Ed Trust West
Deborah started the day connecting back to yesterday’s discussion of equity, introducing the organization Ed Trust West. They have become partners with us around equity, and they are developing some amazing resources for educators and policy makers.
One of the resources mentioned was Black Minds Matter. Here they have several resources, but of particular note is their report “Black Minds Matter: Supporting the Educational Success of Black Children in California.” You can quickly see the Executive Summary here:
Here is also a video of their Black Minds Matter Student Day of Advocacy video:
As well, Deborah discussed their work “Hear My Voice: Strengthening the College Pipeline for Young Men of Color in California.” Below you can see the video that Deborah was trying to show this morning:
We need to design our data inquiry into our plans and efforts — What do we want to know? What do we want to see? How will we know our efforts are working? — Kim
It is important to frame your inquiry as it will affect the results you get, and the purpose of data inquiry informs the question framing:
One of the ways to help you evaluate this work is to use Wenger’s value criteria for communities and networks:
Use the data to tell the story of your Professional Learning, as well as to inform your plan. This is also about your experience, your team, your community and the value of that interaction. This is where the Wenger Rubric comes in handy:
Practicing identifying these qualities, we all went outside to place example criteria in their corresponding categories:
Here’s what we all came up with:
Looking at professional learning differently, groups jigsaw out to discuss “Professional Development for Complex Lives” and “From Professional Development to Professional Learning”:
- The first step is to admit you have a problem.
- “Too many students learn far less than they are capable of achieving.” First thing, shame on us. We don’t expect that much from our students and do not help them reach their potential.
- Help students create an engaged community
- Professional learning is not an end goal. It is something you need to do continuously, especially as our students keep changing.
- How important this work is, even the 12 – 15 hours. We need to get in touch with our union reps. to fight for professional learning.
- What do we do when people want to know the deliverable? How do we help when people want action?
- Distinction between helpful and non-helpful talk.
- Clear plans; clear communication and direction.
As a way to keep thinking about this, consider LaGuardia’s Principles for Effective Professional Development:
“Elevator speeches do not work well as mystery novels where you wait until the end for the big reveal” – Tania Jabour
Day 4.0 Slides
You can see the day’s slides here: Day 4.0 slides.
- Post your team’s revised Elevator Speech on the BSILI Facebook page and comment on three other posts.
- Finish Final Poster, consisting of the following:
- Your final draft of your logic model,
- A visual of some kind. Feel free to take this where you want to share your vision.
- Make sure to turn in your PL Hub Plan to Jessica.
- Also turn in your Value Narrative sheet to Jessica.