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How systems like AVID and other goals can work together

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can't pop in to classrooms to visit teachers

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can't pop in to classrooms to visit teachers

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Give every student a chromebook or computer. Give every student a hot spot. 

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Give every student a chromebook or computer. Give every student a hot spot. 

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fear doing the "wrong thing" and then doing nothing

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fear doing the "wrong thing" and then doing nothing

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Have student participate in a coteaching situation with a lesson

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Have student participate in a coteaching situation with a lesson

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To get families more involved we could do a family lesson, and the families involved. For example a Science lesson with entire family.

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To get families more involved we could do a family lesson, and the families involved. For example a Science lesson with entire family.

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coach to teacher: different levels of technology abilities/comfort level

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coach to teacher: different levels of technology abilities/comfort level

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Family office hours or including families in a weekly-biweekly lesson-should be a can participate, not a must participate

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Family office hours or including families in a weekly-biweekly lesson-should be a can participate, not a must participate

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Office hours
optional lesson involvement

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Screencast quick trainings for teachers - bite sized chuncks

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Screencast quick trainings for teachers - bite sized chuncks

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model activities & new technologies
- ex. Model Collab Study Groups

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Lack of transparency

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Begin with asking questions.
Bring the right people to the table.
Practice of reviewing policies to find those that are outdated.
Might require re-education and discussion.
What is our collective powermandate and how can we (a department) impact district policies through our work?

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Do policies allow for equity in budgets?
What is the district's vision and is it funded?
Who is writing budgets/policies and what voices were brought to the table?

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With students, teachers, classes, opportunities

How are master schedules created?  How are we considering support for students who need it?

How are we determining student placement and how that placement impacts graduation and future goals?

What data are we looking at when "tracking" students? Are we reducing students to their data points? The online environment has exacerbated this for students. How can we look through a more holistic lens?

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with a dose of too much pity

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Implicit bias and/or not a common understanding

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no unplanned convos makes it hard to bond or connect with kids in a genuine natural way

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no unplanned convos makes it hard to bond or connect with kids in a genuine natural way

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organize virtual meetings/activities to share about their learning experiences

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organize virtual meetings/activities to share about their learning experiences

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Not knowing what to say in regard to being an ally to diverse students, without having a white savior complex... 

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Not knowing what to say in regard to being an ally to diverse students, without having a white savior complex... 

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Families who don't have access to email or are hard to contact.

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An overwhelming amount of digital communication. It is difficult to go through each email thoroughly. And many are not being read by me or by the people I send them to.

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Systems that are set up to naturally segregate students and families and prevent access to those of lower SES or non-English speakers

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Systems that are set up to naturally segregate students and families and prevent access to those of lower SES or non-English speakers

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active listening skills

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There are many decisions being made without the inout of those it directly effects (teachers and students)

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access to technology

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Online fatigue- having difficulty engaging online, choosing to shut down when it gets hard- applies to both kids and adults. I struggle in large-group PD's if I don't feel like there's something to do.

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Online fatigue- having difficulty engaging online, choosing to shut down when it gets hard- applies to both kids and adults. I struggle in large-group PD's if I don't feel like there's something to do.

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As I have facilitated Anti-Racism and equity training to teachers, there has been pushback with white teachers documenting my every move because they don't like what I have to say. I am an Indigenous Latina.

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Prior experiences that have led to feeling unwelcome/unwanted/angry

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Class size

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Senior leadership not experiencing the real work of the classroom so priorities and urgency can sometimes feel amiss in communications and policies.

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Senior leadership not experiencing the real work of the classroom so priorities and urgency can sometimes feel amiss in communications and policies.

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Biases held by people in positions of authority

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Biases held by people in positions of authority

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work with school district to find translation resources to help in communicating with families

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language

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Coach to teacher, teacher to teacher, and admin to teacher- lack of time to communicate in the online world. Not as easy to "drop by" someone's classroom.

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Coach to teacher, teacher to teacher, and admin to teacher- lack of time to communicate in the online world. Not as easy to "drop by" someone's classroom.

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When teachers don't relate to a student.  How can a teacher tackle this situation?