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Share an example of how your aspirational anti-racist teacher leadership played out during practicum at the individual, groups, or systems level.

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Share an example of how your aspirational anti-racist teacher leadership played out during practicum at the individual, groups, or systems level.

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I'm commented to making the students and their learning goals my main priorities. Teaching for the test not only leaves behind learners, it creates a hierarchy of what's important to learn and who's the better learners. It also creates hostile feelings towards assessments when assessments should be welcomed it students are comfortable and confident

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i am committing to having assessments that are valuable towards students and reexamining forms of assessment that are rooted in racism.

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Committing to understand the specific needs and skillsets/strengths/areas for growth of my students and responding to those needs through the next day's formative assessments.

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I'm thinking about how important it will be to understand my students and their specific needs, both individually and culturally. I also think about how my casual check in questions should and could be more pointed to understand where my students need help.

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I commit to being intentional with assessments and creating assessments that can actually inform instruction

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I am committed to meeting students where they are at. Checking in often. Individualizing assessments for each students learning.

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To understand their students to adjust learning and assessments for them. 

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To understand their students to adjust learning and assessments for them. 

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formative assessments are more helpful for seeing the learning process and identifying the root of gaps/ lack of understanding, summative provides more of a guideline for knowing where students are in line with curriculum

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Formative - tells an educator how the learning process is going and gives students an opportunity to improve their learning and not have it be a final mark.  This is the more reflective assessment because the process is ongoing.

Summative - lets educator know how their teaching plans aligned with the goals of the unit and lets students show mastery of the unit. This assessment is not as reflective, but again lets the educator know how well their plans aligned with the goals of the unit

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The intensity and gravity of test/grade success and achievement was also reinforced by my parents, so pressure all around.

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Assessments freaked me out and activated my anxiety. I'd spend a lot of time trying to tailor all my learning to the assessment to regurgitate and not actually learning the material

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Assessments for me were the be all end all. If i did not do well on an assessment, I felt like a personal failure. I'm first gen so anything less than an A was unacceptable and i would not be able to succeed in america.

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I always felt stressed because I felt like I knew information but worried about the anxiety/ time crunch

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I remember in our school assessments often determined which types of classes you would get placed in. Sometimes it prevented you from being in the G+T program which had a lot of enrichment and hands on activities that could have benefited a lot of students

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Thinking about English/humanities classes... I'm remembering that we were often offered "creative" means of doing a project (instead of an essay, a short story etc.) yet those creative projects were almost always held to the same rubric of expectations as the "traditional" assignment.

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Assessments seemed like they spoke more for students than they could themselves. They'd class/group us by assessments, placing us in boxes of basic, proficient, and advance. It's hard to feel basic compared to your peers.

Also growing up in a predominately black area and seeing how ot

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Reflect on your own educational experiences. Which kinds of culture and mindsets persisted around assessment?How may those mindsets have contributed to the feelings we named at the start of today’s session?

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Reflect on your own educational experiences. Which kinds of culture and mindsets persisted around assessment?How may those mindsets have contributed to the feelings we named at the start of today’s session?

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The mindset I developed from the idea of assessments was that it wasn't about how much I knew, just how much I could remember for the test. After that, everything would be forgotten so I could start remembering new material for the next test. So, whenever I have a test coming up panic sets in because I have this feeling that I have not committed enough to memory.

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I definitely think growing up all of my teachers/ educators made assessments feel like a huge deal. Failing at an assessment / not doing well to me meant that I was not learning everything and that I was "behind" on class material, which made me feel like I had even more work to do. Assessments were always linked to performance instead of to understanding, which has always stayed with me. I almost have to convince myself that it's more important to understand than to do well on a test.

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Assessments always seemed like barriers to opportunities - especially with the SAT and state standardized tests.  The mindset of having to be the best in order to achieve the most is definitely the mindset that was perpetuated in my schools growing up; this could definitely contribute to testing anxiety and stress around performance

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What commitments are you making to actively pursue anti-racism in your assessment of student learning?

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What commitments are you making to actively pursue anti-racism in your assessment of student learning?

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1. What is at stake if we do not apply UDL to our assessment of students?

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1. What is at stake if we do not apply UDL to our assessment of students?

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2. How do assessments reveal our biases over which skills and learning staples are preferred in our society?

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2. How do assessments reveal our biases over which skills and learning staples are preferred in our society?

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3. How can we be anti-racist in our assessment strategies?

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3. How can we be anti-racist in our assessment strategies?

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How clear do you feel on the difference between formative and summative assessments, and the value of each?What is one difference between formative and summative assessments?

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How clear do you feel on the difference between formative and summative assessments, and the value of each?What is one difference between formative and summative assessments?

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What does each kind of assessment tell an educator about their students as learners and themselves as educators?How can educators use each type of assessment to reflect upon and inform their instructional practice?

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What does each kind of assessment tell an educator about their students as learners and themselves as educators?How can educators use each type of assessment to reflect upon and inform their instructional practice?

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How have you shown up throughout your learning and development during Pre-Service around anti-racist teacher leadership? In what quadrant do you most often gravitate? Why might that be?

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How have you shown up throughout your learning and development during Pre-Service around anti-racist teacher leadership? In what quadrant do you most often gravitate? Why might that be?

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rose---really enjoying teaching

thorn----balancing personal life

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Rose: my students are just the sweetest and make all the work worth it!

Thorn: Busy schedules on top of unexpected life things happening

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Rose: also got a job offer - yay! Also, my co-teachers have been great.
Thorn: exhausting week, a lot of material to teach in a short amount if time

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Rose: Kids are awesome and really seem to want to learn
Thorn: It's really difficult to get across some of the topics while being constrained to newrow tools

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Rose - having fun with the students and starting to feel like we're building community
Thorn - it was tough getting the students to participate in lessons at first

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Rose- my students are so wonderful and funny!
Thorn- Still getting a handle of teaching, definitely has a learning curve

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Rose: Kids are great and i now feel confident in my ability to teach
Throne: Tired

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Rose - got my official job offer!
Thorn - exhausting week, lots of challenges

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it allows for students to try to think about material on their own and encourages critical thinking and creativity

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It encourages students to engage with each others' thinking, providing opportunities to share their thoughts, and to try and understand how their peers think and critically think whether or not they're arriving at (in the case of math) the right answer

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It allows students to take responsibility of their own learning by being active members of the classroom/learning process.

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students get the opportunity to work through their own reasoning and the reasoning of others through teachers facilitating discussion and students leading

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Students have the opportunity to engage with and build on each other's thinking so they are developing the knowledge together instead of being led to it by the teacher

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The students have to restate or reexplain and can also add in any other observations. It helps the other students recognize that their fellow classmates can have the right answer as well and make them sources of knowledge. 

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The students have to restate or reexplain and can also add in any other observations. It helps the other students recognize that their fellow classmates can have the right answer as well and make them sources of knowledge. 

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The teacher always the students to also hold power by allowing them to shape their own thoughts as well as those of their peers.

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By putting a lot of explanation in their hands, the teacher is facilitating a conversation among students. Still monitoring to make sure info is correct, but allowing students to learn by verbalizing and listening.

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It helps students for their own independent thinking vs just telling students how to think!

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The teacher is the facilitator and guides the conversations, but the conversation is ultimately the students'

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As a result of the learning in this session and my ongoing pursuit of anti-racist teacher leadership, students will...

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As a result of the learning in this session and my ongoing pursuit of anti-racist teacher leadership, students will...

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So glad we've formed a community in our group. We got this, y'all!

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That's all I got

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Appreciate Devonique's realness, honestly, preparation, and passion! You are getting us through this!

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shoutout to devonique getting us through this and also to everyone who has shared resources of any kind in the slack! also shoutout the whole group for getting through this together without much help from higher up

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In order to grow we have to start somewhere. We are all getting better and it's rough but we'll make it and be excellent educators!

Shout out to Devonique for always taking the extra mile to make sure we are reaching our goals to become better teachers.

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Shoutout to everyone! I feel like over the past few days, we have created a really supportive community. So glad to work with all of you!

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we're gonna be alright

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Huge shoutout and all of the gratitude for Devonique for not only being so helpful and understanding but for her transparency as well.

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WE ARE SO CAPABLE!!!! Trust the process and trust your abilities. We got this! Your students are so lucky to have you. <3

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The past few days have been super helpful in terms of lesson planning.  We can do this :)

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I like the way the teacher used the discussion time to let the students explore the problem and not necessarily focus on the answer but more of the strategy and exploration of the problem to get them thinking on their own

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I am considering how I will encourage the growth of my students as curious, open-minded, and confident thinkers

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I am considering how I will encourage the growth of my students as curious, open-minded, and confident thinkers

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everything is starting to make a lot more sense and seem a lot more doable. I am excited to start implementing this more into my lesson plan I just wish we had more time

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I took away that leading questions don't always encourage rigor and student growth. It's not always about getting the right answer, especially during Explore

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Really helped me see how exploration works in practice instead of just in theory

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I loved the first video from math agency, I agree a lot with what Karen said in the video and how she does Explore in her classroom.

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Really cool how the teacher is looking for strategies while the students are independently exploring so she understands different ways the students are thinking about the problem

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Really appreciated the handouts and had a good chance to review them. Look forward to holding onto these and referencing back to them when I'm in the classroom.

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I enjoyed seeing how the kids were using each other as resources and being helpful in order to find the correct answers.

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the "you" format allows for students to critically think about how to solve the problems on their own rather than being told what to do which encourages personal agency

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I loved this teacher and her approach to teaching the students. My main takeaway: she LISTENED so well to her students and their thinking process. This helped the teacher teach in a very effective way.

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I explored some of the videos and got some good classroom examples of how to apply an "explore" lesson into my classroom.

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It's important to have the students lead their learning by working through the problems on their own without leading questions

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You know more than you think and doing better than you know!

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THANK YOU DEVONIQUE YOU ARE LITERALLY GETTING US THROUGH THIS

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We are so grateful for you!

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Thank you for helping us learn so much and for figuring out the gaps in support.

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Love her energy and she also has a BOMB lesson planned :)

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Shout out to Ben for being a great Co-Teacher and Jheri for great feedback!

Shout out to everyone for pushing through!

Shout out Devonique for being a great CF, your sessions are the most helpful for my journey in education!

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She always answers my questions and is so kind + insightful always!!!

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I want to give a shoutout to taylor for being a wonderful co teacher and being a sounding board

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Shoutout to Isha for constantly reaffirming her belief that we can all do this work

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Shoutout to Isha for constantly reaffirming her belief that we can all do this work

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To Maggie for being an amazing co-teacher

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Shout out to everyone for being so willing to help each other!

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shoutout to Devonique for being so willing to help us where there has been miscommunication

shoutout to Nick for sharing great manipulative resources

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Who can you elevate today? Who made an impact on you today? Who inspired you today? Who can you send love to today?

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Who can you elevate today? Who made an impact on you today? Who inspired you today? Who can you send love to today?

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From this session I am taking away a lot of insight regarding smi and how to navigate it in the classroom.

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- strong parent/caregiver relationships
- tangible ways to add rigor
- adding standards

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A better understanding of how to increase rigor in my classroom and to revise my lesson plans.

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im going to remember the importance of going back to the SMP and reviewing lesson plans to make sure it is rigorous and aligned.

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im going to remember the importance of going back to the SMP and reviewing lesson plans to make sure it is rigorous and aligned.

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How to implement creative strategies to increase the level of rigor within lesson plans and also interest my students!

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How to implement SMPs and create relationships with both students and parents

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In the fall, I will reference SMP's as a way to ensure multiple means of engagement. I think they spark creative ideas about how to add multiple dimensions to a lesson.

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standards and curriculum are not the same thing. incorporating different standards into the curriculum can help increase rigor

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I want to revise the curriculum I have in a way that increases rigor while still accomplishing the same objectives. I want to adjust it so that students practice a variety of skills while completing their work.

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A better understanding of SMP and the extent to which it can enhance your classroom teaching.

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I'm going to make sure that I orient my lessons around the SMPs to make sure that I am providing my students with accurate, rigorous expectations

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Learning is interconnected and it is crucial to see the gaps of knowledge, address those gaps, and then teach new material. A strong foundation is crucial for mathematics.