4. If I had to use a metaphor to describe the educational system today, it would be to describe it as a timid, non-confrontational child.  There is a lot of fear, I feel, in education right now.  Fear that we may get in trouble (for lessons, for management, for communications), fear that we may offend our students/colleagues/parents (unintentionally, and maybe intentionally), fear that we may not portray historical and cultural aspects appropriately (based on the opinions of many outside entities).  So, we have to adopt a non-confrontational, timid approach with our teaching sometimes, in order to make sure we can keep teaching (and some states are worse than others).

5. As a music teacher, our educational theories and models are very different from classroom teachers.  We have 4 main models (with 5th and 6th ones kind of emerging), and they are all vastly different: Kodaly (folk/cultural songs, folk/cultural dances, “ta” “ti-ti” rhythms, etc); Orff-Schulwerk (visuals, instruments, movement, play); Dalcroze (piano, dancing, movement); Gordon Learning Theory (analytical, “du, du-de”, assessment-based); Suzuki (aural learning); and “First Steps” (play, songs, games, dances, stories).  Some teachers in some colleges learn just one theory, other colleges (like mine) taught us (or at least introduced us) to all of them.  We can choose just one to practice (and then “level” in), or we can create our own hybrid.  They are designed to be molded and adapted to the students we have in front of us, whether it be students who match our culture, or students who celebrate and embrace a different culture.  With music, we are able to teach about everyone, and everything, as genius surrounds our topic.  In college, I also had ample opportunities to take cultural courses (African-American Literature, Auschwitz and After, World Music, etc), which also helped to mold my teaching.  I feel pretty solid in my ability to use what I have learned and been taught to teach my students highly effectively. 

6. I think that equity, justice, and culturally responsive practices have never been mandated in schools, because everyone has a different opinion of what those practices look like.  If State testing is not the same throughout every state in the country, how can we expect anything else to be?  Federal government doesn’t or won’t use their authority to mandate such practices, so they leave it to the states.  Every State is viewing equity, justice, and culturally responsive practices in different ways (i.e. what we see as valuable and necessary in NY may not be what is viewed as valuable or necessary in FL).  And some states don’t necessarily want to ruffle feathers and enact/mandate certain practices, so they pass it down to the Districts.  And with politics and political views also playing such an important role in deciding “which side” people are on, a general and positive consensus will never occur.

7. For equity, justice, and culturally responsive practices to truly be adopted and mandated, we need to take the politics out of the conversation, and focus on humanity.  The country has been divided throughout its relatively short life, but even more so today.  People blindly adopt the mindset of “for” or “against” culturally responsive practices merely by their political party and their views.  It’s a “well, they don’t believe this is right, so I don’t either”.  We have taken humanity out of lawmaking.  We need to look at the students in schools now, in all schools, in all cities/towns, in all states.  What should they know in order to learn from history’s mistakes and to grow into better human beings than we are seeing in our current adult generations?  Lawmakers need to come together, and look at humanity, and the traits that they want our children to grow up having, not whether an idea is red or blue.  I think that is the first step to then being able to work together and come up with a truly adoptable and mandated plan to teach our children equity, justice, and culturally responsive practices.

4. A metaphor that I would use for the educational system would be a stereotypical bully from a television show. The bully is always picking on the little guy, knocking them down and trying to make them live in fear. The educational system is like this because, in many cases, the people in charge of education are only looking out for themselves and disregard the feelings of their teachers. Because of this, teachers constantly are in fear of job security which threatens their stability in other aspects of their lives. People in charge of education, whether it is by district or at the state level, don’t always think about what is best for the students or for the teachers. They think about what is best for themselves and then make decisions based on selfish reasoning after attempting to justify the choices with reasoning that doesn’t make sense. A television bully operates in the same manner, creating an environment that isn’t livable and creates uneasiness and uncertainty.

5. As a music teacher, we are lucky in the sense that we are taught several different theories that can be molded to students, regardless of any cultural or racial differences. We have four main theories that we can use at our discretion and can base lessons off of different concepts within these theories that we think our students can benefit from. Orff, Kodaly, Dalcroze, and Learning Theory. These four all focus on different aspects of music that the creator thought was the “best” way to teach music to children, however what is really special about them is that they all can be connected and interchanged so students can learn in whatever way is most conducive to their learning style. These theories prepared me to be a teacher because I have many tools now that help me understand my students current skills and then be able to figure out what next steps to take so they can become even better musicians. Music is for everyone, regardless of who someone is or where they come from, and that gives me a special opportunity to connect with my students on a more personal level as they learn to express themselves through this art. 

6. I personally think that these responsive practices haven’t been mandated in schools because the people in charge of making these choices are afraid of backlash from the close minded people who are against these practices. I also think that in certain cases, those people themselves are also not fully in favor of these practices because of their own personal beliefs. This then leaves it up to teachers to incorporate these practices, and once again if they do not have that belief in these practices then the students do not have them enforced. 

7. In order for equity, justice, and culturally responsive practices to be adopted and mandated in policy, all people involved need to be on the same page of open mindedness and inclusivity. The people in charge of putting these policies in place need to be people who believe in these practices and will do whatever is necessary to ensure that they are implemented in every school and every classroom. Change doesn’t happen when people are too afraid to make waves, or too selfish in their own opinions to not do what is right by every person. Change can only happen when people do what is right regardless of what backlash may come of it. People can only change their mindset when they are presented with the opportunity to do so, so it is vitally important that the chances are present otherwise these practices will be pushed to the side and nothing good will come out of it. Additionally, students need to be shown the mistakes that have been made throughout history so that they will not be made again. If we don’t talk about these mistakes that involve inequities and injustices, then history is bound to repeat itself and everything that past leaders fought for is just wasted. So, all of this is to say, people need to stop looking at each other as different and just treat everyone as a human life that deserves to be respected and valued.

2. There was not a lot of differentiation. It was a you either “get it or not” approach. There was no differentiation in anyway. Now, as teachers we have to differentiate in order for our students to progress. 

 

3. When I was a child everything was different school was a joyful place. Students wanted to go to school and learn. Now, students don’t. They are not motivated for their learning. They don’t find a purpose for learning. It’s sad, which is why we are pushing more to build relationship and finding a purpose for their learning; trying different ways to help the student achieve their academic goals. 

 

5. Teacher motivation. Teachers were motivated to teach and that’s what made me become a teacher. 

 

7. I went to a public school and I noticed that there was a difference. We didn’t have a decent curriculum, we didn’t have the materials necessary to be successful. 

7. I believe curriculum currently is a step-by-step guide of what we should be doing every minute/day/month/year with our classes (specials classes included).  In many cases, there is little flexibility, and little room to continue a topic students may struggle with before being pressured to plow ahead.  I believe curriculum SHOULD be a guideline.  Basic concepts or skills that should be taught, with broader timelines, so that it is easier for us to incorporate moments of joy, intellect, and experiences, without feeling rushed to move to the next thing (for example, in music, we may have 6 concepts to teach 3rd grade in just a one-month period, when we only see students once every four days).

9. Because music can be such an inclusive class, my hope is that students are learning to be kind, accepting, confident, and intellectual musicians.  They should be excited and willing to learn about music of their own cultures and others’ cultures.  We should have a community of kindness and acceptance every music class within my room, and celebrate each other’s differences, while also finding moments of togetherness.  A skills-only approach (at least in music), would not create that.  Teaching just rhythm does not celebrate students for who they are, it just becomes math.  But, learning about African drums and learning/using rhythms to create a drum circle, accomplishes the skill while also creating joy.

10. I currently teach and lead for joy (or at least try to in our very tight curriculum) by trying to incorporate cultures and current events in the skills we need to cover (see #9).  I look at the skills needed to be taught, and think about which culture(s) can be correlated with that skill, and create a fun experience as well for students to demonstrate that skill.  I also teach and lead for joy for truly knowing all of my students.  

 

  

1) I define joy has something that makes you feel full-filled inside for many reasons. Joy is being able to see how being in one's life (adult/child) and seeing how you have helped them in someway. When you can let your hair down and dance, sing, and even being with loved ones. Joy comes in many different ways and can vary from person to person.

2) An experience that brought me joy in being in education field in many different capacities was last year during a long term sub-position. I had a student that we didn't always get along and I was hard on her because she had so much potential but didn't want to show it to me or anyone. This student was very angry and hard to make and keep friends. The last day of 5th grade students were being dismissed and she was no where to be found. The student was under my desk and unwilling to come out to go home. There was one last attempt from me to get her to come out and she finally was comfortable enough to come out. On the way out she informed me that she never got close to a teacher, but she got close to me and she was afraid if she left she would lose contact with me. I had to hold back my tears has we walked hand in hand to the bus. The tears, fear, and sadness she had when getting on the bus and let her know that I would keep in touch with her. That is why I went into teaching, because I was able to make an impact and bring joy to a student without realizing it to the last day how much I impacted her life at that point.

3) How often was joy centered in all aspects of my teaching? When it comes to joy and teaching, you have to get it in whenever possible. I try everyday to make my students laugh and do something that brings them joy. I incorporate this by the  students being able to draw, listen to music, or getting confidence to come up to the board and work out a problem. We have had silly moments off and on through the day and that lets me see the joy come out in them and they performed at a higher level with being able to take a minute and do something that brings them joy. I did an assignment with my students and they had to write and present their Informational Essay in front of the class. There are students in my classroom that have social anxiety, but every student presented at least some of their writing. Students that did not feel comfortable doing all of the reading out loud, myself or another student would finish for them. This brought me joy, because of the support these students showed their fellow students. I also was filled with joy because even though it was hard for them to get in front of their peers, they showed how strong they were for facing their fear when it comes to public speaking. This is something that wouldn't of happened in the beginning of the school year. The joy that I had the 3 days that it took for all of them to present the Informational Essay hitting every requirement asked of them and teaching us things we did not know about the topic they chose. A lot of students did personal informational essay that they knew about and wanted to expand their knowledge about or a topic they were interested in learning about. I was so impressed and filled with joy and the student's were too, because they realized they can do things that are hard for them and there are people who will back them up when they get stuck.

7. The purpose of curriculum is to provide teachers with an outline of what students should be taught. A well-designed and well-executed curriculum ensures students are exposed to rigorous and relevant activities. This  benefits all stakeholders by offering learning environments. A curriculum serves as a compass that provides a steady, organized path for learning outcomes. 

2.  I had different experiences before I realized that I wanted to be a teacher.  I had the opportunity to tutor a classmate who was 3-4 years behind in school.  I was given copies of the 2nd grade reading book to “study.”  It was an awesome experience.  I worked as a para-professional for half a year before going back to work on a masters’ degree.  I really enjoyed it.  My frst year teaching was when I truly realized it was what Iwas meant to be.

3.  My parents and grandparents are the ones who shaped my beliefs and values.  Although I became very different from them, I still have the same basic values.  I grew up valuing other cultures and not belittling or in any way having any overt prejudices (I recognize that they exist).  Many of my friends used inappropriate language talking about Black people and Latinos, but it was something that I simply never did.  I think more because of my mother than anyone, although I never heard those things in my home.  

6. I have always wanted my students to know that I care for them and will be there for them.  I always tell students who have been in trouble, “tomorrow is a new day and we start over.”  I want my students to know that the world is a wonderful place with wonderful people and cultures.  Don’t just know one group, but learn from and make friends with all.  

8.  I think the most difficult piece for me is to naturally integrate my students’ culture into my teachings.  I try to make the learning relevant to all of students, but I recognize that there are many times where I need to specifically recognize and talk about their culture.  

 The educational system is the key that opened the doors to a better future where each student can acquire opportunities to succeed. It is also the time that is worth gold where every minute you take advantage of you can obtain the maximum of knowledge.

2.  I had different experiences before I realized that I wanted to be a teacher.  I had the opportunity to tutor a classmate who was 3-4 years behind in school.  I was given copies of the 2nd grade reading book to “study.”  It was an awesome experience.  I worked as a para-professional for half a year before going back to work on a masters’ degree.  I really enjoyed it.  My frst year teaching was when I truly realized it was what Iwas meant to be.

3.  My parents and grandparents are the ones who shaped my beliefs and values.  Although I became very different from them, I still have the same basic values.  I grew up valuing other cultures and not belittling or in any way having any overt prejudices (I recognize that they exist).  Many of my friends used inappropriate language talking about Black people and Latinos, but it was something that I simply never did.  I think more because of my mother than anyone, although I never heard those things in my home.  

6. I have always wanted my students to know that I care for them and will be there for them.  I always tell students who have been in trouble, “tomorrow is a new day and we start over.”  I want my students to know that the world is a wonderful place with wonderful people and cultures.  Don’t just know one group, but learn from and make friends with all.  

8.  I think the most difficult piece for me is to naturally integrate my students’ culture into my teachings.  I try to make the learning relevant to all of students, but I recognize that there are many times where I need to specifically recognize and talk about their culture.  

A few of the members in our team went to school outside of the United States and in private schools. We did not have the same education experience that many children have now. When we went to school, definitely education was different. In our education there we were taught how to do things one way. We were not taught how to do things in multiple ways, using multiple intelligences or means. There was one way to think and learn. We would memorize words, vocabulary, facts, and spelling words. Teaching was lecture based and there were no choices. This method of learning worked for us or we would not be here. 

I do feel that in some ways it fell short on teaching perspective, critical thinking and problem solving skills and in providing choices for students. 

I feel that education has changed in this area. We are expected to teach children to think, we are supposed to teach children how to solve problems using multiple ways, and teach them using their strengths. We are supposed to give them opportunities to be successful. Sometimes all of this is not provided to all students.  

1. Joy is defined by what makes you feel fulfilled. It is something that you find within yourself.
2. In my own experience what brought me joy in learning was a positive environment. One that was encouraging, yet pushed me to my highest potential. 
4. I feel the absence of joy is due to the high standards put on classroom teachers for assessments and ensuring kids are where they need to be academically. The increase in negative student behaviors affects joy in the classroom. 
7. The purpose of the curriculum is to give teachers a guide to assist them when teaching of what students need to learn. 

 

A few of the members in our team went to school outside of the United States and in private schools. We did not have the same education experience that many children have now. When we went to school, definitely education was different. In our education there we were taught how to do things one way. We were not taught how to do things in multiple ways, using multiple intelligences or means. There was one way to think and learn. We would memorize words, vocabulary, facts, and spelling words. Teaching was lecture based and there were no choices. This method of learning worked for us or we would not be here.  

I do feel that in some ways it fell short on teaching perspective, critical thinking and problem solving skills and in providing choices for students.  

I feel that education has changed in this area. We are expected to teach children to think, we are supposed to teach children how to solve problems using multiple ways, and teach them using their strengths. We are supposed to give them opportunities to be successful. Sometimes all of this is not provided to all students.   

7) The 5 Pursuits are maybe more familiar to us teachers than we know.  When we ask our students “have you ever…”, “what do you and your family do for…”, etc., we are definitely touching upon their IDENTITY. We are always connecting students to the work we are doing by examining things like Text-to-Self and Text-to-World; Concept-to-Self and Concept-to-World; Idea-to-Self and Idea-to-World.

For SKILLS we are mindful to share and discuss Learning Intentions and Success Criteria. We let them know the skills they’ll be learning, why they are learning them, and how they will learn them. We give them to reflect on whether they’ve learned the skills yet or not by doing self-assessments.

For INTELLECT we give them new knowledge, build background knowledge, and touch upon prior knowledge.

For CRITICALITY we ask critical questions involving right and wrong, what could be changed, what is important and why, etc.

For JOY we ask questions like “how does it feel when…?”, “what do you think about…?”, “how can you use art to show your ideas?”, etc.

We believe as elementary teachers, we’ve always included the 5 Pursuits in our teaching experiences in some way or another. As we’ve experienced years of teaching, we’ve become more and more mindful of including these pursuits in our lessons and students’ experiences.

8) We think for a lot of us, culturally and historically responsive education have become “buzz” words. It’s the HOW do we exactly produce culturally and historically responsive education, especially when we have to follow certain curriculums?  We have no say in the curriculum writing. But how can we include CHRE in those pre-written curriculums on an even deeper level? What exactly does it look like for younger students in PK-5? Is it even appropriate to reference the past so deeply at this young age? Or are we responsible to introduce historical people to their base knowledge at this point so that upper grades have something upon which to build new knowledge? Just including multicultural texts and perspectives can’t be all that we do PK-5, is it? To be CHRE educators, what should we be mindful of? We explicitly want to know. 

9) We believe there is so much resistance to education rooted in Black histories because people have been raised in such a way that it’s hard to change. There is no self-reflecting happening, no considerations for other viewpoints. People won’t and don’t want to hear about real historical events that go against what they’ve been led to believe. If it happened, why didn’t we hear about it before now?  They have an absolute refusal to change. There is a true ignorance about history. It’s why our country is so divided now. If you can get a leader to spout lies concerning the guilting of white people, about saying things so derogatory, and use words like “critical race theory” or “taking over the country”, then people will listen and follow.  Their minds are not open to anything different, even if you pull out written and photographed evidence. Change comes slow to our country, and to the world. Advances for Black people, for Women, and for anyone different have always been slow to acceptance and change. It will continue to be like that for a long time to come. But if we as educators can do that self-examination, self-reflection, and consider those we teach, maybe that change will begin to move a little faster.

I work toward my legacy daily by having high expectation of ALL my students, regardless of who they are and their situations and by holding them accountable for their learning each and every day. I also do it by teaching them according to the grade level standards and not lowering them or dumbing them down. They are capable of grasping and understanding complex ideas.
Q#8- I struggle with the idea of whether some issues are more subjective or objective. All responsive education is personal on some level, and with so many different (and extreme) viewpoints- the lines can become somewhat "blurred".

 

3. My choral teachers helped to shape me and teach me about the importance of all people.  Through choral works, I was exposed to various faiths, cultures, genders, world events, etc.  And my teachers didn’t just teach us the lyrics of the pieces, but also spent time teaching us about the composers themselves, the subjects of the pieces, the importance of them to the world today.  They showed me the way on how to go out and seek perspectives different than my own, and to embrace what each individual person/culture/faith has to give to the world.

 

6. My hope of a legacy is to be thought of in the same way that I think of my teachers from Question 3.  I wish to be known as a teacher who loved and respected all of her students, and showcased the genius of all of their cultures and backgrounds.  I have worked toward that from taking a ton of PDs to learn about other cultures and faiths, going to conferences, and honestly, listening to my students.  They are oftentimes our best teachers.  And then I take what I have learned and I use it to connect to as many facets of the skills listed in our curriculum as possible.  I will never stop learning.

 

8. As an Irish/German (Caucasian) American, I do sometimes find it hard to be confident in teaching about cultures that are not my own.  Not that I am afraid to, or that I am uncomfortable in the subject matter, that’s not it.  But I have sometimes been told by my students, or by past colleagues (not at our school, but my first school), that I “have no right” to be teaching about specific cultures because they should only be taught by people who are of that culture.  That threw me for a loop, and while I understand the intention behind the comments, it’s also not like there are a ton of music teachers waiting to be hired.  I love my students, and I love teaching about everyone’s backgrounds.  But my confidence was definitely shaken.

4- How are schools absent of joy? Schools are absent of joy because we continue to be in cyclical patterns. We test. We test again. Then we test some more. We try to provide every service, support and opportunity to our families. We make ourselves available to help in any way we can.  Yet, we continue to be asked only for data. Numbers and scores, are all important “pieces” but the whole student should be looked at. Teachers have lost most opportunity to have professional judgment be “enough” to get children what they need. Instead we continue to take more tests (that are not differentiated the way we are asked to differentiate in our rooms-State and CFA) to show what we already know from teaching them and working together every day to grow.

5- How are schools rich with joy? Schools are rich with joy because they have teachers and children forming meaningful relationships. They are full of celebration for academic growth, smiles for coming to school, and lifelong friendships. Schools are rich in joy because teachers take the time to acknowledge that sometimes trying is enough. It is found in curriculum that has been modified to reflect our student population. Joy is found in pictures being shared with families about a child’s day to help connect school joy to home. Schools are rich in joy from relationships and from knowing that your teacher is someone you can always depend on. 

2. I remember seeing families that could have used additional support from our district growing up.  Our school helps more than just academics. By providing a health clinic, the smile mobile, a parent center, a food pantry, social workers/counselors, etc.,  the whole student is supported.  It shows there is an understanding that supporting the whole child helps meet the needs so learning can continue. I also think that growing up there was often only one way of presenting information to students. You had to learn it the one way it was presented. There were not things like choice boards for alternative work selections. With technology, student centered learning and more culturally responsive curriculum, that has improved. 

 7. People need to be willing to adjust and reflect on practices. It requires an investment of time, materials (curriculum and other), and accountability. Further, it cannot be successful without mindfulness. 

6. I always want my students to know they are cared for. I want them to leave me knowing they would always be welcomed back and supported.  I want students to do what works best for them regardless of the opinions of others. I want my students to believe in the power of yet. Maybe you can’t do something “yet” but that doesn’t mean it isn’t possible. Believing in the value in self-reflection and in lifelong learning is also important. But, I also want them to take with them the lesson that you do not have to be friends with everyone (in class/work etc,) but you do need to be kind to everyone. It is very important because it is an honest take on how life’s relationships work but also reminds them of the importance of being kind. Kindness is something that seems to be lacking in our community/world right now 

2. For us the feeling of learning new things at any stage in your life will bring us joy, such as learning a new hobby like rock painting, netting or gardening anything that will make you grown in any aspect in life will be joyful. When we were growing up our teachers were a bit different for what we see now days. Teaching was more whole group center that now we individualize our students learning for their needs, we think that school would have been more joyful for us if we were seen as one and not has a whole group. 

3.During our schooling preparations to be a teacher, was so much work all together that it was hard to find the joy since it was so overwhelming. Ever the first-year teaching was such a learning experience and so many tasks to learn that it was hard to find joy. Once we are settled as a teacher we can find so much joy specially in our grade level it is so much joy to see them mature and learn so much during this school year, most of them come in as none readers and leave our classrooms reading writing, adding and subtracting it is just amazing to see them grow.

4. Our communities lack of joy because the exclusion of certain communities such as Latinos, African American just to say some of them takes way the joy in our communities every day. Our communities would me so much happier is we all enjoy life as one kind (humans).

5. In various occasions our communities tried to be as inclusive with all ethnicities and organized cultural festival, activities and organizations for our community to enjoy. In our school we believe is full of joy because every teacher celebrates all of the student’s accomplishment as well as administrator on school wide activities to celebrate each one of them in so many ways.

6.We find that having the students visualized their own growth in a way that they can see it daily and show the others how well they are doing promotes joy and pride.

7. We believe the curriculum is a guide for us as teacher to develop the best way to approach what needs to be cover during the school year, always thinking in the scaffolding that some students may needs or accommodations that might arise during the school year.

 

As we discussed all of the various preschool experiences, we realized how diverse our educational backgrounds are. While some of us have very vivid memories some had very specific experiences that we could recall. We all had shared memories of lots of experiences we now know as social play. While some were not exposed to a culturally responsive curriculum and could not recall seeing a representation of ourselves in picture books, some of us did have the representation. In addition, we all remember learning about Indians ironically and their alignment with Thanksgiving.  We now realize the historical perspective that was pushed was a false narrative. In addition, we remember singing the alphabet song each day and creating letters by using paste and some type of pasta and or cereal. We all remembered learning about primary colors. We all had nostalgic memories of having fun and special friendships!  We agreed that it was sad that what was missing from some of our early educational experiences was the representation of our specific culture.

Response to Question 4 

 

The social learning lens heavily emphasizes social interactions and how they are interconnected to learning.  Moreover, Vygotsky coined the theory of social constructivism and he believes that a child learns through their direct interactions with others. Moreover, a child’s social interaction and the tools they acquired from their culture have a direct impact on how they conceptualize and process the world around them. Additionally, social learning facilitates the development of a child and is impactful on how they interact with one another, and aids in the functionality of decision-making. Constructivism is a learning theory that allows a learner to integrate new information and skills based on their own prior experiences and development while simultaneously constructing new knowledge. The student engagement theory puts an emphasis on the learning environment and the role that plays within the learning process.  Students’ personalities and learning modalities should be intertwined with academic and social-emotional instructional resources that are culturally relevant and responsive to promote the acquisition of skills, the development of self-regulatory processes, and student agency by our scholars. In addition, Maslow's Hierarchy identifies the needs that students have in order to flourish. Oftentimes, the issue a student has is not with class or with the teacher, but some other need that is not being met. This is why it is so important to be aware of students' needs.
These are the learning theories that we align ourselves with as it relates to the preparedness for our chosen career paths.

 Response to Question 5 

Metaphor 

Gardening requires patience, problem-solving, and perseverance. Gardeners nurture their crops with proper soil, water, and sunlight. Muhammad, states that the growth of a flower calls for work from the educator. As we cultivate education we have to exhibit patience, problem-solving, and perseverance. The proper soil, water, and sunlight are symbolic in nature as it pertains to the whole child, the learning environment, the learning and teaching pendulum, and the careful analysis of our pedagogical practices from a lens of joy. 

 Response to Question 2

 Areas for the potential for growth: student behavior, diversity, cultural relevance, differentiation, and social/emotional support. We feel that all these still exist today – even with people trying to address them.

Response to Question 6

 This is directly correlated with the individual school/teacher. Some teachers are very good at incorporating culturally relevant teaching into their day-to-day curriculum, others not so much (depending on how much value the classroom teacher sees in this). Additionally, it is how people react to culturally relevant teaching. It changes the way you have to look at events and how ideas are taught. We have to remember that we are helping to shape these students’ future ideas and interpretations because of how we present ideas.

 

 

Joy is an expression and emotion that is evoked from triumphs, delight, and success! Joy is everlasting. Joy is pure bliss. Joy goes beyond happiness, as it is deeply profound. Joy allows you to connect with your spiritual side. It extends beyond physical activity. It is dedication. It is love. It is experience. Joy is a sustained sense of fulfillment. Joy is limitless!  
 

Our school, classrooms, and school community are extremely rich with joy. There are many joyful experiences that have occurred throughout the year that has enriched our student’s experiences and has helped them build background knowledge across all context areas strengthening our overall academic culture. Our families have benefited from school-wide events such as our Mother’s Day family dance with an embedded social-emotional workshop for families to participate in. Students have participated in multiple field trips that have expanded their horizons for learning, providing hands-on opportunities to interact with the content that they learned. 

First grade participated in a project-based learning activity centered around the lifecycle of a butterfly aligned with the new science curriculum (Amplify). Students were able to observe and record data about the four stages that make up the lifecycle of a butterfly in real time! Students were excited to engage in academic discussion regarding their observations and shared out their thoughts with one another, and made meaningful connections throughout their PBL endeavor using key vocabulary, such as cocoon and migration, to describe their experience. This project exemplifies and supports that PBL is truly rooted in the fundamental belief that in order to truly understand something you must live through the experience! It truly was a joyful experience! Check out the awesome visuals and video that capture some of the stages of their PBL project! 

A resource was provided by two of our community resource teachers that was disseminated school-wide for a framework for a curriculum that focuses on highlighting the JOY in teaching and learning, that is grounded in and responsive to the histories, identities, literacies, and liberation of children and the social world.  Unearthing Joy by Gholdy Muhammad is the primary resource and inspiration for the framework that incorporates lessons using the HILL model. As a grade level, we continue to use these resources to develop criticality, intellectualism, identity, and skills. Muhammad states that identity is composed of notions of who we are, who others say we are ( in both positive and negative ways) and whom we desire to be. Moreover, these resources provide our students with exposure to characters that have relatable characteristics for students, such as overcoming adversity, having big dreams, and working hard to achieve them. In addition, it helps students develop comprehension and analyzing skills while building a positive sense of identity, as they can relate to different character experiences. This aids students in building a positive sense of identity by showcasing the importance of hard work and determination. It also allows students to feel seen and represented positively in literature, furthering their desire to be readers and writers 

The legacy that we would like to leave as educators….

We would like for every student that we have contact with every student, understand their true identity without thinking of their uniqueness in a negative way as it encourages them to. We would like to encourage students to form their own understanding of their identity by looking in a literal and figurative mirror. We hope to help students establish personal identities, by thinking about them and understanding where they come from in the past, which can help them feel more capable of achieving things in the future. We would like for our students to absorb positive affirmations by noticing and naming positive attributes they like about themselves inside and out.

Response to Question 9

Schools are not adequately teaching the diaspora of Black history some educators are not sufficiently prepared to teach it and there are some instances not enough resources to reference that are not biased. Thus, students lack a basic knowledge of the important role of Black history in shaping the United States and the impact it continues to have on race relations in America and beyond. The intractable nature of racial inequality is a part of the tragedy and it hurts and is hard but the information should not be withheld. Some people are just not ready nor do they have the motivation to teach the truth. Some people feel like it will make students feel guilt or create confusion. Black History is deep, complex, and has many dark, traumatic components however as Muhammad pointed out it can and should be taught through a lens of JOY. 

Response to Question 5 

 

Black history is not indicative of one month out of the year. It should be taught year around. 

 

When teaching black history, one should never start with slavery. 

 

Students should see a historical depiction of images of themselves as queens and kings, not in chains 

 

Africans who were enslaved should not be referenced as (slaves). They were enslaved people. 

 

When teaching about imperialism as it relates to Africa, ensure that students learn about the rich culture and traditions of Africans prior to being imperialized

 

The approach to teaching students about slavery should be executed through a lens of joy. 

 

Unlearn the ideology behind sexualizing and criminalizing young black and brown queens. 

 

 

Unlearn the ideology behind referencing speaking with an urban dialect as wrong incorporate code-switching and ensure that students understand what it is

 

 Response to Questions 2 and 3 

Growing up many of our values were shaped by our heritage family, friends traditions, and life experiences have been very impactful on who we are and why we decided to pursue a career path working with children. Although each of us has had very different experiences that segue into the path of educating and working with children we all agree that we want to be a positive influence for our scholars.  Minority groups from a variety of cultures have been and continue to be underrepresented, undervalued , misrepresented, and marginalized. As educators, we can help change that narrative. 

 

 
5. Kindness. Tolerance. The power of YET. 
5. Social & emotional wellness. Unless students come to school ready to learn they cannot actually learn anything academic if their social and emotional needs are not met. Many of our students come to school without their basic needs met. This is where we have to start. School has to be a safe place where needs are met before any academic tasks are required to be completed. 
5 . Of all the things in the world, you must teach students skills across the content area that help them understand the culture and how it is a major part of society today. Everyone’s culture has a history that plays a role in our society, which affects the way we live. As a teacher, we must be able to teach proficiently and effectively about one’s identity and culture around the world. Students should be able to walk away with the knowledge and understanding of how their history began within their own culture and their purpose in the world. 

6. Reflecting on what I learned during Prek-12 grade,  I wish I had learned more about black history through the lens of joy. For example, I learned about Harriet Tubman for multiple years, but she was described as the black Moses that helped free over 300 slaves. Muhammad suggests that teachers describe Harriet Tubman as an innovative, creative hero who assisted over 300 enslaved people with their freedom journey! How the information is presented and the verbiage that is used to disseminate that information is critical. There is a sense of empowerment embedded in Muhammad's description of Harriet Tubman. During the journey to freedom on the underground railroad, cornrows ( braids) were braided in a pattern that provided a visual map for those to follow. This can be viewed as an example of early "coding". This is an example of the things that I wish I had learned and the verbiage that I wish my teachers utilized when teaching me. In my experience, I wish I had learned about what it truly means to be multicultural and more about prominent women and how their actions, dedication, and sacrifice have impacted society. Throughout history, women have been marginalized and downplayed for their essential societal roles, which is unfair and misleading 

A curriculum is a guide for teachers to follow which has specific content, standards, and assessments to assist students learning.
2. What meanings and feelings come to mind when you think about assessment?

When it comes to assessments I feel that there is a importance to having them. Knowing where your students are to properly instruct them and what they need. But also I feel that assessments are stressful for everyone involved. Whether it is the pressure on teachers for their students to perform well or students to remember what has been taught and now apply it. Also, assessments are a constant as a teacher. You have formative assessments and informative assessments. Both of these are important but there needs to be a balance.
9. How can we reimagine and redesign curriculum, instruction, and assessment? Giving students the opportunity to use their voice on what they should learn, how to instruct it, and what type of assessment to give.
10. What do you hope curriculum and assessment will accomplish?

I hope the curriculum enhances student learning. I hope assessment encourages reflection and life-long learning.  

3. Growing up, I had a lot of teachers incorporating the history of other cultures and gave us exposure to many of the injustices that those people have faced. I remember reading books and articles that spoke on the marginalization of certain groups, or watching documentaries in classes that did not sugar-coat what the actual truth is about those histories. My previous music teachers incorporated a lot of music from other cultures and taught us about the history behind the music and the people involved. I have had several band teachers who have chosen music that represents other countries. One in particular that comes to mind is a piece I played in college called Heritage written by Shawn Okpebholo. This work includes West African drumming and indigenous melodies that the composer learned on a research visit to Nigeria. One of the primary musical themes  is an adaptation of a song that comes from the Esan people, a small ethnic group in the southern part of Nigeria, and is the composer’s personal cultural background. One part of this piece that really resonated with me was that in various moments the composer wrote for the musicians to chant the text of the quoted Esan song, “Ekine leleyea do obhimen la doeki nalo.” The translation of this being, “My investment in you has paid off. Because of your hard work, your future is bright.” I truly value every opportunity that I have where I can experience and gain a better understanding of these other cultures and of the people, and I believe my exposure throughout my life from my teachers has allowed me to feel this way and become who I am.

6. As I mentioned previously, I did not always have great experiences with teachers growing up, so this left a negative imprint on me. A bright side to these experiences is that I learned what kind of teacher I wanted to be, and it was the opposite of what I experienced. I want my legacy to be that I am a teacher who supports her students, values them and their education, and cares about them for everything that they are. I work toward this by continuing to learn about their different cultures and find ways to represent them in the music curriculum. I will continue to find PD opportunities that will allow me to keep learning about cultures and faiths outside of my own, and  I will always listen to my students because they often will bring up something that I may have never thought of before. I want to continue learning to be a better teacher for them. 

9. I think that the resistance to the education of black histories is rooted in the fact that people cannot accept that what happened in this history was wrong. If people were taught history a certain way, whether it be at home or at school, then that is the history that they are going to believe and they won’t want to change their minds. In my opinion, it stems from ignorance and stubbornness. If the exposure wasn’t there all along, then they will not find any issues in continuing to believe things the way that they always have, and no amount of proof against them can change that. The people who have any kind of power over these changes typically act selfishly, so if there’s no direct benefit for them then it doesn’t matter. This needs to change in order for this resistance to finally disappear, because the educational system (and quite frankly, the country) cannot function when only one viewpoint is being represented.

5. Of all the things in the world, I personally strive to teach acceptance. I do not tolerate any kind of discriminatory or prejudicial behavior, whether it be about appearance, race, background, or faith. At the end of the day, we are all people and none of those things should be a reason to treat someone differently. It’s important to value those differences because they help to create our own identities and become our own individual selves. In music class, acceptance is extremely important to teach students because it can be difficult for students to feel confident in themselves that they are allowed to be creative. Students may feel self conscious out of fear of making a mistake and not wanting to be embarrassed. I honestly welcome mistakes in my classroom, because mistakes are what help us learn and grow and this is exactly what I teach to my students. My classroom is a supportive environment and I want students to always feel like I will never judge them for a mistake, but rather I will be there to guide them through it so they can be successful in the future.

10. I hope that curriculum and assessment will accomplish making students successful. The curriculum is set in place to show the steps needed to get from one skill to the next, and the assessment is there to ensure that students are staying on track. These things combined allow students to learn connections in material, as well as learn how to reflect on that material in a way that promotes retention. If these two things are done correctly, then students can absolutely be successful. 

 

3. For me, writing lesson or unit plans, it’s easy to focus on creativity (especially as a music teacher).  When I have to plan, the easiest creative step I take, is imagining myself in the place of my students.  How can I make this interesting?  How many hands-on activities can I use to reinforce the concept?  How can I give them space to create their own opinions or work on a project.  How can I relate it to their lives?  If I, as an adult, find myself getting weary or bored of the lesson, I can’t possible expect an elementary student to appreciate it, or find the topic fun.  Some topics are more difficult than others (I’m looking at you, opera), so putting myself in my students’ shoes is super important.

 

5. In terms of all things in the music world, my sole job is to teach them to love music.  It doesn’t have to be every facet of music: instrument playing, singing, dancing, genres, etc.  But my goal is to help each and every student find at least one musical thing, person, style, etc to love.  Music is creativity, and the ability to be free from mental or academic constraints.  And I truly believe every human on Earth can find one musical facet they love.  In terms of all things, I believe my job is to teach acceptance.  Acceptance of themselves, acceptance of others, acceptance of life.  How to celebrate differences, and work together.  I feel in many places in the world, we are lacking in acceptance.

 

7. I am not going to speak on our school’s curriculum, but rather our district’s music curriculum.  Our most recent fully completed music curriculum is almost ten years old.  I was still in my first couple years of teaching, and I do not know who exactly created it.  I only know that I was not a part of the conversation.  I believe it was created by the Arts Director at the time, as well as the mentor teachers.  But the community, students, parents, and the rest of us music teachers were not included.  While it is complete, much of it is not age-appropriate in terms of skills and concept understanding.  A few more have been started (some including all teachers, some not) but have not been completed and are thrown aside after a year or two.  It is ridiculous.  

Academically speaking, I must teach specifically what my students need to learn at the moment. Something that I know well that can address the needs of them. I must teach what they need to get them to the next level and keep them growing. Also I will teach them to be accountable and responsible for their decisions so they can be productible in life.

Question #5 

Teaching to empathize is essential. Some people live in their own world, and for the most part, that's OK. But it is necessary to at least recognize that there are other people and that they live in their own world. A person may be in a different place in the World. They might not understand how this change in perspective may change what they believe is essential. It is also important to imagine how other people feel. Part of this process involves seeing things through someone else's eyes. 

#1 

Curriculum is a teacher's guide. The curriculum contains topics of study that students are expected to learn for their grade  level of development.

Yoder

Question #1: Curriculum is a guide for teachers to follow that outlines the essential content and skills that students need to learn. It is aligned to standards and follows a specific sequence of planned experiences. 

4th Grade

                                        Redesigning Curriculum and Assessment

4th Grade

                                        Redesigning Curriculum and Assessment

A curriculum is a set of standards that clearly define the content and skills that need to be taught in each grade level. This set of standards helps to guide the learning path of students and gives teaching staff requirements to teach and assess these skills.

2. What meanings and feelings come to mind when you think about assessments?

Assessments are a necessary tool to keep track of how students are progressing in the curriculum. Even though there is a need for progress monitoring, there is a redundant quality of the current system for assessing students. The continuous testing is a detriment to the growth mindsets of children. Children who are struggling to understand concepts are aware that they aren’t understanding coursework and the adults working with those students are aware of the needs of the students based on the daily work and conversations had. Assessments, given as they are now, create a stressful environment for students and staff. Also, the data from assessments are not always relevant or reliable. 

3. What creative steps do you take when writing or adapting your lessons or unit plans?

When getting ready to write or adapt lesson plans, it takes a full understanding of what the content is. After gaining this understanding of what the students learning intentions will be, it is important to try to align the lesson to the interests of the students, relevant current events and differentiated skill sets. By doing this it increases engagement as the students feel seen in the planning and execution of the lesson which leads to more students reaching the success criteria. 

5. Of all the things in the world, what must you teach?

Of everything in the world, it is most important to teach self-motivation. When students are self-motivated to achieve their own individual goals, they will have better results. A student with all the skills in the world could easily not achieve their goals without direction if they are not self-motivated. A self-motivated student can drive their own learning by taking responsibility for their own engagement with the learning. It is evident that everyone has different skill sets, but having an intrinsic motivation for learning can help ALL students make progress in their individual goals. 

 

4. Culturally and historically repsonsive education is possible without strong leaders at the center, but would be more effective with strong school leaders to avoid indecision and other problems that may arise because of indifferences. When there is not an effective leader, teachers can come togther and take on the role of a leader. It makes it harder because teachers may not be aware of all the budget guidelines or policies that are needed to be in place when making decisions.

6. Stress and overwhelmed because we want to ensure there is equity and that it is going to bring about the necessary changes. Knowing that these policies and protocols could affect everyone, we know we will need collabortaion and buy in by all stake holders. Also, it brings excitement because we are playing a critical role in decision making.

 

4. As mentioned beforehand, most of our instruction is focused on skill, intellect, and criticality. We may sometimes execute lessons that explore joy and identity. It is necessary to evaluate our recent lessons and determine whether or not they encompassed all five pursuits simultaneously. 

 

9. We will adapt current lessons as well as develop new lessons inspired by the HILL Model. Most of our current lessons already include some of the five pursuits, but may be lacking a few. It will be great to evaluate our plans and consider exciting ways to include all pursuits (like the examples given in the book). 

 

10. It is best to try a variety of strategies when developing creative plans. We can conquer amazing lesson plans following the HILL Model by working collaboratively to bounce ideas off one another. Working together can ensure our instruction is aligned and encompasses all five pursuits. We can use the HILL Evaluation to gauge lessons our colleagues create and help them improve if needed. Also, this evaluation can help us plan independently. 

 

4. As mentioned beforehand, most of our instruction is focused on skill, intellect, and criticality. We may sometimes execute lessons that explore joy and identity. It is necessary to evaluate our recent lessons and determine whether or not they encompassed all five pursuits simultaneously. 

 

9. We will adapt current lessons as well as develop new lessons inspired by the HILL Model. Most of our current lessons already include some of the five pursuits, but may be lacking a few. It will be great to evaluate our plans and consider exciting ways to include all pursuits (like the examples given in the book). 

 

10. It is best to try a variety of strategies when developing creative plans. We can conquer amazing lesson plans following the HILL Model by working collaboratively to bounce ideas off one another. Working together can ensure our instruction is aligned and encompasses all five pursuits. We can use the HILL Evaluation to gauge lessons our colleagues create and help them improve if needed. Also, this evaluation can help us plan independently. 

The Hill model could best be used in my learning space by using different activities that target the different pursuits. Most of the students I work with learn best by providing them with a multi-sensory way of learning. I feel by incorporating activities that are not only multi-sensory but engaging students in say enhancing their identity, could create a more culturally responsive learning environment that is engaging.
2. How confident are you in your understanding of each pursuit and why?
I feel somewhat confident in my understanding of each pursuit. I feel as a newer teacher there is always room for growth. I have been able to watch a lesson Dr. Muhammad taught to help my understanding more of what a lesson could look like. I feel with more exposure my confidence would increase.
3. How do you plan to start implementing the HILL model?

I think at the beginning of a school year, start out with an activity. I found an article on Scholastic where Dr. Muhammad talks about a textual lineage tree she used to help students develop their identities as part of a lesson she taught on the history of libraries. A textual lineage tree helps students create a visual of texts that are important in their lives. In the lesson, it is mentioned to use the tree at the end of the year. This activity could be done both at the beginning and end of the year as a reflection of students reading identity.
10. Do you work most creatively alone or in collaboration with others?

I feel that I work most creatively when in collaboration with others. But I also feel I can have times of creativity when alone as well. I think having a balance of both is important. 

 

I would define leadership as someone who doesn’t see themselves as better than anyone else but is there to guide.
2. What are roles and responsibilities of leaders?

Roles and Responsibilities:

-lead by example

-approachable

-honest

-knowledgeable

-seeking more knowledge to better oneself and others

-decision-maker
4. Is culturally and historically responsive education possible without strong leaders at the center? If not, why is leadership key for successful implementation?
Yes, it is possible, because education does not come from one person. It is made up of a team filled with many different individuals with different talents, skills, and years. 
7. In what way could the five pursuits be enacted at the leadership level?

Identity: Be open to learning about the culture of others and their backgrounds.

Skills: Having the knowledge and proficiency, and passing on that knowledge/skills to new teachers through personal guidance and professional development. 

Intellectualism: Always be a life learner and be willing to learn from others

Criticality: Being able to critically think and investigate topics, to share knowledge with others.

Joy: Encouraging others through their own joy in education.

How can the HILL Model best be used in your learning space?

I liked idea #2 Check in With Students Through Questions.  It fits in well with some of the SEL activities and data chats we currently have with students.  The proposed identity questons such as “How are you feeling?” or “What are you excited about?” help you to develop a realationshlp with students and learn about their identity.  The skills and intellect questions, “How do you feel about what you have learned?” or “What topics would you like to learn more about?” are questions that could be asked during data chats.  

Do you work most creatively alone or in collaboration with others?

Working collaboratively fosters more creativity.  Working with others brings different perspectives which generates better ideas.  This allows you to learn from others and better problems solve.  

How do you plan to start implementing the HILL Model? 

Idea #5 seems like an easy place to start.  Rely on Read-Alouds and Discussion Questions.  We already do read-alouds in classe.  The next step would be to be more mindful of the 5 pursuits and craft questions for each one as you read.  

In which pursuits do you feel your students already excel and in which do you feel they need more support.  

Of the 5 I feel they excel in identity the most. Most students are more comfortable talking about how feeling and what is important to them; they do if often.  Through data chats I find students struggle more with questions around intellect.  When asking students questions like “What have you learned that you value most and why?” many students seem to be at a loss for words.  I think it is because they are not asked questions like this often and they really have to pause to think about it.  Crafting intellect questions and using them on a regular basis so students begin to think more deeply about this pursuit is an area that could use more support. 

Joy is an emotion personal to each one of us. For me joy brings happiness from something good/satisfying. 

2.)What is an experience from your own PreK-12 education that brought you joy in learning? What did the teacher do or not do?

I remember in elementary school 6th grade, the teachers made learning fun.  It wasn’t that they had all the answers and knew everything.  Rather, myself and other students saw that our teachers really cared about us and our learning.

They built relationships with us that still are ongoing to this day.  One memory from 6th grade was we built a reading loft.  Our teacher brought in wood and tools and showed us how to to build it.  I still remember hammering nails in it.  We all had ownership in it.  When it was completed we all wanted to read and couldn’t get enough of it.  We all had so much happiness and pride in our accomplishment and we didn’t even realize the value in learning it gave us until many years later. 

7.)What do you believe is the purpose of curriculum?

The purpose of curriculum is to guide educators within their content area.  Curriculum is used to organize content to create rigorous learning experiences that enhance the educational experience.

9.)What child do you hope your instruction and leadership will cultivate?  What are the qualities and characteristics of that child?  Will skills-only curriculum and instruction help you nurture that child?

My hope is that my instruction will create and cultivate an appreciation for my content area.  To have an understanding that everything taught in other content areas are often intertwined in their learning of other things.

The qualities and characteristics of that child would be open to learning and trying new things.  Skill-only curriculum should be part of the curriculum that helps to nurture our learners.

-Lead by example

-Support teachers

-Promoting understanding of the approved learning framework

-Keeping up to date with current research/resources and sharing these with us.

-Helping educators to understand and implement policies and procedures 

4.  Culturally and historically responsive education is not possible without strong leaders at the center.  Strong leadership is key because it is important that all teachers and staff have the same vision and goal.  Without a strong leader at the core to guide those that closely work with students, teachers and staff may not be focused on the same things, thus not be as effective at teaching culturally responsive education.

6.  When helping to design protocols, the feelings are mostly anxious.  Wanting to be of the best service to our students and possibly making a mistake with something so very important can be an anxious endeavor.  We want to do right by our students and the intent is always positive.  

1. With music, it can be easy for students to assume that this information won’t be beneficial to them, but, in reality, music touches on all of the pursuits. Music allows for creative expression and allows students to create a sense of who they are and what kind of style describes them. Throughout history, music has been that kind of outlet for those who are oppressed and want/need to be heard. Having a better understanding of the meaning behind the music and its history will help me to ensure that I ask the necessary questions to my students that will continue implementing this model into my teaching.

3. Something that I tend to do already is ask my students questions about why they are doing what I’m having them do. To me, it’s important that my students work on their critical thinking skills and have an understanding of the purpose for what they are learning. I will give my students the opportunity to ask how what they are learning teaches them about themselves and the lives of others.

7. I feel excitement to create new, in depth learning experiences for my students, and happiness because I know that they will value the information and it will give them a lot of benefits in their development.

8. I’ve used a few books this past year when students were doing a unit on Jazz music, so I would continue to use those as well as find some additional ones. I found a book that is meant to be a Jazz history book for children, and it discusses important people and the events that led up to the creation of Jazz. This would definitely be something I incorporate next year because I feel that learning about this history in depth will benefit them in every pursuit of the HILL Model.

Chapter 6

2. Roles/Responsibilities of Leaders
-Guide
-Teach
-SupportShow compassion/understanding -Stay informed and keep others informed

3. I think that I show a lot of support for my students. Music can be a very vulnerable subject because students are afraid of making mistakes. Because of this, I always work to guide my students to success through demonstration and explanation. Through this kind of support, as well as emotional support through reassurance, my students can gain confidence and feel better about their learning. 

6. When making protocols or policies, I tend to feel nervous because I wonder if what I’m designing will be a good, effective choice in the long run for my students. I do also try to feel encouragement for my abilities as an educator and have confidence that what I’m designing is effective. As I am still learning, I also try to feel open minded because I can redesign my policies and procedures to fit the needs of my classroom.

2.       Meaning, is a tool for the teacher to know where is the student standing and were does the student needs more encouragement to be successful. Feeling, we thing that District wide assessment are not distributed evenly throughout the school year in a way that the teachers and students do not feel overwhelm by them, all testing happen one after the other a the next and do not really represent what a student know as much as the assessments the teacher do with students during the school year that are less stressful and informal to them. 

5.  Self-confidence, many of our student lack of self confidence we believe a student that has confidence on his own attributes will be successful as a whole during his schooling life.

10. We hope that curriculum and assessment work as one to improve the quality of instruction that our student received when in your classroom, to make this a positive experience for them, and feel proud of their achievements. 

10. Do you work most creatively alone or in collaboration with others? 

We feel that there are merits to both working alone and collaborating however when thinking creatively, using the collective wisdom and imagination of a group leads to more rich and diverse ideas.  We have so much human capital with life experiences, interests and talents that when combined, move ideas from conceptualization to actualization.  Using the group approach, we are also able to create units that have a higher chance of appealing to our students diverse interests and needs. 

8. What creative texts can you bring into teaching and learning that would help you carry out your ideas? 

There are so many opportunities to bring teaching to everyday items whether it is using a Bird Breath yoga card to explore raptors of WNY or a student’s favorite song lyrics as a narrative.  A simple Barbie doll can become the base of a lesson on influential women in US history.  Asking students to pick a favorite word and have them write a persuasive essay on why it is the best word or  turning it into a mantra to promote wellbeing helps a student explore and communicate their identity and values.   

6. What new and creative ideas do you have for enacting the five pursuits? 

Teaching needs to be reciprocal.  Giving student voice to lessons gives more meaning and connection to their real lives. Using open ended questions that promote students using critical thinking skills, citing their evidence and using their own experiences gives more depth and ownership of the learning process. Joy is taken away when students aren’t engaged but Joy can be found by teacher and student when lessons are relevant, student driven and engaging.  Give students a chance to be the teacher, allow for tangential connection ( ie-bird breath becomes a lesson on birds of prey in NY), pausing while reading text to ask students what they would have done, what they notice, etc. 

5. In which pursuits do you feel your students already excel, and in which do they need more support? 

Our students already have identity but need the freedom and confidence to express it in genuine and authentic ways. They need access to history, their history, and freedom to show their critical thinking skills and intellect in multimodal ways instead of standard assessment and strict curriculum based activities. We can “harvest” more joy if we allow students to build off their strengths and skills. 

 

5. In music class, students are already strong with identity, skills, and intellect.  They pick up new skills quickly, can learn about new content, and find a connection to it.  My students need more work on criticality, and joy.  Many of my students struggle with self-confidence in music class, and do not like to try to find the joy in some music topics.  Likewise, it is also difficult (for me as well), to always find moments of criticality, and it is mainly a time issue.  We have SO much to cover each month in our curriculum, that with only seeing students once a week, it is hard to cover all five pursuits consistently with each topic.

 

7. Our curriculum is actually very dry and not always age appropriate.  Most of my creative ideas to showcase the curriculum comes with the feeling of surprise.  The majority of the time, creative ideas strike me as a “lightbulb moment” when I see or hear a random item or sound, and so shock drives most of those decisions, followed by excitement.

 

10. I work well creatively with both myself, and with a partner.  To begin, I work best alone.  My brain is a jumble sometimes and it’s easier for me to come up with something or jot one of my crazy ideas down first, and then after, run it by my teaching partner.  We can then alter my crazy ideas and make them even better. 

 

4. I do believe that CHRE is achievably without a strong leader at the forefront because while I do a lot with CHRE (and not just during Hispanic Heritage Month, African American History Month, etc.), our curriculum does not really lead us in the direction of CHRE.  Our curriculum is a mess of skills, genres, generic content.  The positive with that is that I can then incorporate CHRE in beneficial ways. But to not have guidance makes it more difficult, just not impossible.

 

8. I think district and school leaders need to be on the same page when it comes to CHRE.  There is so much inconsistency, with some schools doing a plethora of CHRE content and lessons, while other schools, due to a lack of guidance or leadership from a district level, do the bare minimum, if that.  Some schools have strong administrative leaders who don’t need guidance from the district level.  However, to best serve our students, all of our students, all leaders need to have the same expectations and the same goals.

 

9. This kind of goes along with answer #8.  Our school and District need consistency.  Even with my own department (“Essentials”), we are not consistent.  Some teachers are burned out and don’t want to/have the energy to buckle down and create new lessons to support CHRE, other teachers are unbelievably excited to get started.  School-based leaders and District leaders are the same.  We need consistency.  It’s the only way to make sure all the students are getting the same experience.

In a content area it is the plan for instruction.

This includes methods, resources, and assessments to help students develop skills and knowledge.

2.)What meanings and feelings come to mind when you think about assessment?

While understanding the importance of assessment the feeling that comes to mind from my experience when I was in school was stress. Testing days were the worst.  While formative assessments track the academic achievements and help with placement and instructional needs of students through quizzes and tests.  We need to use informative assessments to help guide students in the right direction and help students have an awareness of their learning and skills.

8.)What is a metaphor to represent the goals of curriculum, instruction, and assessment? Describe why you chose it.

The metaphor to represent the goals of curriculum, instruction, and assessment would be a garden of flowers.

The seeds in the garden represent the students. We cultivate and fertilize with our curriculum and instruction for growth.  Our assessments show what we need to do to help our students/garden grow.  In the end we have a transformation of strong stems that are all unique and beautiful with strong roots. 

10.)What do you hope curriculum and assessment will accomplish?

My hope is that the curriculum and assessment within my classroom will expose students to different experiences.  Having students take ownership of their learning. Giving students the opportunity and skills, and understanding of what they can improve upon to succeed and move forward. 

 

8. Models and Mentors in teaching are incredibly important because (hopefully) they have stood where you are standing, and have taught what you are teaching.  A true model or mentor is someone who has been successful in the teaching world.  These are the ones you can pull inspiration from, see what techniques work, and go to for help when you feel as though you have hit a brick wall.  I was lucky enough to have a mentor (and college professor) who taught music at School #16 for over 30 years.  Everything I’ve learned, from building relationships, to pulling from different disciplines, to having bursts of energy came from her.  

5. What does educational freedom mean to you? Educational freedom means you have the freedom to plan, implement, and evaluate useful instruction on your own terms without consequences.