Learning Experiences – Friday, November 3rd

Fall Meeting participants will select a learning experience from a variety of compelling topics designed to provide participants the opportunity to delve deeply into a particular topic of interest.

Each learning experience will align to SRI’s guiding principles, with session offerings designed to meet the varied needs of participants fairly new to SRI work as well as those with longevity.

SESSION TIME

SESSION TITLE 

LOCATION

Full Morning

8:00am-11:45am

Early Childhood Education and Collaborative Practices: A Focus on Intentional Learning Communities

Savannah

8:00am-11:45am

Facilitator as Leader

Charlotte

8:00am-11:45am

Got Voice? Improving the Quality, Quantity, and Authenticity of Student Voice in Your Classroom or School

Tallahasee

8:00am-11:45am

Protocols: The Floor, Not the Ceiling

Atlanta

8:00am-11:45am

Self-Care for Educators: Contemplative Approaches to Strengthening Resilience, Reducing Bias, and Cultivating the Caring Heart

Salon I

8:00am-11:45am

The Stories We Tell Ourselves: How Stories about Teaching and Learning Impact Teaching and Learning

Nashville

Early Morning

8:00am-9:45am

The Constructivist Protocol: Raising the Quality of Student and Teacher Work

Charleston I

8:00am-9:45am

Providing Job-Embedded Support to Sustain Teacher Leadership

Jackson

8:00am-9:45am

Student-Centered School District Transformation

Ballroom

8:00am-9:45am

White Teachers Teaching About Race

Richmond

8:00am-9:45am

CES Affiliate Meeting

Frankfort

8:00am-9:45am

Create Your Own Learning Experience

Montgomery

Late Morning

10:00am-11:45am

Fearless Dialogues

Ballroom

10:00am-11:45am

The Gap Analysis: Closing the Tragic Gap

Charleston I

10:00am-11:45am

Providing Job-Embedded Support to Sustain Teacher Leadership

Jackson

10:00am-11:45am

White Teachers Teaching About Race

Richmond

10:00am-11:45am

CES Affiliate Meeting

Frankfort

10:00am-11:45am

Create Your Own Learning Experience

Montgomery

 

Full Morning 8:00am-11:45am

Early Childhood Education and Collaborative Practices: A Focus on Intentional Learning Communities
Facilitators: Raquel Diaz & Kristen Goetz
Room: Savannah

Early Childhood education is critical to set the foundation for school success. Although these years are critical, early childcare teachers tend to feel isolated and disregarded. Schools tend to focus on K-12, ignoring the birth through Pre-K classrooms. Early childhood teachers are seldomly invited to collaborate and reflect on their practice. Through intentional learning communities, early childcare professionals have been using SRI tools to empower early childcare professionals to reflect and work collaboratively. In Georgia, SRI tools have been used in a 3-year project to help transform professional development across all early childcare centers in the state. In this session, we will explore how SRI tools have served as a catalyst of change in the professional lives of early childhood teachers and how the quality of support they are receiving is affecting classroom practice.

Facilitator as Leader
Facilitator: David Schmid
Room: Charlotte

This session is designed for school leaders, teacher leaders, coaches or others in a school who are committed in creating a collaborative and reflective school culture inspired to address issues of equity and other learning focused initiatives. The premise of this seminar is that when you develop strong facilitator dispositions, these same attributes can also build a strong foundation for effective school leadership. Using a variety of different protocols, the group will explore six different dispositions that include Attending to a Larger Purpose, Listening for Understanding, Thoughtful Questioning, Compassion/Empathy, Building Relationships and Continual Learner.

Got Voice? Improving the Quality, Quantity, and Authenticity of Student Voice in Your Classroom or School
Facilitator: Amber Kim
Room: Tallahassee

Voice is a large part of the foundation of equity work in classrooms, schools, and communities. Students have voice. Often, though, there are not spaces for student voice in classrooms and schools. Educators need to create space for students to safely speak their truths, discuss issues that matter to them, and have real input on decisions that affect them and their peers. This workshop is grounded in a Student Voice Continuum that can be used to analyze one’s current context and also to push for improvement. We will explore specific school and classroom structures that create spaces for authentic student voice. Participants will have a chance to brainstorm action steps for their contexts. This workshop uses SRI protocols, videos, and readings that can be taken back and facilitated by participants.

Protocols: The Floor, Not the Ceiling
Facilitators: Greg Peters & Folami Prescott-Adams
Room: Atlanta

Many of us attempt to use protocols in settings where the majority of the participants have no or limited experience using them. In those instances, we often experience resistance and race and culture can be critical factors in those situations. In this session, participants will identify what that resistance looks like, how culture impacts that resistance, how to honor the readiness of participants by using ‘aspects’ of the protocols and ways to begin lifting the work of “courageous conversations” that move the work forward off the floor towards the ceiling.

Self-Care for Educators: Contemplative Approaches to Strengthening Resilience, Reducing Bias, and Cultivating the Caring Heart
Facilitators: Timothy Harrison, Ayodele Harrison, Patricia Norman & Marcia Jaffe Ash
Room: Salon I

Teaching is an intellectually, physically, and emotionally demanding profession. As educators we are there for our students every day, addressing their social, cognitive, and emotional needs while partnering with children’s families and collaborating with colleagues. While juggling this enormous set of responsibilities, we must continuously work to identify and address problematic, inequitable, and prejudicial conditions and relationships that exist in our classrooms, schools, districts and wider communities. How can we develop the skills to do all of this without burning out? Compassion training offers a research-based contemplative approach.

CBCT® (Cognitively-Based Compassion Training), brings together a supportive series of mental exercises to cultivate and sustain compassion for ourselves and others. Compassion here is simply the motivation to relieve others of their suffering – a desire that unites educators across roles, geography, and levels. CBCT first offers tools to manage stress and regulate emotions. CBCT then focuses on identifying unhelpful patterns in thinking and behavior – including implicit biases – which can cause harm to both self and others. Finally, reflective exercises are provided which with practice reduce harmful mindsets and cultivate our natural capacity to work for the well-being of others, as well as our own.

In this interactive Learning Experience provided by Emory University’s Center for Contemplative Science and Compassion-Based Ethics, participants will learn about and directly experience several practices from CBCT, a research-based program developed at Emory by Lobsang Negi, PhD. As a young man, Professor Negi studied as a Tibetan monk with the Dalai Lama, and CBCT – which is designed to be secular and appropriate for people of any, or no, faith tradition – brings this ancient wisdom together with insights from modern science.

The workshop will be experiential and have plenty of time for practice, questions, and interaction.

The Stories We Tell Ourselves: How Stories about Teaching and Learning Impact Teaching and Learning
Facilitator: Jay Korreck
Room: Nashville

Using the documentary, Teacher of the Year: A Documentary Based on a True Story, participants will explore how narratives (cultural, social, family, self) shape, and are shaped by, our experiences as teachers and learners. The movie follows Angie Scioli, a high school social studies teacher in Raleigh, NC, for a school year as she strives for perfection as a teacher, a mother, a wife, and a burgeoning advocate for public education. This inside look at the life of a real teacher is juxtaposed with scenes from Hollywood teacher movies, and interviews with scholars and experts in media studies, education, and sociology. Participants will watch the film in sections, and use a series of SRI protocols to discuss and reflect upon the different narratives in Angie’s life and their own.

Early Morning 8:00am-9:45am

The Constructivist Protocol: Raising the Quality of Student and Teacher Work
Facilitator: Daniel Baron
Room: Charleston 1

What makes students and teachers really care about the quality of their work? Developing the habit of raising the students and teacher standards for their own work is one the greatest gifts that a school can provide. This protocol can be used for planning and assessment and it can be done individually or in groups with students or adults.

Come experience this protocol in this learning experience!

Providing Job-Embedded Support to Sustain Teacher Leadership
Facilitator: Kim Jones
Room: Jackson

Two strong levers for successful sessions are active engagement and the use of appropriate protocols of facilitation. I will build a foundation for the session through conveying a growth mindset and acknowledging that everyone has a story, yet everyone can succeed in supporting the important work teacher leaders do within a supportive building and district. To accomplish I will first provide a short set of session agreements based on promoting growth mindset thinking, view a short video about growth mindset and then engage the participants in dialogue using the Plant the Seed protocol. Next, I will briefly share my journey in my district of POSITIVE support for teacher leaders as part of the Teacher Leadership movement in Iowa. Finally, I will create an atmosphere to promote the interdependence of the participants, providing opportunity through the use of appropriate protocols for small group negotiation of research/resources/dilemmas and large group discussion around identifying barriers (and their possible solutions) and outlining a system of support within a building and/or across a district for the professional learning of their instructional coaches and other teacher leaders.

Student-Centered School District Transformation
Facilitator: Tori Cleiland
Room: Ballroom

In this session school board member Tori Cleiland will share how the Winooski Public School district transformed into an innovative, student-centered model of teaching and learning by driving meaningful, student-focused change through community conversations and strategic planning for implementation of these new educational approaches. Tori will share what she learned throughout the process, along with her recommendations for engaging educators, administrators and school boards within their communities to support the implementation of student-centered redesign.

White Teachers Teaching About Race
Facilitator: Kristen Iverson
Room: Richmond

In African American Literature, legal scholar Bryan Stevenson provides solutions that students can apply to the literature we study. In this session, participants will explore how Stevenson’s four solutions to the legacy of injustice and inequality in America (Be Proximate, Change the Narrative, Find Hope, and Be Uncomfortable) can help us to examine institutional racism in our schools. Participants will develop an understanding of these four Stevenson solutions in their own educational setting using the Affinity Map. We will learn together how to explore and institute changes in our practice that specifically address the racism inherent in our schools.

CES Affiliate Meeting
Room: Frankfort

Are you a Coalition of Essential Schools affiliate or from a CES affiliated school? Are you missing the Fall Forum and your chance to connect with other CES people? This is an opportunity to gather with other CES affiliates and continue the work you started, building schools framed by the 10 Common Principles.

Create Your Own Learning Experience
Room: Montgomery

Don’t see a session that fits your need? Suggest a topic, Write it on a sign-up, and hold your own session.

Late Morning 10:00am-11:45am

Fearless Dialogues
Facilitator: Jill Lum
Room: Ballroom

Fearless Dialogues creates unique spaces for hard, heartfelt conversations between unlikely partners that see gifts in people, hear values in stories, and work toward transformation in self and other. The Fearless Dialogues Model utilizes a unique combination of radical hospitality, interactive exercises, small-group discussion, large group reflection, and high-impact theory-based mini-lectures. The fusion of teaching approaches appeals to participants across educational, racial and class lines and attends to the learning styles of extroverts, introverts, sensory learners, and contemplative thinkers. Join us for an introduction the three pillars of this work: SEE. HEAR. CHANGE.

The Gap Analysis: Closing the Tragic Gap
Facilitator: Daniel Baron
Room: Charleston 1

Are you really committed to equity in your classroom and school? If so, come to this session to uncover where the gaps are in your practice and receive support from colleagues who share your commitment. In this session we will have a conversation about what deep equity is and how you can come closer to leveling the playing field for each student.

Providing Job-Embedded Support to Sustain Teacher Leadership
Facilitator: Kim Jones
Room: Jackson

Two strong levers for successful sessions are active engagement and the use of appropriate protocols of facilitation. I will build a foundation for the session through conveying a growth mindset and acknowledging that everyone has a story, yet everyone can succeed in supporting the important work teacher leaders do within a supportive building and district. To accomplish I will first provide a short set of session agreements based on promoting growth mindset thinking, view a short video about growth mindset and then engage the participants in dialogue using the Plant the Seed protocol. Next, I will briefly share my journey in my district of POSITIVE support for teacher leaders as part of the Teacher Leadership movement in Iowa. Finally, I will create an atmosphere to promote the interdependence of the participants, providing opportunity through the use of appropriate protocols for small group negotiation of research/resources/dilemmas and large group discussion around identifying barriers (and their possible solutions) and outlining a system of support within a building and/or across a district for the professional learning of their instructional coaches and other teacher leaders.

White Teachers Teaching About Race
Facilitator: Kirsten Iverson
Room: Richmond

In African American Literature, legal scholar Bryan Stevenson provides solutions that students can apply to the literature we study. In this session, participants will explore how Stevenson’s four solutions to the legacy of injustice and inequality in America (Be Proximate, Change the Narrative, Find Hope, and Be Uncomfortable) can help us to examine institutional racism in our schools. Participants will develop an understanding of these four Stevenson solutions in their own educational setting using the Affinity Map. We will learn together how to explore and institute changes in our practice that specifically address the racism inherent in our schools.

CES Affiliate Meeting
Room: Frankfort

Are you a Coalition of Essential Schools affiliate or from a CES affiliated school? Are you missing the Fall Forum and your chance to connect with other CES people? This is an opportunity to gather with other CES affiliates and continue the work you started, building schools framed by the 10 Common Principles.

Create Your Own Learning Experience
Room: Montgomery

Don’t see a session that fits your need? Suggest a topic, Write it on a sign-up, and hold your own session.