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Contract Grading

I want to learn alongside all of you and our students. I want to know where you are at and where you want to go. And how I can be a part of that, rather than hinder it.  I want to grow and heal too.

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To listen and check in and respond more often to the social emotional needs of my students

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To let go of the need to drive: to make sure things go to a particular destination. To allow for students to drive and to trust the uncertainty of where we may go.

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My commitment is to chill on the curriculum and turn up the caring, sharing and support during lessons.  

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My commitment is to chill on the curriculum and turn up the caring, sharing and support during lessons.  

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Students center
Make it real and authentic.
Listen to my students
Show love and respect

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I commit to recognizing and honoring the lived experiences of my students from diverse backgrounds.

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I commit to recognizing and honoring the lived experiences of my students from diverse backgrounds.

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Be transparent about my own discomfort and resist the impulse to try to move on too quickly from or tie a neat bow around difficult conversations or uncomfortable moments.

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To work with students and colleagues on creating the culture we want to live in 

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To work with students and colleagues on creating the culture we want to live in 

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I commit to using my pedagogy as protest

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I commit to using my pedagogy as protest

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I commit to making my classroom a microcosm of the world I want to see, making sure every student has equal value and knows their worth in our community. I promise to use my curriculum and assessments not as the end goal but as vehicles to developing that world that I dream of bringing to life

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focusing on joy and passion in the classroom, always remembering that learning is loud, and being aware of what happens in my class, what's going on with my students.

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I'm going to check in with students more frequently to determine the class is working for all students. I'm going to LISTEN TO UNDERSTAND>

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I will be more humble,  will ensure that all students have a voice, i will have conversations around race and sports and how sport governs its athletes.

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I will be more humble,  will ensure that all students have a voice, i will have conversations around race and sports and how sport governs its athletes.

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 I will grant students greater agency in their learning.

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 I will grant students greater agency in their learning.

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I will be responsive to the needs of students 

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I will be responsive to the needs of students 

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I commit to discussing the "elephant in the room," as ignoring these topics just reinforce power imbalances in our society and silence our most vulnerable students. "You can't be neutral on a moving train."

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Getting student input as to what their understanding is of racism, anti-racism and how to see the role of violence in history.

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Getting student input as to what their understanding is of racism, anti-racism and how to see the role of violence in history.

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I commit to opening lines of communication with students about giving me feedback (especially as a white educator), so that students feel seen and heard and I can be a more responsive teacher for them.

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Anti-racist curriculum and classroom practices

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Anti-racist curriculum and classroom practices

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I commit to being actively antiracist in the decisions I make in creating my curriculum and teaching my classes. As often as possible, I will invite all students to partner and co-teach in this work.

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I want to commit to making content real and meaningful for ALL of my students

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I want to commit to making content real and meaningful for ALL of my students

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Countering White Nationalism-changing up the texts to talk about the current political realities in the world

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Countering White Nationalism-changing up the texts to talk about the current political realities in the world

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I commit to actively solicit feedback from students more often than in the past.

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I commit to actively solicit feedback from students more often than in the past.

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I will trust teachers to be "responsive educators"  who have asked students what they need and then respond to those needs in differentiated ways that don't overwhelm students either academically or emotionally. We ahev to listen to them and keep their needs at the center.

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The Social Science of Prejudice and Racism

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The Social Science of Prejudice and Racism

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I commit to ensuring that students will have explicit instruction on the psychological science of bias, stereotypes, prejudice, discrimination and racism and how they might use this knowledge to disrupt racism and racist behavior in America.

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Work on small groups to give space. Using the course's essential questions to specifically think/discuss issues of racism. 

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Work on small groups to give space. Using the course's essential questions to specifically think/discuss issues of racism. 

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How do I become an anti-racist teacher in practice (curriculum selection, relationship building, etc.), rather than continuing to be a non-racist (which I now know I have been for the bulk of my career)?

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Making all instruction emergent and student centered, student directed. To make my classes a place of love and connection

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Not Paying Lip Service to this article or this moment

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Not Paying Lip Service to this article or this moment

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So often during PD we read inspirational articles about how to shift the paradigm of our typical teaching model only to go back to what we've always comfortably done once school starts. I commit, with our without the support of the state, district, or building, to do things differently this year. This is NOT a check a box kind of year. I commit to going slower, building community, covering less content, engaging students in what they're interested in, and being open to changing plans if they're not serving my students.

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take advantage of my subject area's flexibility around content - to keep centering communication on the topics coming up for us/students in our world: racial justice, climate justice first

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Sharing real stories about us, make them feel connected to us.

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I will commit to ensuring that ALL of my students are heard, and that their experiences will be an integral part of the overall classroom culture!

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Letting students demonstrate their knowledge in different ways. Writing, create a song and play it, write a poem, draw a picture, make a short video (VIMEO), do a skit, etc. The creative pieces can be accompanied with a 1 paragraph write up, explaining their knowledge and creative work.

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Give space and time for students to give feedback and work in small groups. I am commited to finding more ways to give kids agency in our class.

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Committing to delve deep into the social emotional aspect. All projects based on individual lives and needs and reaching out to each student individually for feedback

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Have a designated weekly time to invite students to give feedback on teaching and needs. Gives students agency to adjust pace and dynamic

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Have a designated weekly time to invite students to give feedback on teaching and needs. Gives students agency to adjust pace and dynamic

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I'm committed to adapting my classroom conversations and content to respond to student's changing needs. I'm committed to using small group time in our schedule to check in with students more one-on-one about how they're doing and how the class is going for them, then using that input to guide my planning. I want to give students the opportunity to guide what we are reading and when so that the texts can be a support for them to either get a reprieve from this moment, or directly respond to and provide space to process it. I'm committed to pushing the possibilities for their learning while also supporting them in these incredibly challenging times. I'm committed to accepting my work toward these goals will be imperfect, and hope to remind myself that my students are often in the same place.

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I commit to centering student voice and need. To building trust with students and with colleagues. To prioritizing relationships ahead of grades. To taking risks to center student need above institutional or administrative, or teacher need. To guiding with love. To being willing to get it wrong. To interrupting & to not just do business as usual.

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I commit to making space for my students to share concerns and being flexible and creative in working with them to help solve those issues

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Instead of forms and surveys more small group meets to check in.

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for dialogue. Purchase books that center Black joy. Listen to student needs.

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To stay the course of interruption. To continue to tell kids that I love them and to challenge myself to stay humble.

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Consult with community members who represent the intersections of mental health with race, gender, sexuality, and culture. 

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Consult with community members who represent the intersections of mental health with race, gender, sexuality, and culture. 

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I will commit to establishing a space for authentic student feedback in my classroom, giving them more agency over what and how we learn, and more space for them to teach about their lives.

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Incorporate peer feedback/review into math assessment (not typical)

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I'm going to revise a project to have them do something with Justice

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For at least one math unit, have the "final" for that unit, be a creative summary where part of the summary is a connection to the real world. They can do their summary in song, cartoon, poem, rap, short film, etc. :)

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Attain Updated, Relevant, Social Justice Data

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Attain Updated, Relevant, Social Justice Data

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I am going to incorporate data on the spread of Corona, the violence in the US, immigration, etc. into our stats classroom this year. I want students to understand how data can be manipulated to argue all sides of all matters.

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I want to support our teachers with anything that they need. I want to be better about seeking their feedback beyond just being reflective of my own practice.