Jennifer Ciccarelli

And this is why diversifying the "figureheads" (e.g., Chancellors/Deans/Presidents) within #highereducation alone, without incorporating #liberatoryJEDI, healing-organized, trauma-informed principles into the zeitgeist of said leadership, is an insufficient path towards progress, equity, and justice. But rather a convenient detour from justice towards the Faustian Bargain of #performativeDEI and weaponized bureaucracy. Suspending a truth telling college President behind the banner of "insubordination" feels like Academic Erasure or Epistemic Mccarthyism and demonstrates how decorum is a placeholder for the social constructs of race and class. Dr. Derrick Bell warned us about this when he wrote the groundbreaking book Faces At The Bottom of the Well - when he lambasted the false promises of 'interest-convergence' with our oppre/ssor's as a path towards reconciliation. Imagine being a Chancellor from a global colonized majority background yourself and having the gall to label an empirically and factually-accurate stance of anti-geno/c!de as "insubordination". So is naming the truth insubordination at beacons of learning too? Why are we charging students tuition if their lived experiences of sociocultural trauma are going to be up for debate? Way to embody the outlandish and second-hand embarrassing trope of "breaking the glass ceiling of imper!/alism". You do not cultivate #APedagogyOfLove by curtailing or censoring the erasure and systemic violence you purport to subvert when you insulate colon!a/lism by weaponizing the bureaucracy of professional hierarchy. The existential contradiction of #HigherEducation is this: We perpetuate the traumas we pretend to dismantle when we are reluctant to name them and ourselves as culpable. This Chancellor is a mouthpiece for her settler overlords and a stark reminder that all skin folx certainly are not kinfolx, which is why el-Hajj Malik el-Shabazz, aka Malcolm X, wrote in his seminal autobiography (my favorite) "I'm for truth, no matter who tells it. I'm for justice, no matter who it is for or against." This case is evidence-based study on why sharing space is an inadequate substitute for sharing power.

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Jennifer Serravallo - Teaching Reading Across the Day: Methods and Structures for Engaging, Explicit Instruction. This is episode 685 of Teaching Learning Leading K12, an audio podcast. Jennifer Serravallo is a NYT bestselling author of more than 15 books and resources, an award-winning educator, a literacy consultant, a frequent speaker at state and national conferences, and a former member of the Parents Magazine editorial board. In 2023, she launched her podcast To the Classroom: Conversations with Researchers and Educators. Jen is best known for creating books and resources rooted in research that help make responsive, strategic, differentiated literacy instruction possible for all teachers. Her books are used around the world and several have been translated into French, Chinese, and Spanish, and will soon be available in Italian. Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes. Follow Jen on Twitter (@jserravallo) and IG (@jenniferserravallo), learn more from her website/blog: www.jenniferserravallo.com, and join the Reading and Writing Strategies Facebook Community. Our focus today is Jen's latest book - Teaching Reading Across the Day: Methods and Structures for Engaging, Explicit Instruction. Remember to share with your friends, colleagues, peers, family, and everyone else. Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: https://lnkd.in/ebC-CNN7 https://lnkd.in/eF7GyiDb jserravallo@gmail.com https://lnkd.in/eYiZx6_B https://lnkd.in/eYnsQw8U Length - 44:51

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Now this is some document! The California School Boards Association published this document "Drowning in Documentation" listing all the reporting requirements school systems must complete. 📜 📰 🗞 📎 🖇 "Although individual reports may not present an undue burden, the cumulative impact draws resources away from critical tasks and responsibilities of LEA staff, especially in California’s smaller districts and county offices of education." I'm familiar with many of the reports from my time as a principal, central office director and business chief. Don't overlook one report and think it's no biggie. The first one listed, the Local Control and Accountability Plan (LCAP) can be hundreds of pages long and review hundreds of metrics, all of which need to be evaluated and reported on. Not to mention all the data gathering, meetings, community meetings, staff meetings, input sessions, presentations and more, that need to happen. It can be a full time position in school systems, if they have the funding. Otherwise, it's one of many duties to a central office administrator. Oh also, don't forget that in a school system with thousands of students, staff, parents, community - well, things happen, to say the least. The same people doing these reports have to take care of those things too. I suspect that nationally, there are similar sentiments from educational leaders. There's definitely a need for oversight, and accountability measures, reporting and more, but looking at this document (this is the first time I've seen in one document all the reports listed), you have to ask yourself how beneficial this is to students, educators and communities? That's why recently I've been thinking and writing that we need to release educators from so many mandates, and give them more agency. And education adjacent org/companies need to focus on making K-12 work easier. (shameless plug that's why I love Allovue - K-12 finance software - I lived the challenge of trying to manage complicated K-12 finance; it was tough, and long hours) Thanks to California School Boards Association for publishing. One item missed ... wait for it ... school board member report requests! 😉 😃 #education #k12education

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Teachers' working conditions are the students' learning conditions. At this stage of my career, one of my central goals is simple: bring JOY back to the profession of education and learning. My colleague Mary Laski at ASU's Next Education Workforce shared some findings that suggest the promise of team-based staffing models to deliver on that goal. Read on! https://lnkd.in/g_tWEw9T

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K-12 Educators must read. This book focuses on how AI supports classroom differentiated learning as a large language tutoring support. For me it's a cautiously fascinating possibly.

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Charter schools across California are leading the way in leveraging data to enhance student learning and achievement. From fostering a common instructional framework to empowering students to own their learning journeys, the strategic use of data is transforming education. Key Highlights: 📣 Educators have access to central data warehouses and simplified dashboards. 📣 Students track their own progress and celebrate their achievements. 📣 Schools use data regularly to adapt teaching strategies and support personalized learning. Let's champion data-driven instruction to create more personalized and effective learning environments. Read more about how these innovative practices are making a difference in our latest report! https://shorturl.at/jN036 California Charter Schools Association #EducationInnovation #DataDriven #StudentAchievement #CharterSchools #PersonalizedLearning

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Check out this brief by Daniel Buck! "We tend to conceive of struggling readers as lacking basic decoding skills and phonemic awareness, so busy stumbling over simple words that they can’t really attend to comprehension. Yet for every kid who struggles to decode, there’s another who reads fluently but betrays a lack of understanding." I agree with Natalie Wexler that educators need to develop student's content knowledge and vocabulary, and their students need access to complex syntax so they can actually comprehend what they've decoded. At Renaissance Learning we understand this priority, and we provide students with over 8,200 books via our myON digital library. Rich, complex, grade-level books are a click away! Let's explicitly and systematically teach content knowledge!

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To truly personalize learning, K‒12 teachers need the right data and resources. Learn about how to best connect assessment data to personalized instruction here.

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Decodables every classroom teacher would want to provide explicit phonics instruction for all students. Thank you, Dr. Wiley Blevins for providing teachers with exceptional tools aligned with the latest research-based practices. #elementaryteachers #phonics #scienceofreading #elementaryprincipals #kindergartenteachers #firstgradeteachers #elementarycurriculum

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Check out the first blog and reading list for the "9 Essentials for School Leaders"  BIAS TO ACTION  https://wix.to/SaRk07t #essentials #biastoaction #mikecobb

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I have been discovering educational leadership through the Master of Education (Leadership) course at UC. This unit, leading learning, teaching and curriculum, makes me critically reflect on my role and where to go. I want to be an educator who becomes a leader because of followers, not because of the title that gives power. Actually, I do not mind not leading as long as I can influence positively. “An instructional leader is one who creates a climate that puts learning first for students and adults, has contagious enthusiasm and excitement about learning, creates a climate free of distracters, has clear priorities for instruction, and high expectations for students and teachers.” – John Hattie, Visible Learning (p83) "Where You Spend Your Time Demonstrates Your Priorities" -instructional leaders should spend a minimum of 50% and target of 75% of their time devoted to improving student achievement through improving and supporting effective teaching and learning practices.  "The major difference in managers and leaders is that managers are concerned with directing and leaders are concerned with influencing (Crow, Matthews, & McCleary, 1996; Turnbull et al., 2009)."

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A bit more about BloomBoard and how we help school districts with on-the-job teacher prep and advancement.

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Join us today to dive into the topic of assets-based math curriculum and instruction for multilingual learners! What does the new California Math Framework say about eliciting and affirming students' strengths and experiences and connecting these to mathematical learning? Dr. Foxworthy will help us understand how to build instructional materials that guide assets-based pedagogical practices.

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Thanks for sharing this informative article. Lara Gorman Lyons ! I love Hattie's research, and find it to be helpful in professional development with teachers and principals. I like how Hattie advocates for being greedy in pedagogy. Students thrive when teachers provide a "knowledge-rich" environment coupled with "problem-based discovery learning." Hattie also highlights the effectiveness of AI tutoring for students. Both these suggestions are areas for further exploration and implementation by educators. #Hattie #AI

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There are lots of strong opinions on this topic, I am curious about yours. Some thoughts, we continue to ask more of teachers. It might make sense to reduces class sizes if we are asking teacher to further differentiate instruction. I do think separate schools especially for in the Elementary space is the wrong idea. Kids need to be about the meet and make friends with all types of children. I have questions about the goals of SPS, if we would like to identify a more proportionate representation of students as HC, lets try that. First, SPS has implemented a universal screening. If there is still a disproportionate result it might be helpful to identify those students on the cusp and provide additional supports to both families and children (tutoring, family Ed resources, or parent coaching).

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This is what happens when school districts partner with CORE's Curriculum Sevice.💜 #HQIM #Equity #GLEAM #allstudents #instructionalleaders #curriculum #curriculumimplementation #teachers

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If observations are going to improve teaching and learning, then teachers have to enjoy them and feel like the process is a safe endeavor. This sampling of words from a survey of teachers in a Trust-Based Observations school in a small California district give us an idea of the positive teacher mindset about observations that I'm talking about. Make no mistake about it, when we stick to traditional models of observation, when we at any time as part of this process are rating or providing grades on pedagogy, all of our best efforts to build relational trust with our teachers will be diminished and resistance will be the result. I know many of you feel that resistance despite your best efforts. It's not your fault--you are using your best emotionally intelligent self and all your kindness--but research shows the rating/grading gets in the way of our best efforts to create a culture of trust that leads to collective teacher efficacy. If you're interested, we can show you a new system and observations can become a joy (believe it or not) for you and for your teachers--it's the breakthrough you are looking for on the path to schoolwide growth. Please reach out: https://lnkd.in/emQvMUxJ

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