The Equity Transformation Cycle: Listening to Students to Empower Them and Improve Teaching Practices

Understanding the student experience is key to designing culturally relevant instruction. Our students know best what works for them. By seeking student feedback, we empower them and build stronger relationships. In this post, I want to describe how the Equity Transformation Cycle described in Street Data has helped me think more deeply about my students. It has helped me feel more creativity and curiosity about teaching. 

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Envisioning Language

This summer I had the privilege of attending part of a Responsive Classroom® training. This opportunity helped strengthen my understanding of how to nurture conditions that include the four domains of a responsive classroom: engaging academics, positive community, effective management, and developmentally responsive teaching. A key strategy to support all four domains is Envisioning Language. In this post I want to summarize some of what I learned about such language.

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The Importance of Story and Deep Listening

As a teacher and as an instructional coach, I’ve tried to improve my listening skills. It is such a gift when one feels deeply listened to and I strive to provide this for others. Deep listening continues to be a goal for me. I have always been intrigued by the power of telling stories. In classrooms making space for, and deeply listening to students’ stories, insight, and feedback is critical. In this blog I want to highlight some of the ideas in Chapter 4 of Street Data as they relate to listening. Continue reading “The Importance of Story and Deep Listening”

Lessons While Traveling

Over Spring Break, I flew to Edinburgh, Scotland to visit one of my sons, Jack, who is spending this semester at the University of Edinburgh. My sister, Colleen, joined me after flying in from her home in Oklahoma. Scotland exceeded my high expectations and traveling reminded me of some important life lessons. In this post, I want to share some of those lessons and how they connect to teaching.

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Coaching Partnership Tools: Part II

In my previous post, I described several of my “go to” tools for planning and reflecting on coaching conversations. In this post, I want to share two of the language tools I use in partnership meetings. When I focus on language, I can ask more precise questions and model how intention to language is important when we work with students and colleagues. The more precise we are with language, the more impact our language can have!

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Coaching Partnership Tools: Part I

As I engage in mid-year reflection on my goals as an instructional coach, I would like to share some of the tools I use to plan and engage in coaching meetings. I call these coaching meetings “partnership meetings” because both my colleague and I are learning together. It is my job, as a coach, to reflect on, and plan for the conversations. Intentional planning focuses on ensuring that conversations focus on my colleague’s goals and priorities, while centering students, especially our formerly marginalized students. In this post, and an upcoming part two, I want to summarize some useful coaching tools. Continue reading “Coaching Partnership Tools: Part I”

Disciplinary Literacy and Equity

Over November break, I started reading Disciplinary Literacy in Action: How to Create and Sustain a School-Wide Culture of Deep Reading, Writing, and Thinking, by ReLeah Cossett Lent and Marsha McCracken Voigt. I couldn’t put the book down! In this post I want to begin to synthesize the book by discussing one of the themes I found across the chapters, Equity. Continue reading “Disciplinary Literacy and Equity”

Joint Construction

Joint Construction is a critical component of the writing curriculum, as it nurtures a writing community and it models negotiating writing moves. In this post, I want to describe what Joint Construction is and give some tips for negotiating the writing of texts with students.

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