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What kind of learning we expect from them

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Students need ongoing intentional support with technology

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Technology teaching.

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No translators in our building for the other languages that are represented.

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Creating ways in which learning is meaning for and to stop saying we are providing real world experiences when our student live in the real world we don't necessarily know they are living.

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to complete assigbnments

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Some students come to us from other countries who have a gap (or several) in their educational experience. Occasionally we even see that with students who have been living in the U.S.

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I lack enough time to connect with parents via phone if they don't have email, so their students get less frequent updates on status.

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I struggle finding very simple ways to engage my students in digital activities that are meaningful.

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The way school is designed has been a serious barrier for students in our community.  Students trying to go to school, support their families, or themselves.  Thinking abbout different ways we can educate not just the same old post industrial revolution model.

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the constant challenge for kids

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Helping all stakeholders understand time in not a standard and when you penalize based on the time it takes to learn, you are discounting all the barriers that prevent learning

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Helping all stakeholders understand time in not a standard and when you penalize based on the time it takes to learn, you are discounting all the barriers that prevent learning

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Language & comprehension of available resources & timelines

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There is no one home to make sure kids are doing there work

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Not every parent has the same tech skill, or has used email.  Not every parent has the same skillset in communication style and methods that work well.

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barriers: helping teachers understand that standard based learning fosters equity

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barriers: helping teachers understand that standard based learning fosters equity

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to food, to transportation, to Internet and technology, to world news, to local news, to ....

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Availability ofTechnology

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Parents have different levels of technology skills & each  have a personal preference

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Spanish, Korean, Ukrainian - Sometimes the parents can't speak English

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Opportunities to differentiate, don't put all students in a box so that we can say we are meeting a "standard". 

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Opportunities to differentiate, don't put all students in a box so that we can say we are meeting a "standard". 

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Language barrier

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I want so badly to help my students with motivation.  I'm open to suggestions!

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organization-asking our students to be able to navigate ALL the online coursework without giving them the organization tools they need.

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organization-asking our students to be able to navigate ALL the online coursework without giving them the organization tools they need.

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Teachers saying, "My kids can't do that."

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Lack of rigor in the classroom

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understanding the importance of fidelity

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understanding the importance of fidelity

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Deeply held beliefs, preconceived notions, and generalizations by people in access positions

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Growth mindset

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Leadership not comfortable with being "uncomfortable".

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Leadership not comfortable with being "uncomfortable".

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No support in the process to college

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Although I am the District Director, my job classification is Teacher. There is only so much that I can do to move things forward. Lack of power may not be the best way to describe it...but not sure how else to explain it.

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Stick to criteria-Don't give kids a chance

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Having educators who close doors on advance classes

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Having educators who close doors on advance classes

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Lack of conversations about equity-no problem solving

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Time Constraints force teachers into mediocrity

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Time Constraints force teachers into mediocrity

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Support

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Understanding the challenges of teaching in the pandemic world, and showing grace to those who struggle

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demographic data collection and analysis with mandatory action plans to adjust

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Ensuring high expectations are maintained for all students

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Ensuring high expectations are maintained for all students

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Mindsets, belief systems and willingness to change

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Mindsets, belief systems and willingness to change

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There are various levels within  our district. We are often overwhelmed  navigating the chain of command in such a large district in order to do what is best for our students.

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We are currently utilizing a hybrid model where we are phasing students in based on need. At the district level we have not been able to visit classes yet. Zoom just isn't the same. Also since this is new to all of us, I constantly feel like I'm playing catch up in trying to provide relevant resources for our teachers.

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set criteria for advanced courses

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In a large district it is hard to get all principals on board and then all APs and then all teachers and therefore all parents and teachers.  It seems that often the most important messaging and opportunities get lost in translation so to speak and unless students are attached to a program, such as AVID, they might miss out

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Shifting admin and teacher mindset about providing equity. Many believe that all students should be held accountable to the same expectations and given the same resources.

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Parent to teacher communication. I can contact parents all day, but some never respond.

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Support 2 districts with differing protocols and expectations.
New to the Americas after 6 years in the Pacific and 23 in Europe.
No AVID Regional Director in this position last year.
Currently detailed to teach 350 MS students via our Virtual School.
Engaged in multiple AVID PL Opportunities with lack of time to commit.

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supporting schools from the district level I have found that they are not always forthcoming about their needs and or level of support needed. Some  times I find that this can lead to a waste resources. 

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supporting schools from the district level I have found that they are not always forthcoming about their needs and or level of support needed. Some  times I find that this can lead to a waste resources. 