# data[].attributes.body
*How to design a lesson
*How to build culture
*How to utilize technology
*How to differentiate
*Effective strategies applied to a system and individual learners.
*Assessment theories and practices.

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Pathway learners would be able to answer the question - is this the profession for me? 

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Pathway learners would be able to answer the question - is this the profession for me? 

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- engagement strategies
- providing purpose and clarity to ensure access
- formative assessment and feedback

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They have full understanding of the rigor of what it takes to be a teacher. 

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They have full understanding of the rigor of what it takes to be a teacher. 

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* Focusing on honoring funds of knowledge and diverse experiences and backgrounds
* Learning and developing inclusive practices

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Growth mindset and they are ready to explore more what it means to be a teacher focused on growth mindset. 

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Growth mindset and they are ready to explore more what it means to be a teacher focused on growth mindset. 

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We all are learners.
Teachers are not and should not be the source of knowledge.
Mistakes are the best way to learn.

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Being a reflective practitioner/growth mindset

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Being a reflective practitioner/growth mindset

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Learning Lap Design for Intentional Growth in Sophistication of Skill

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Learning Lap Design for Intentional Growth in Sophistication of Skill

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I keep thinking about what I seek in a teacher, and I am having trouble thinking about the skills for someone in the exploratory stage.  I wonder about this program helping learners to explore the skills they have and how they relate to teaching.  

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I keep thinking about what I seek in a teacher, and I am having trouble thinking about the skills for someone in the exploratory stage.  I wonder about this program helping learners to explore the skills they have and how they relate to teaching.  

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Designing skill-based units with essential skills designed to mirror context, current states, students lives, the political climate--essentially the mesearch + the research

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Designing skill-based units with essential skills designed to mirror context, current states, students lives, the political climate--essentially the mesearch + the research

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I know this word gets thrown around a lot, and there are the conventional practices.  But I am sure there are others like me that have their higher leverage practices that they return to consistently.

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That mesearch for kids-the content of their lives IS AS IMPORTANT as the content from a canon or a field of study and our job is to teach them the culturaly conciousness intersections that Gloria Ladsen-Billings speaks of in Culturally Relevant Pedagogy.

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That mesearch for kids-the content of their lives IS AS IMPORTANT as the content from a canon or a field of study and our job is to teach them the culturaly conciousness intersections that Gloria Ladsen-Billings speaks of in Culturally Relevant Pedagogy.

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That we grow readers and writers--by teaching readers and writers into agency, rather than complicity in their ways of thinking. Using textual lineages (Alfred Tatum's work) and courses of study that are co-constructed with our students and linked to Guskey's model of equitable assessment: process, product, and progress.

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That we grow readers and writers--by teaching readers and writers into agency, rather than complicity in their ways of thinking. Using textual lineages (Alfred Tatum's work) and courses of study that are co-constructed with our students and linked to Guskey's model of equitable assessment: process, product, and progress.

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THAT ALL learning must happen with culture as cognition--that critical conciousness and literacy is a citizenship right and necessity and that no learning is neutral. 

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THAT ALL learning must happen with culture as cognition--that critical conciousness and literacy is a citizenship right and necessity and that no learning is neutral. 

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Stealing like an artist and the value of watching others teach from a learner stance

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Stealing like an artist and the value of watching others teach from a learner stance

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Even if the students don't end up employed at a school they will still be a teacher.  And being a teacher is a global skill. Maybe not all the students in the pathway would be best suited to teach in certain settings.

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It should be about what is best for students.

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2. Unpacking standards.         3. Writing measurable, developmentally appropriate learning  objectives  

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2. Unpacking standards.         3. Writing measurable, developmentally appropriate learning  objectives  

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Unfortunately not all of our students have positive interactions with our school system consistently 

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Unfortunately not all of our students have positive interactions with our school system consistently 

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* How do we invite those students in to learn more about education and opportunities for them to create a classroom or environment they need(ed)?
* How do we create opportunities for student voice - for them to share their own experience as a student and how it shapes how they view teaching/learning?

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Equitable grading practices that reflect our values in growing learners, not punitively damaging certain populations of students with system-first policies instead of human-first policies. Teachers at Polaris have been fantastic at implementing this!

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Equitable grading practices that reflect our values in growing learners, not punitively damaging certain populations of students with system-first policies instead of human-first policies. Teachers at Polaris have been fantastic at implementing this!

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That they understand how important it is to build meaningful relationships with students & realize these are sometimes more important than the content

The mindset that all children are capable and have potential and it our job as teachers to find that in every child--regardless of age, gender, socio-economics, race, language or disability

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Cultivating emotional safety, academic community, and a sense of belonging

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Cultivating emotional safety, academic community, and a sense of belonging

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Connecting the smallest activity/lesson to the culminating work or performance

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Of all things.

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How to collaborate and work as a team.
Problem solving
How to empower students and advocate for them.

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Mindful awareness of our own unconcious bias and thought and emotional patterns. 

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Mindful awareness of our own unconcious bias and thought and emotional patterns. 

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Mindfulness for Sustainable Teaching IS A MUST.

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Teachers must be allies and activists for their communities, themselves, and their students so that ALL of their work is filtered through the lens of equity.

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Non-violent Communication Skills with Sentence Frames for Conflict Resolution

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Non-violent Communication Skills with Sentence Frames for Conflict Resolution

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Knowledge of how to utilize technology, as well as when technology should not be used.

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Knowledge of how to utilize technology, as well as when technology should not be used.

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Knowledge of where their passion lies--content and age group

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Studying mentor texts, events and people who model courage in education to elevate voices that have been marginalized and de-center system-first practices in the name of efficiency.

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Studying mentor texts, events and people who model courage in education to elevate voices that have been marginalized and de-center system-first practices in the name of efficiency.

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classroom management and effective function-Based response to behavior;

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Collaboration skills and solid communication skills are an expectation.  

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Collaboration skills and solid communication skills are an expectation.  

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HOw to co-plan for student skill needs and passion needs.

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HOw to co-plan for student skill needs and passion needs.

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We need to keep in mind that not all students will be coming with the same knowledge base, depending on which school they come from

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We need to keep in mind that not all students will be coming with the same knowledge base, depending on which school they come from

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neurodevelopment and learning; behavior basics (function, antecedents, consequence, etc.)

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All can learn and can be held to high expectations, and what this belief looks like in practice.  

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All can learn and can be held to high expectations, and what this belief looks like in practice.  

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reflective- what worked well, what didn't, why?

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Positions of Agency. How students and teachers might elevate their leadership position by leading from wherever they are now.

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Positions of Agency. How students and teachers might elevate their leadership position by leading from wherever they are now.

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Students in the pathway should be able to answer the questions - Does teaching feed your soul? Is their passion for teaching sustainable and reasonable.

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What do we do with the dissonance between what they're learning and what they have experienced.  Concrete ideas of how to share what they've learned.

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Can the kids have access to data in PSD to examine outcomes? Really look at our own houw

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I realized after the meeting how vital my training in Discovery has been as a teacher, particularly in learning to become a professional in those early years in my career...dealing with an angry parent, communicating my needs to colleagues and supervisors, classroom management and de-escalation strategies, etc.  This would be a high leverage skill that would benefit pathway graduates even if they chose a different career later on.