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Professional Development for Teachers in Washington State and Beyond In 2022, Ed4all WA will be offering a variety of professional development activities

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This is part of our foundational work in our IPP project. WEA staff have also been participating in training.

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coaching for equity: conversations that change practice

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Coaching for Equity: Conversations That Change Practice

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Amazon.com: Coaching for Equity: Conversations That Change Practice (9781119592273): Aguilar, Elena: Books

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This is a book club that I am participating in with a few colleagues.

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The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools

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The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools [Jackson, Yvette, Feuerstein, Reuven] on Amazon.com. *FREE* shipping on qualifying offers. The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools

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Updated - 2nd edition of HLP for Inclusive Classrooms

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Updated - 2nd edition of HLP for Inclusive Classrooms

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Table of Contents

Section 1: Collaboration High Leverage Practices 1. Collaborating with Colleagues to Increase Student Success 2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section 2: Assessment High Leverage Practices 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student's Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Section 3: Social/Emotional/Behavioral High Leverage Practices 7. Consistent, Organized, Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Section 4: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals12. Systematically Design Instruction Toward a Specific Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Use Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Using Assistive and Instructional Technologies 20. Provide Intensive Instruction 21.Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Providing Positive and Corrective Feedback 23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

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High Leverage Practices for Inclusive Classrooms

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High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession.

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Michael Fullan and Joanne Quinn

Complex times call for clear solutions-If initiative overload and fragmentation are keeping your best plans from becoming reality, it's time to start leading differently. The key to bringing about the kind of successful and sustainable change you need is the Coherence Framework, a dynamic, customizable road map made up of four essential components:

Focused direction to build collective purpose

Cultivating collaborative cultures while clarifying individual and team roles

Deepening learning to accelerate improvement and foster innovation

Securing accountability from the inside out

provides the insights and tools to drive effective leadership.

Full-color infographics are available for download from Corwin

" Coherence is a book that demands action - it moves from the narrative of fixing one teacher at a time, to asking about the coherence of the system (be it school, national, or world issues). Fullan and Quinn create an important narrative about direction, working together, deepening learning, and securing accountability. The book sparkles with examples of coherence in action, it makes no excuses for employing the wrong levers of change. This is the blueprint for a new vocabulary of education action; it shows where we need to go next, and is another example of Fullan at the top of his game."- John Hattie, Director of the Melbourne Education Research Institute and Author of Visible Learning

"School systems that struggle are riddled with incoherence-mismatched strategies, competing cultures, and illogical initiatives. Fullan and Quinn explain clearly how coherence can solve the problem. Based on solid research and lessons drawn from effective practice, Coherence provides a comprehensive model to guide educators as they learn and lead their way to better schools."
- Susan Moore Johnson, the Jerome T. Murphy Research Professor, Graduate of the Harvard School of Education

Published in 2015 by Corwin Press and the Ontario Principals' Council

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Coherence: The Right Drivers in Action for Schools, Districts, and Systems - Michael Fullan

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Michael Fullan and Joanne Quinn Complex times call for clear solutions-If initiative overload and fragmentation are keeping your best plans from becoming reality, it's time to start leading differently.

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UW College of Education: Educational Justice Roadmap 2022 

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UW College of Education: Educational Justice Roadmap 2022 

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Researchers from the University of Washington’s College of Education and community partners collaborated with families, communities and educators from across Washington state to create a bold, direction-setting “roadmap” for reducing barriers of institutional racism in Washington state’s P-12 education system. Funded by the Washington Education Association (WEA) and the National Education Association (NEA), this project aimed to understand the level and types of investments and practices (i.e., policies, decision-making, and actions, and within Washington’s specific historical context) needed to address and eliminate systemic educational inequities from the perspective of families, students and communities that have been historically underserved.

We engaged with communities of color, including students of color, teachers and administrators of color and their networks, as well as other educators throughout the state through various research efforts, focus groups, and other forms of data collection. This research is driven by the fact that non-dominant communities have lacked authentic opportunities to describe and influence the types of investments and policies they believe are most needed to address educational justice in P-12 education in our state.
https://www.education.uw.edu/ejr/?fbclid=IwAR3BxI5hyVe4dkPS9Sdp1EyFK3xaqVAz6D4wQ9A6H13wxYGbLu0co4OYOPk

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Researchers from the University of Washington's College of Education and community partners collaborated with families, communities and educators from across Washington state to create a bold, direction-setting "roadmap" for reducing barriers of institutional racism in Washington state's P-12 education system. Funded by the Washington Education Association (WEA) and the National Education Association (NEA), this project aimed to understand the level and types of investments and practices (i.e., policies, decision-making, and actions, and within Washington's specific historical context) needed to address and eliminate systemic educational inequities from the perspective of families, students and communities that have been historically underserved.

We engaged with communities of color, including students of color, teachers and administrators of color and their networks, as well as other educators throughout the state through various research efforts, focus groups, and other forms of data collection. This research is driven by the fact that non-dominant communities have lacked authentic opportunities to describe and influence the types of investments and policies they believe are most needed to address educational justice in P-12 education in our state.

The Roadmap Report summarizes four core principles that emerged across the thirteen individual projects and provides guidance for enacting sustainable organizational practices toward educational justice.

Reports
A Roadmap to Reducing Barriers to Educational Justice in Washington State: Overview
Project co-leads: Manka Varghese, Ana Elfers & Marge Plecki

Individual Project Reports
Native Perspectives on Educational (In)equity in Washington State: Reclaiming Educational Sovereignty
Dana Arviso, University of Washington, Seattle; Anne Marie Guerrettaz, Washington State University, Pullman; Laina Phillips, Wellpinit High School; Melodi Wynne, Spokane Tribal Network
Paramount Duty of the State: A Brief History of Educational Equity and Inequality in Washington State
Nancy Beadie, University of Washington, Seattle
Who Gets to be a Child? Mothering Young Children of Color with Disabilities and the Politics of Resisting Normalcy
Maggie Beneke, University of Washington, Seattle, Shayla Collins, The Arc of King County, and Selma Powell, University of Washington, Seattle
Working Towards Educational Justice at State and District Levels: Perspectives of Educational Leaders
Ana Elfers and Marge Plecki, University of Washington, Seattle
How Retention and Mobility Outcomes Differ for Teachers of Color in Washington State
Ana Elfers, Marge Plecki, Ni Bei and Youngwon Kim, University of Washington, Seattle
STEM Learning as Care Work
Katie Headrick Taylor, Jiyoung Lee, Erin Riesland, and Mack Ikeru, University of Washington, Seattle
Resources, Challenges and Possibilities in Culturally and Linguistically Diverse School Districts
Eric J. Johnson, Washington State University, Tri-Cities
Establishing Priorities for Education Finance Under Fiscal Uncertainty: Recommendations for Washington State Policymakers
David S. Knight and Marge Plecki, University of Washington, Seattle
A Community Perspective on Educational Justice in the Time of COVID
Sharonne Navas, Equity in Education Coalition
Restoring the 'Education Debt': Equity Priorities for Children and Families in BIPOC and Immigrant Communities in Washington
Soojin Oh Park and Kaixin Li, University of Washington, Seattle
Achieving Educational Justice for Washington's Students of Color
Aneesa Roidad and Dhani Srinivasan, Seattle, WA
"We know what's right for kids": Washington State Educators for Racial Justice Speak Up and Speak Back
Manka Varghese, University of Washington, Seattle
Spaces of Belonging: Learning with and from Black-Led Community Organizations and Community Members of Color
Shaneé A. Washington, Kaleb Germinaro, Kayla Chui, and Jessica Ramirez, University of Washington, Seattle

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Researchers from the University of Washington's College of Education and community partners collaborated with families, communities and educators from across Washington state to create a bold, direction-setting "roadmap" for reducing barriers of institutional racism in Washington state's P-12 education system.

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Undoing Ableism: Teaching about Disability in K-12 Classrooms by Susan Baglieri and Priya Lalvani 

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Undoing Ableism: Teaching about Disability in K-12 Classrooms by Susan Baglieri and Priya Lalvani 

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Undoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.

https://www.amazon.com/Undoing-Ableism-Teaching-Disability-Classrooms/dp/1138545597/ref=sr_1_1?crid=2AR2J4LOIRRG&keywords=undoing+ableism+teaching+about+disability+in+k-12+classrooms&qid=1649868826&sprefix=undoing+able%2Caps%2C136&sr=8-1

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About human connection and students with significant disabilities
https://www.amazon.com/See-There-Brenda-Robertson-Monte/dp/B09HPG811W

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Leading Equity-Based MTSS for All Students

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Leading Equity-Based MTSS for All Students

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Amy McCart & Dawn Millar

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Leading Equity-Based MTSS for All Students

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Leading Equity-Based MTSS for All Students [McCart, Amy, Miller, Dawn Dee] on Amazon.com. *FREE* shipping on qualifying offers. Leading Equity-Based MTSS for All Students

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In Atlas of the Heart, we explore eighty-seven of the emotions and experiences that define what it means to be human and walk through a new framework for cultivating meaningful connection. This is for the mapmakers and travelers in all of us.