# data[].attributes.body
How can I coach my staff to move towards instruction that gives students the opportunity to learn through reflection and growth?

# data[].attributes.body
How do we move from surviving to thriving?

# data[].attributes.body
How can I assist scholars with embracing so much change

# data[].attributes.body
How can I support teachers in implementing the thinking routines (and art-making/maker-based routines) in a way that feels natural for students and the teachers and translates to students' lives outside of school?

# data[].attributes.body
How do I meaningfully weave social justice through my work and give myself enough space and time to grow personally and professionally this year?

# data[].attributes.body
How do we as arts educators (specifically) maintain the stamina (self-care) to advocate the integrative and generative POWER OF the ARTS? Always has been a JOURNEY - but specifically in pandemic times. Connecting the making hands to the feeling heart to the thinking mind.

# data[].attributes.body
How do I find the balance between sharing my authentic self with my students, inviting students to do the same, and also focus on the big ideas of my content area that are essential to real world learning and all of us finding our places in the world?

# data[].attributes.body
How can I continuously bring joy & meaningful content into my lessons/classroom that will inspire children to openly create art with expression, collaboration, and reflection followed by action(social justice)?

# data[].attributes.headline
Developing an inquiry question to focus my teaching practice in the upcoming academic year.

# data[].attributes.subject
Developing an inquiry question to focus my teaching practice in the upcoming academic year.

# data[].attributes.body
How can I incorporate the student agency that became evident in distance learning  into the physical classroom? Which thinking routines will support this goal?

# data[].attributes.body
Some of my emotionally disabled students really loved the virtual platform because they didn't have to show their faces or share their microphones but they "said" a lot in their artwork and online portfolios. How can I use thinking routines to create a safe space to support students to share more of themselves when we are in person?

# data[].attributes.headline
How can I intentionally cultivate a partnership with all of my students to create a classroom community dedicated to a more radical sense of student led learning focused on where we are at?

# data[].attributes.subject
How can I intentionally cultivate a partnership with all of my students to create a classroom community dedicated to a more radical sense of student led learning focused on where we are at?

# data[].attributes.body
Considerations going into the new school year are social and emotional learning, civic duty, equity, and honoring individual identities in the classroom.

# data[].attributes.headline
How do I take better care of myself as a person on my journey as an educator (to be my best self), and what role will thinking routines play in my journey?

# data[].attributes.subject
How do I take better care of myself as a person on my journey as an educator (to be my best self), and what role will thinking routines play in my journey?

# data[].attributes.body
Teena's Question

# data[].attributes.body
How do we maintain the fruitful sharing of ourselves that emerged from distance learning as we move back into the classroom? What dispositions of thinking grow from the process of this sharing and what routines can support this sharing?