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I've added a couple more comments to this attached copy of your presentation

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I have added comments to the attached copy of your proposal

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I created a PPT to add my feedback to your presentation. See attached.

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I created a PPT so I could add comments. See attached.

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I created a PDF of your slides and added comments. See attached

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I created a PPT so that I could add my comments. It's attached.

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Teacher Leadership Innovation Proposal- Book Group

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I have added comments to your PPT and uploaded it to this sticky

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Teacher Leadership Innovation Proposal- Cochran

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I created a PPT so I could add comments. I uploaded the PPT to this sticky

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Teacher Lead Innovation Proposal Part 1-5 

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I created a PPT version so I could add comments. I uploaded it to this sticky.

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I have added my comments to your PPT, which I have attached

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I've uploaded a copy of your proposal with my comments.

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Hispanic Heritage Month

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I added some info. ;-)

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Teacher Leadership Innovation Proposal  

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https://docs.google.com/presentation/d/1WY9hbBDNuXCWWsIszsCYMmLuMwzDBzAiftuZm1GOIQo/edit?usp=sharing

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Part 5: Reflection

Being a neighborhood teacher who lives in the same community that I teach in, I see the struggles of my students. I live by the same loud distracting train that wakes up my students in the middle of the night, when they are awoken, I am awoken. When a man was killed on the corner of North Willis and Portsmouth, it was my neighborhood that was shaken as much as it was theirs. And when the Black Lives Matter Movement of Portland began their vigil for George Floyd and later for Elijah Mcclain, it happened at Peninsular Park. A park they know well, the same park I walk to weekly with my partner. It is for this reason that I was inspired to do something about the blatant tracking that occurred in my school. The neighborhood track, the track with a myriad of languages and rich cultures, but also the victim of  much larger classrooms, and many more traumas was creating students that had tremendous gaps in their learning. Be it because they were missing class for punitive measures, or be it for a reason outside of the school’s control. But either way I saw these gaps and that is why I decided that the school needed to A share students, B integrate students and teachers, and C have daily lessons designed to clarify anything that they may be missing.

I am finding that by expanding this philosophy I have found many cognitive intersections in the class.  From our reading in Danielson I felt very connected to the teacher in Ohio who noticed the same tracking based on race and gender. In our fliprid discussions my colleague Maricela said that she too became a teacher leader without knowing it. By seeing that her students needed to connect culturally, she decided to create a folk dance club. My philosophy with this innovation is based solidly in Shmoker’s words which were also related to by my online colleagues that stated “ You cannot conform practice without evaluating its worth.” Well I have evaluated its worth and I see its need. “Teachers need to support one another (Maricela in response to my question on burnout). This is imperative in order to create a school where teachers see all students as their own, teachers themselves need to share students and support each other in the efforts. Johnson and Donaldson 2007 agrees that there is an absurdity in putting a novice teacher alone in a classroom. They also state that as teachers we need to transcend the barriers of autonomy, and deference to seniority. By sharing students we dispose of that. By giving up some autonomy  we help the novice, and simultaneously rely not only on the most senior among us. We work together in tandem to help all students and integrate our most underserved students.

My innovation acknowledges an inequity in the school of Cesar Chavez and remedies it with targeted instruction, and integration. We need to close the learning gap of our Black and low SES students. And these are ways to do it. Integration however does not look like deficit thinking, it does not mean we see origins as less than. It does not mean taking students out of a “bad class” or bad neighborhood. That would be no better than the failed school busing projects, or worse, the “Indian” boarding schools. Integration means taking down the barriers to access. All students deserve access to small class sizes and instruction that meets their needs, regardless of what their background is. Regardless of if their family language is the officially taught language of our school like Spanish or English, or if their family speaks K’iche or Somali like how many do on the neighborhood side. This project helped me learn that there are solutions to issues, and that I need to trust my instincts, and trust the data even more. With passion, drive, and intentional progress an individual can accomplish so much.

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Anti-bias Green Team Final Proposal Parts 1-5

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Anti-bias Green Team Final Proposal Parts 1-5

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Teacher Leadership Innovation Proposal- Cochran

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I create a video where I further discuss the details on the slides. I thinks this may help provide some additional insight. I will also post the slides with out the screencast if you don't want to hear my ramblings! Take care.

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Thank you to all who are providing me with feedback.  I truly do appreciate it!

Sincerely,

Hayley

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My first approach will be introducing the phone cubbie to my colleagues who are in my PLC. I will share with them my experience using the cubbie in the previous year and how it made cell phones a non issue and talk with them about starting circles in their classrooms and ways to use them to build community.
My allies hopefully will be my PLC members, if not, then I will send out a survey through mailboxes and get some feedback on who is up for this endeavor.
I will learn at least who is really wanting a positive change around cell phones and who believes in circle building positive relationships and community.
I am going to create a power point with the what, why, and how. I will offer my help in setting up circles and setting up phone cubbies. I will be patient and honest and understanding because it will be hard work in the beginning. I will be available to help.
Hurdles will be people losing consistency because of being tired, have too much work to do, priority changing, students putting up an argument. I know that this is hard work because I have done it. I also know that I do it because it is my passion to build positive relationships with the kiddos. So if it is not someone else's passion I am going to have to Jedi mind trick them to get on board. Actually, I do not know what solutions I could use right now and I am sure other issues other than what I have written will come up. Maybe I can send out a survey to the people participating to see how things are going, how I can help, and any other feedback they can give so this can work for the masses.

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Based on Dr. Kennedy's recommendation I am leaning towards starting in my PLC to get a small alliance going, then hopefully bring it to the whole school. I believe by starting small with the same class (age group of students) all the students will know the policy for phones and RJ circles. If my PLC can stay consistent with me and focus on this one class subject then it is small, we can see how successful or not successful it is, and tweak the things that need tweaking before bringing it to the whole school. We need to have evidence that this promotes a safer and more equitable community.

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Parts 3 and 4 have been added to the slides. 

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Parts 3 and 4 have been added to the slides. 

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Thanks to all for the input!

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Love of Reading - Literacy Leadership cont'd

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Love of Reading - Literacy Leadership cont'd

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Pt. 3 - Format & Audience
The format of this innovation will be PLC, school-wide workshop/program, and book group. PLC will be necessary to develop essential ideas and mentors among staff and leaders. The school-wide program will offer students to be involved at their own pace and level. Book club will be a way for student leaders to facilitate the benefits and practices of literacy, as well as support new reader leaders as they emerge.
These formats will optimize expected outcomes in that they build a structure for students and staff to work together and it promotes literacy and differentiation, which is something that can be necessary for feeling successful.

Pt. 4 - Proposal Details
- Products and tools: Recording format will be prepared with graphic organizers and bookmark tools that include retell questions printed or written on them. These will help students as they work together in reading circles, and as they read and practice skills independently.
- Materials & Resources: character traits, intentional concepts and biases to challenge and prompt deeper reading, timelines for book circle meetings and process, and community norms and goals for staff who choose to take on mentor roles.
- Particular allies will be teacher leaders who can enable student voice to take the forefront, provide techniques for objective conversations, and utilize de-escalation strategies to keep the peace and solve problems as a group. They will be knowledgeable of literacy practices and be able to gently guide the students to best practices.
- I will learn about how my colleagues view students as literacy leaders. By PLCing and meeting at the beginning and throughout this book club program, they will be able to voice their goals and hopes and concerns for the students and our books, curriculum, and resources. I will learn how they believe collaboration works best.
- I will create and maintain professional working relationships by keeping the program set to very established, agreed-up times. I will provide schedules, try to be mindful of student groups and pairings with specific teachers, and I will put student voice at the very heart and center of all that the program will do and cater to.
- Some possible hurdles for my proposal are the many demands of the school day. With specific academic objectives and the unending "surprises" of working with children and an eclectic schedule in a hectic school, this may be difficult to maintain and have follow-through- even with teachers' and leaders' best intentions. However I think this hurdle may be a different kind of issue now that we are beginning and continuing learning online. We'll see how the scheduling and workload goes to begin this initiative.

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I will implement my PLO in the form of school-wide workshops across the district. I imagine that this will look like a succession of workshops. I don’t want teachers and staff to feel like this is a “one hit wonder” kind of professional learning opportunity. To clarify, I don’t want teachers to feel like this is a professional learning opportunity that they are not invested in because they, and the rest of staff, will forget about it when it’s replaced by some other topic in the next professional development meeting they have. I would like to have the viewing of the film take place in one workshop session with some time to debrief and share thoughts and ideas with their colleagues. I think that I’d like to have two workshops after the viewing that include completing reading around anti-bias practices and racial injustice in schools with small group and large group discussion times. I’d also like the anti-bias checklists take place during one of these two workshops. After reading the suggestions of some of my classmates for this course, I’d like to include a portion of the PLO where teachers work together to create an anti-bias educational opportunity for students that is inspired by the film and the readings they’ve done. This will look different at different grade levels, but I like the idea of anti-bias learning being translated from the teachers to the students, and I think it’s important for collective school leadership.

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Part 3: Format and Audience

I want to first address my team. Because we first already created targeted literacy groups, I want to make sure that everyone is on board for integrating out Math groups and recess (Which will be my two focus areas). Before integrating our classes, I would like to discuss anti-bias with our students. Then I would like to move on to our principal and lastly our community with a parent night to start the initiative and get volunteers from different backgrounds representing our classes. This will build community and create an integrated atmosphere where all students have a more equitable access to our teams’ resources.

Part 4: Proposal Details

We will have one community recess a week, where parents and teachers can plan games for the students and we will play as one big class, not three separate classes. Math will have an enrichment period where we will work specifically on skills based items so that all students received targeted instruction. We would have our three teachers, our literacy coach, an EA, and a parent volunteer. Lesson planning for this would occur on a bi weekly basis, by looking at student work, identifying areas of growth , and creating small groups. These groups would change often. I will choose my allies from outside of the team through our parents/community night. As team teachers we can work together to find parents that would want and are able to work with a small group. I know this would be a big undertaking. But we have done it before for literacy. It will be a challenge to apply it to recess and to math, but it has been one of the biggest factors in eliminating racial disparity in our content areas.

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Anti-bias Green Team Proposal Parts 3 and 4

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Anti-bias Green Team Proposal Parts 3 and 4

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Here is the updated Google Slides with the Format and Audience and Proposal Details added

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Teacher Leadership Innovation Proposal- Cochran

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Format

I envision the workshop as a two-part activity, taking place twice in the early spring. The workshops would begin with trust-building exercises and then transition into learning leadership skills.

I think an effective workshop balances the use of time well. I don't want the sessions to feel too long or too short, and I believe we can achieve our goal in two, one hour sessions.

One workshop would convene after school in late March. Our clubs begin selecting leadership positions (commonly reserved for upper-level students) for the next school year during the second semester, before IB exams, in the spring.

The second workshop would require a bit more coordination. Teachers would excuse their students from their homeroom period (for us, this occurs every Wednesday and Thursday for just over an hour) for two workshop sessions during the school day. The benefit here is including students may have afterschool obligations (work, family care, etc.) that may conflict. Many of our clubs meet before school, during lunches, and homeroom.

PLC Team

I received the suggestion to create a PLC to help facilitate this endeavor, and I certainly see the need for more adults to help. A PLC, with a shared vision, could delegate tasks such as: inviting and recruiting students, contacting leadership/mentor organizations, working with district leadership, allocating funds from the PTO, and the like.

Audience

Our audience is students at the International School of Beaverton, and especially students who would benefit from a leadership role but may hesitate based on their experiences or assumptions.

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Parts 3 & 4 now updated on the same Google Slides.  Thank you to all who respond and provide suggestions.

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Parts 3 & 4 now updated on the same Google Slides.  Thank you to all who respond and provide suggestions.

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I will use the film, “Black Girl in Suburbia,” along with Teaching Tolerance articles and scholarly articles. I would also like to use some lesson plans I found on the Teaching Tolerance website as a guide or example for the anti-bias lessons teachers will create for their students. I also like the idea of having a districtwide Google Classroom page where materials from the lesson will be posted and accessible. This could also be a place for people to continue the conversation after the workshop with educators from other schools. I think that this part will be crucial for the success of the PLO. Too often, professional learning opportunities take place only within the walls of a specific school building, and there is little to no opportunity for to share new learning with others from different buildings who work with different student populations and grade levels.

I want to draw on the expertise of as many colleagues from across the district as possible. I will reach out to staff members who are on their school’s equity team to invite them into the planning process and use their ideas to strengthen my PLO. One of the most important things I’ve learned from this course is that people often have the perception that leadership is enacted by one leader, and that person is “in charge.” The reality is, though, that true leaders invite others in to be leaders with them. Although I am bringing forth a suggestion for a PLO, I want the process of creating the PLO, and the learning that is done in the PLO to be collective and collaborative. I think this approach will allow me to create and maintain professional working relationships. As discussed in our texts, teachers are more willing to collaborate when they feel invited into the work, not excluded from it. Their voices should be a powerful part of the process of implementing this PLO in order to sustain engagement.

As suggested to me by Karen, I will develop allies by starting with reaching out to the equity teams that exist in different schools across the district. The voices of these teachers will be invaluable to my PLO because they have already done equity based work in their schools and will be able to provide insight for the best and most effective ways to implement my PLO districtwide.

I am hoping that this leadership role will not only give me the opportunity to learn about my colleagues’ perspectives on anti-bias education, but will also give me the opportunity to see the perspectives and draw on the expertise of educators across my district. A dominant factor in my choosing a districtwide PLO for this project was the opportunity to work with educators from other schools. Working with my colleagues in my own school building has been and will continue to be so valuable, but I think that too often districts don’t provide teachers with the opportunity to to collaborate with teachers outside of their own building, unless it’s for standards based curriculum design. In my own district, I wish we’d communicate or come together more often to share in anti-bias learning.

I think the biggest hurdle of my PLO is implementing it district wide. To take this on at my school alone would be much easier and quicker to implement, but I believe there is so much value to having the whole district engaging in collective learning. The solution to this hurdle is to build strong partnerships with educators from different schools. I’d like to work with these educators first, so they can eventually facilitate and lead this PLO at their own schools. This project cannot be done alone and will require strong collaboration with others, who feel strongly about the purpose of this PLO.

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I hope you can open this one!

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I love your idea bout this book group. I am very interested in your topic because this is so relevant. Unfortunately, behaviors in all schools have escalated, and working in two different districts it definitely makes a difference when a school/district has something in place that WORKS. Your PBIS ally and the group being offered for classified staff too, will be worth it!! Also, the group not being lead by the principal I think will make this book group more successful. I can see collaboration, and action happening not only in your classroom but school-wide!

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I really like your proposal. It sounds that this could be powerful to do at your school. I wonder if you could create.a dance club that meets once a week to practice and then they can perform not only during Hispanic Heritage month, but also throughout the year. I did this at my previous school and just like you in the past they had tried to do a celebration but it would only be for cinco de mayo and it wasn't as welcoming. I wonder if there are hight school students who are part of the Mariachi band? Also, I see that you have various allies..
Great job!

Maricela Nava

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Topic (main issue): Bullying

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Part 1: Overview I am choosing to focus on staff identifying self-biases. I am selecting to focus on my grade level team to begin. I am doing this so that I can get my feet wet and feel confidence in leading a team. As I reflect upon the school culture I have observed that we have a staff with very strong beliefs and we need to work on reflecting within ourselves. Some of the resources I would use are lessons from teaching tolerance. My goal would be that my grade level team participates in the lesson and then we use a developmentally appropriate grade level lesson to teach the students. I want what we learn as a staff to be passed down to our students.       Part 2: Allies and AlliancesI would want to collaborate with our instructional mentor who is always willing to help teachers find resources. Some of the strengths of using her help would be that she has access to a lot of resources that my team and I could use. She may be able to help us craft a lesson that we could use with our students.  

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Part 1: Overview I am choosing to focus on staff identifying self-biases. I am selecting to focus on my grade level team to begin. I am doing this so that I can get my feet wet and feel confidence in leading a team. As I reflect upon the school culture I have observed that we have a staff with very strong beliefs and we need to work on reflecting within ourselves. Some of the resources I would use are lessons from teaching tolerance. My goal would be that my grade level team participates in the lesson and then we use a developmentally appropriate grade level lesson to teach the students. I want what we learn as a staff to be passed down to our students.       Part 2: Allies and AlliancesI would want to collaborate with our instructional mentor who is always willing to help teachers find resources. Some of the strengths of using her help would be that she has access to a lot of resources that my team and I could use. She may be able to help us craft a lesson that we could use with our students.  

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My hope is that colleagues, students, administrators, and student families would all be community partners.
Students and parents are notified of classroom expectations and abide by them. The school administration gives support to teachers and students while implementing the changes at the beginning and during the new policy, and my colleagues staying the course, holding the standard, and help in creating a consistent message and policy around cell phone use..

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Creating a community in the classroom. There are two techniques I want to have all teachers from Freshman to Seniors to implement in each classroom. These are Circles and a strict no cell phone policy. By using both of these the community in the classroom becomes richer and more equitable.
The first question asked is what leads me to believe this is needed and how may I find what is important to the community. Through my 13 years of teaching I have sat at countless staff meetings, beginning of the year PD, and semester reflections with my colleagues. One of the main concerns always brought up is CELL PHONES!. I hear my colleagues complain or want admin to do something about it. The efforts made at my school are all punitive measures, teachers interrupting their lessons to ask students to put their phones away and then in part becoming phone police.
These practices single out students, start creating an unfair playing field with they said, she said, he said. It puts an us against them attitude between students and teacher.
Conversations with students, calls or emails home, and having to send them to the office and have campus security take them away for the day. Call home. After the 3rd electronic violation the students parents have to come into the school for a conference. Some students have to turn their phones in in the morning and retrieve them at the end of the day. All this takes time.
I am not sure what resources I could use to design curriculum for this. This is where some help would be great. I will spend some time researching ideas.

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I am looking to promote more leadership with teachers and students surrounding literacy. I am imagining book clubs run by teachers and students, all year, and it will culminate in a week-long Love or Reading Week where student leaders who facilitate book clubs will be featured and given a platform to create and rally their ideas.

Pt. 1 - Overview
Our school has been transitioning and changing for the past 6 or 7 years. Much of this transformation has been focused on wrap-around services, which was much needed.
- The student body at this school is largely Title I and Title X. Much of the focus on reading is part of a lesson and many of these students struggle to identify as a reader, especially if they are still emergent. There are many biases surrounding who is educated by books and who values reading. This would be challenging biases and being responsive to the ways people are passionate about reading.
- Efforts that have already been made are focusing on classroom library set-up, finding a high-quality resource with lots of e-books with voice over feature, and getting books home to families that are in need. Building literacy practices and having books available has been the big push thus far.
- Resources I would want to use include the Teaching Channel, Teaching Tolerance, and bibliographies of titles and texts. It will be crucial to have a diverse selection of books available, so looking at library lists that include award winning text are essential.

Pt. 2 - Allies and Alliances
- Our building reading specialist, the librarian, the SpEd staff, and teacher of all leves will be allies for this initiative. These are the people who work directly with the students and make literacy choices available.
- The strengths and passions of the community partners and buildings will be a large part of how this initiative will move forward. Voices, ideas, and partners will be welcomed and leveraged to come up with unique ideas and goals.
- Roles and responsibilities of allies include all the functional staffing obligations, but also will require reading and reflecting! We will want leaders to bring new books to the table, find texts to support and question their ideas and concepts, and generate interest of different kinds of texts and work with them for real-world learning and community building.

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I am looking to promote more leadership with teachers and students surrounding literacy. I am imagining book clubs run by teachers and students, all year, and it will culminate in a week-long Love or Reading Week where student leaders who facilitate book clubs will be featured and given a platform to create and rally their ideas.

Pt. 1 - Overview
Our school has been transitioning and changing for the past 6 or 7 years. Much of this transformation has been focused on wrap-around services, which was much needed.
- The student body at this school is largely Title I and Title X. Much of the focus on reading is part of a lesson and many of these students struggle to identify as a reader, especially if they are still emergent. There are many biases surrounding who is educated by books and who values reading. This would be challenging biases and being responsive to the ways people are passionate about reading.
- Efforts that have already been made are focusing on classroom library set-up, finding a high-quality resource with lots of e-books with voice over feature, and getting books home to families that are in need. Building literacy practices and having books available has been the big push thus far.
- Resources I would want to use include the Teaching Channel, Teaching Tolerance, and bibliographies of titles and texts. It will be crucial to have a diverse selection of books available, so looking at library lists that include award winning text are essential.

Pt. 2 - Allies and Alliances
- Our building reading specialist, the librarian, the SpEd staff, and teacher of all leves will be allies for this initiative. These are the people who work directly with the students and make literacy choices available.
- The strengths and passions of the community partners and buildings will be a large part of how this initiative will move forward. Voices, ideas, and partners will be welcomed and leveraged to come up with unique ideas and goals.
- Roles and responsibilities of allies include all the functional staffing obligations, but also will require reading and reflecting! We will want leaders to bring new books to the table, find texts to support and question their ideas and concepts, and generate interest of different kinds of texts and work with them for real-world learning and community building.

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Creating an initiative and student panel for a PLO at our school to Speak Up against stereotypes and biases.

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Creating an initiative and student panel for a PLO at our school to Speak Up against stereotypes and biases.

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I would probably seek out the allyship of the Culture and Community committee, which I am a part of at my school. I would also connect with other committees or equity teams at other schools throughout the school-district. I would need the partnership of my principal and some of our district administrators who specialize in professional learning.

I know that both my principal and the district administrators who plan professional learning are dedicated to making our teaching practices and school communities equitable and welcoming places for all, and I think they would be interested in staff across the district listening to the experiences of students of color in predominantly white schools and giving staff the opportunity to reflect on implicit biases in their own practice. The staff involved in my Culture and Community committee are passionate about making our school a place that is committed to equity and inclusion. This committee examines the ways in which our school systems may harm certain student populations, and we collaborate to create solutions to those problems. I know these individuals would love to be apart of inspiring other school committees to taking this PLO to their staffs.

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Some of the resources I will use are the film “Black Girl in Suburbia” and Teaching Tolerance readings. I’d also like to find some scholarly articles on implicit bias and racial injustice in classrooms and in schools. Finally, I’ve looked at Edutopia and some other websites at possible “implicit bias checklists” for teachers. Some of the resources I will use are the film “Black Girl in Suburbia” and Teaching Tolerance readings. I’d also like to find some scholarly articles on implicit bias and racial injustice in classrooms and in schools. Finally, I’ve looked at Edutopia and some other websites at possible “implicit bias checklists” for teachers. West Linn is a predominantly white, high socioeconomic community. Most of the teachers in the district are white. The PLO I’m proposing would be centered around implicit bias and examining the ways our existing practices may be harmful or exclusionary towards our students of color. I think that sometimes, because we have so few students of color, teachers unwittingly teach from a place of white norms and white centeredness. I went to a Black Lives Matter protest in West Linn about a month ago with another teacher, and many of those who spoke at the protest shared their experiences growing up and going through the school system as a person of color in the mostly white community of West Linn. I would like to go to more community events such as this in order to get a deeper understanding of the perspectives and experiences of students of color in order to take specific action and make changes in our schools of West Linn.

Part of my PLO was inspired by some learning I did at my own school in West Linn that I think should be shared in other West Linn schools. We watched “Black Girl in Suburbia,” which is a documentary about the school and community experiences of Black girls who live in predominantly white places. The director of the film based the documentary off of her own experiences as a Black girl in West Linn. We didn’t talk much as a staff about the film after watching it or do any other reading or work to accompany it. This film really impacted me, and I think it’s worthy of watching as a PLO district-wide in the context of learning about implicit bias as teachers. I think there should be ample opportunities to discuss this film and how we as educators can perpetuate some of the harmful practices that are identified in the film. I also think it could provide an opportunity for more reading on this topic, as well as an opportunity for teachers, at all grade levels, to reflect on their own implicit bias and how to “call themselves out” when their actions are rooted in implicit bias.

Some of the resources I will use are the film “Black Girl in Suburbia” and Teaching Tolerance readings. I’d also like to find some scholarly articles on implicit bias and racial injustice in classrooms and in schools. Finally, I’ve looked at Edutopia and some other websites at possible “implicit bias checklists” for teachers.

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Structural Integration of Students and teachers 

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Structural Integration of Students and teachers 

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Part 1:
Background.
Anyone who looks at the raw data of Cesar Chavez will see that there are systemic racial disparities. Particularly for our Black students. I have done many micro-changes to support my Black students including using African languages in and around the classroom (Many of my Black students speak Oromo, Afar, Amharic, Arabic, Tigre, and Somali), and our school under our former principal began an African American Cultural Night which was taken on very positively by our whole school. This being said our Black students still see drastically lower test scores and drastically higher behavior referrals. I think that Restorative Justice instead of punitive behavioral systems is a big first start that we are trying. However, another issue is the structure of the school itself. Because the DLI side is so much smaller and generally have students from more affluent families (not always!) and the neighborhood side tends to have more Indigenous and Black students there is already a known demographic disparity. Plus, the neighborhood side is always much larger and has higher rates of poverty and so those students are exposed to more high trauma and more high stress situations either from their own experiences or from the experiences of their peers.

what have I done.
Seeing this disparity I convinced the 3rd grade team to try skill or standard specific literacy enrichment groups where students were not tracked by "level" nor by weather they were DLI or Neighborhood. The results were huge improvements in 3rd grade reading scores across ALL our classes. But it gave me an idea. What does it do for integration? Can I propose this for other core subjects? What about play time?

My proposal.
I would like to create enrichment periods for both math as well as literacy. I would also propose integrating specials like Art, and PE.  and having a once a week structured recess where teachers would lead a game that all our students participated in. This way they would begin to play AND work together. I believe that this would lead to greater peer interaction, resulting in all students from all backgrounds benefiting from each other, and would also give teachers rapport with more diverse students throughout the grade.

Part 2:
I would like to create an alliance with parents who may be able to come in and assist with some of the enrichment periods (like book clubs etc.). I know we have a strong PTO, but we could also link in other organizations. Specifically Black and Near Eastern organizations in my community that are familiar with the students and families. My team would be the biggest ally and resource though, because we have already done it on a smaller level.

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Teacher Leadership Innovation Proposal- Cochran

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I would like to invite our principal to attend and participate if she would like; however, I would ask her not to try to lead the group. It is important for this Book Group to be successful, a grassroots effort from staff carries more weight. My principal and I have a good relationship and I could just be upfront and let her know that.

I would also like to invite our Positive Behavior Interventions and Supports (PBIS) committee to join us and if one of the members on the PBIS committee would like to co-lead with me, that would be great. That would help with buy in from this committee which will be important in the success of RJP in our building.

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Last term, I learned about Restorative Justice Practices (RJP). Although I had heard about RJP previously at school, I really didn't know what it was really about and how to implement it fully. In my school, we have had a little professional development on RJP but not much. I think there is only minimal understanding about what it is.

I teach in a school that is fairly diverse where 42% of the student population is white,36% is Hispanic, 7% is 2 or more races. 68% of the students are free/discounted lunch lunch recipients.

Over the past 7 years,  as a school, we've seen our students' problematic behaviors escalate. Many staff members are using discipline techniques that used to work but they aren't working anymore. Because of this there is an inconsistency in how staff respond to students. Some staff use punitive measures, some use rewards, some respond out of frustration, etc. Staff are wanting to learn some new techniques. RJP would begin to unify the staff in practices that are beneficial for all students regardless of their ethnic background or socioeconomic status.

As a staff, we have had 1 part of a staff meeting where we talked about RJP. The staff was attentive but we didn't really talk about it again as a staff. The training was provided just for our certified staff, not our classified staff. I would like  to propose the idea to both certified and classified staff about forming a Book Group
for whoever would like to participate. We would read the book, "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management" by Dominique Smith, Douglas Fisher, and Nancy Frey. The book consists of 6 chapters. We would read a chapter each month and then meet as a Book Group to discuss it.

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I want to build alliances with leaders outside of our school, and leaders who share similar backgrounds and experiences as our students. Help lead and facilitate the workshops. Mentorships.

Reach out to our District AVID coordinator, Equity and Inclusion TOSA, Special Education Department, GSA/LGBTQ Affinity group.

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I work at the International School of Beaverton (an option school in the Beaverton School District). Our student population is diverse, with a range of cultural backgrounds, values, and experiences. Most of our students are motivated to take on the rigorous International Baccalaureate curriculum and join multiple clubs and activities. Although our clubs comprise of students from various backgrounds, the clubs' leadership is noticeably white, and students with above-average financial means. This observation is by no means an absolute, but an observation and trend I've noticed in my years at the school.

This problem is also a reflection of the power dynamics of our school. A majority of our teachers are white, and our counselors and administrators are also white. Our school is aware of this issue - that our staff does not reflect our student population. I worry that we inadvertently communicate who can and cannot obtain positions of "power" or "authority," which translates into how students organize themselves.

This problem I want to address would be a new issue for our school and staff to confront. I feel like it's something many of us acknowledge but have to implement anything proactive or supportive to facilitate noteworthy change.

GOAL: Create a leadership conference/workshop to help students learn skills we fail to address in our classrooms. With the right supports, tools, and opportunities to navigate systems, more students could have a chance to become student leaders.

Connections to Lambert (55) - Key Assumptions about Student Leadership
Students have the right, responsibility, and capability to be leaders.
Learning is deeply intertwined with leading.
Leading is a public expression of learning.
Our historical mission of developing an educated citizenry capable of improving a democratic society is a function of early student learning and leadership.

TT Social Justice Standards

Students will recognize traits of the dominant
culture, their home culture and other cultures
and understand how they negotiate their own
identity in multiple spaces

Students will recognize that people’s multiple
identities interact and create unique and
complex individuals