we are looking for kids to be wrong, we will find it. You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.” A dysregulated adult cannot help a dysregulated child What should I do? Prioritize connection over compliance  Widen your lens as you consider behavior  Include student voice Invest in yourself through coaching, professional learning, self-development, and building new habits  Create predictable circumstances for students that support high quality work  Let students feel success   Connect with Jacki and Lisa:   Thecatalystapproach.com Mn.sourcewell.org Resources: Gender Inclusive Schools Relentless Indigenous Woman With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig Sourcewell webinar:  Positive Behavioral Interventions and Supports   Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016, https://doi.org/https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf.   Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Many U.S. states, including Minnesota (via proclamation), focus on Indigenous Peoples Day on the second Monday of October in place of what was historically Columbus Day. I sat down with Charles Black Lance, an educator and community leader in Brainerd, Minn., for some insights on this holiday.  Why the change?  Not necessarily anti-Columbus, but we need to enhance the whole conversation by honoring and respecting histories and traditions of Indigenous people that were here long before Columbus and are still here today. When traditionally celebrating Columbus Day, we don’t always include the deeper realities of what his coming to North American meant for Indigenous people. When we clean up histories for children, we lose context that help us understand why and how. What should stop? Stereotypical representations or caricatures of Indigenous people.  Placing Native people only in the past. Honoring nostalgia for some, over harmful experiences for others. What should I do? Look harder, adjust your lens. Educate yourself with books, documentaries, and podcasts.  Critically consume information. Do something with your learning. Speak up, take action, and positively influence those around you. Ask! Conduct internet searches, consult media specialists or curriculum directors.  Listen and learn from people that are experiencing “it” for example, your local American Indian Advisory committee.  Resources  Native American Indigenous Games 2023 naig.com An Indigenous Peoples’ History of the United States for Young People (ReVisioning History for Young People) by Roxanne Dunbar-Ortiz  Minnesota Department of Education Resources  American Indian Library Association   Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education

Common school practices Beginning of the year prompts. Instead of: “What happened this summer?” Try: “What goals or dreams are you looking forward to this year?” Discounted Yearbooks at the beginning of the year  Thanksgiving is a day of mourning for some  Speaking up It doesn’t have to be political, it is humanistic  Lean into tough conversations about race Work to recognize the ways students feel marginalized and advocate for them When students report incidences ask, “Has this happened before?” Moving past defensiveness Keep it student focused Called in vs. Called out Feedback is a gift Focus on the impact, not the intentions Normalize and humanize conversations around race, socioeconomics, and gender, etc.   Advice from our youth Adults, please speak up and use your voice Inaction by adults, hurts more than the incident   Resources  Gorski, P. and Pothini, S. (2018) Case Studies on Diversity and Social Justice Education Second Edition. Routledge 711 Third Avenue, New York, NY Humanize My Hoodie:  Educators As Allies  Stay connected with Seema! [email protected]   Learn more about the podcast and browse resources, programs, and upcoming trainings and events for educators at www.mn.sourcewell.org/education