MWTK - Virtual Session by

lucypittman — 2025-04-22 13:59:32 UTC

Click the + above and share your thoughts!

lucypittman — 2025-04-22 14:36:08 UTC

Dr. Lucretia Carter Berry

My org is Brownicity.com

I teach ‘Anti Race/ism 101’ at Community School of Davidson, a public charter school.

I also teach a community version of this course for adults to help restore and build community.

lucypittman — 2025-04-22 14:54:45 UTC

Support PD for Educators & Parents

2025-04-22 15:48:17 UTC

SYNOPSIS

Guided by the Intercultural Development Inventory (IDI), participants gain insights from 'Teaching for Justice and Belonging – A Journey for Educators and Parents' (2022) by Dr. Tehia Starker Glass and Dr. Lucretia Carter Berry and leave equipped with tools and strategies to dismantle unjust systems and foster more equitable learning spaces.

NC NTSP

2025-04-24 17:43:41 UTC

NC NTSP is committed to supporting beginning teachers through instructional coaching in partnership with school districts and IHE educator preparation programs.

Afterschool + In-school

2025-04-24 17:45:13 UTC

The power of afterschool and how it can compliment in-school learning and development

Teachers

2025-04-24 17:45:16 UTC

Support for beginning teachers that invest in their professional careers.

Challenge

2025-04-24 17:46:20 UTC

Stagnant teacher pay and increasing cost of living.

NBPTS

2025-04-24 17:54:22 UTC

Thanks to NC for paying teachers a 12% raise when they earn National Board Certification.

Elevating the Educator Profession

2025-04-24 17:57:48 UTC

Investment in our educators. Raising teacher pay, providing support, professional development and raising awareness of the leadership opportunities.

EOGs

2025-04-24 18:00:27 UTC

PROBLEM: Why do we give kids who are 8-13 years old tests that can last more than 2 hours? As an adult, I NEVER sit and read or do math for 2 hours with nothing but a 3 minute stretch break.

POTENTIAL SOLUTION: Give similar tests to everyone in the legislature. Then ask current teachers to redesign assessments that will provide better information without torturing students.

Classroom sizes

2025-04-24 18:09:13 UTC

As a parent, my son is in a 4th-grade class with 29 kids and one teacher. Why do we have to continue having the same one teacher/one classroom model? Why can't schools shift to innovative school models and workforce design?

Keep great teachers in the classroom!

2025-04-24 18:11:08 UTC

Create a statewide system that redefines teacher career pathways by embedding leadership opportunities within the classroom, making every public school a place where talented educators can grow, lead, and stay. North Carolina has amazing educators, but many feel forced to choose between staying in the classroom and advancing professionally. Advanced Teaching Roles (ATRs) in every school, not just pilot sites

big idea

2025-04-24 18:13:48 UTC

Meet industry standards for school-based personnel (classroom teachers, intervention, counselors, social workers, nurses, media coordinators, APs, etc.).

Partnerships

2025-04-24 18:19:11 UTC

We need to expand partnerships that bridge the gap from pre-service to inservice support for teachers.

Invest- time and resources.

time for teachers

2025-04-24 18:23:13 UTC

One thing that has a HUGE impact on time for teachers is having increased assistants in elementary schools. I don't know why we use a ratio of 1 assistant for every 34 students in k-2. It makes no sense that we have such strict class size laws at k-3, but are given such a small allocation for assistants. Some ways increasing assistants would help would be to do lunch and recess coverage as well as allow principals and coaches to pull teachers for job-embedded PD immediately following a walk through or an observation. Who better to cover the class when the teacher steps out for 10-30 minutes for varied planning and PD than another adult who is with the class full time an knows the students?

No cost student teaching!

2025-04-24 18:23:27 UTC

Transparency for Advanced Course Mandating

2025-04-24 18:29:50 UTC

Right now in North Carolina, there’s no consistent statewide reporting on who’s actually taking AP, Honors, or IB courses. Without disaggregated data, we can’t see the full picture—especially when students of color and multilingual learners are being left behind. We’re asking for a statewide mandate that requires schools to publicly report enrollment, access, and outcomes in these advanced courses by race, language status, and other factors. This kind of transparency—through a public dashboard—would allow us to identify gaps, address recommendation bias, and ensure every qualified student has a fair shot, regardless of their background or where they live.