ILASCD Winter2023 Journal

Impact • Service • Advocacy

Quarterly Journal - January 2024

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A Letter from the President

7

Whole Child

Book Review: 23

Hidden Potential

27 Resource Corner Flip Side of 32

Scott England ILASCD President esengland@umes.edu

Judgment & Bias

45 Bridging

Compassion & Efficiency

Challenges Abound; But So Does Perseverance

51 Human Resource Department

There is a lot of irony in struggling to write a President’s message about embracing and overcoming challenges. I have had countless reminders from our editor that I need to get my message submitted. As of this writing, I’m four days past the deadline.

56 Adultification of Black Boys

60 Changing Minds 64 Upcoming Events

Challenges can be intimidating. Scary. Anxiety inducing. Along with a plethora of other emotions.

And this is often why challenges are approached timidly or avoided altogether. But challenges are not a bad thing.

Challenges allow us the opportunity to grow. To evolve. To become a better version of ourselves. In my 15 years in education, I have seen my fair share 3

Welcome (cont.)

ILASCD Leaders

of challenges. Even in the situations in which the outcome was not what I had

Scott England, President esengland@umes.edu

wanted or expected, I can honestly say I have learned. And at the end of the day,

Belinda Veillon, Past President bveillon@nsd2.com

that is all we can ask for.

Amy Warke, President-elect awarke2008@gmail.com

I believe what is important is that we do

Doug Wood, Treasurer dawlaw1986@gmail.com

are facing. What might be easy for some

not discount the challenges that others can be quite challenging for others.

Amy MacCrindle, Secretary amaccrindle@district158.org

When we know someone is facing a challenge, we need to be cognizant of

Debbie Poffinbarger, Media Director debkpoff@gmail.com

the fact that it is not our challenge to fix. We live in a society in which fixing

Ryan Nevius, Executive Director rcneviu@me.com

becomes commonplace. But fixing is far from embracing; and while it might help

Bill Dodds, Associate Director dwdodds1@me.com

someone overcome it in the moment, it does not empower the person to learn

Task Force Leaders:

strategies for overcoming in the future.

Membership & Partnerships Denise Makowski, Andrew Lobdell

Celebration is another major component

Communications & Publications Joe Mullikin, Jacquie Duginske

to overcoming challenges. No matter

Advocacy & Influence Richard Lange, Brenda Mendoza

to congratulate ourselves. This is

Program Development Bev Taylor, Terry Mootz, Sarah Cacciatore, Dee Ann Schnautz, Doug Wood, Amie Corso Reed

students of. No matter the milestone,

how big, or small, we need to remember something I constantly remind my take a moment to reflect and celebrate.

The next challenge is right around the corner. Our lives will never be short of challenges. This is why this edition is both timely and valuable. The articles 4

that follow from a variety of voices in the field help us better understand how we can overcome and embrace challenges.

This President’s message was short. It was probably the most difficult writing I have done. I cannot explain why, but I think it was the universe delivering me a message to remind me that challenges present themselves in a variety of ways. They can render someone who loves talking speechless. But at the end of the day it has allowed me to reflect and improve. And when I place the final period, I will take a moment to celebrate.

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6

Whole Child Overcoming the Challenge of Social Disconnection: Embracing an Ecological Approach to Educating the Whole Learner Dr. Mary Zaharis

Dr. Nicole D. Ortegón

Social disconnection is a public health epidemic with deleterious effects at the individual and societal level, exacerbated by the COVID-19 pandemic (Na et al., 2022).

Social connection is conceptualized as the structure, function, and quality of human relationships (HoltLunstad, 2022). A decline in social connection is not new; Americans have become less socially connected over time (Kannan & Veazie, 2023). The COVID-19 pandemic accelerated this decline, refocusing the nation’s lens on pre-existing questions in education, including “what the purposes of human education should be—what kind of people should human education seek to create” (Gutmann, 1999, p. 19).

A “Simple” Question Viewed through an historical lens, education in the United States has been characterized by polarization (Ortegón, 2017). Should the purpose of education be cognitive development or enhancement of wellbeing? Should pedagogical approaches be cognitive or affective centered, curriculum or learner centered? Should teacher education prioritize cognition or affectivity? Polarization promotes an either/or mentality, prompting “a simple question: cannot 7

Whole Child (cont.) is on the horizon, where the question becomes not whether schools and communities should prioritize students’ holistic development but how they can do so effectively (Berger et al., 2019).

educators have more than one concern, more than a single, all-encompassing aim?” (Cigman, 2012, pp. 455–456).

Refocusing the Debate In a separate publication, Ortegón (2017) argues that debates in education on knowledge and cognition relative to enhancement and affectivity will change but persist. Less debatable will be the incorporation of both [cognition and affectivity], although “the rationale and ‘how’ of [incorporation] will remain” debated (p. 121). While debate on the cognitive–affective divide in education has not yet ceased, the nation may be at a moment in history where its resolution

Table 1 is a simplified representation of changes in conceptualizations of wellness in relation to social and educational change in North America from the late 19th to early 21st C. (Ortegón, 2017). It is solely intended to serve as a thinking prompt, inviting readers to reflect on a contemporary, holistic conceptualization of wellness in relation to present social and educational change.

Table 1 Changes in Conceptualizations of Wellness and Social and Educational Change (Late 19th to Early 21st C. North America)

Late 19 C. th

Early 20 C. th

Late 20th / Early 21st C.

Present?

Primary Illness Focus

Wellness

“Better than well”

“It’s okay not to be okay”

Primary Body (somatic) Locus

Mind (psychogenic)

Body and mind (somatic and psychogenic)

Holistic

Primary Physical Pathway hygiene

Mental hygiene

Emotional hygiene

All

Primary Physiological Approach

Environmental

Physiological, environmental

Ecological

Personality development / adjustment

Emotional intelligence

Whole learner

Social and Physical Educational conditions, Changes sanitary reforms

Note. Adapted from “Toward the ‘better than well’ cultural ideal: Understanding changing conceptualizations of illness and wellness and North American parenting, pedagogy, and education policy (19th-21st C.),” by N. D. Ortegón, 2017, Dissertations.

2598. CC BY-NC-ND 3.0 DEED.

8

Why Now?

is measured solely by academic tests” (ASCD Learning Compact, 2007, p.

4). If the vision of a successful learner has changed, teaching and learning practices must also change for the vision to become a reality. To realize a vision of educating the whole learner requires intentional, consistent integration of all dimensions of learning; involvement from whole schools and whole communities; and adaptation to local educational contexts (ASCD Whole Child Action Plan Guide; Berger et al., 2019). Who

Optimal Learning The Aspen Institute’s National Commission on Social, Emotional, and Academic Development (NCSEAD) (2019) writes, “We know more than we ever have about what it takes for optimal learning” (p. 12). Optimal learning occurs when cognitive, social, and emotional development are prioritized jointly.

Hence, facilitating optimal learning requires rejecting the false dichotomy

Optimal learning occurs when cognitive, social, and emotional development are prioritized jointly. of the cognitive­–affective divide, rejecting a vision of education that positions cognitive and social-emotional development in competition rather than in harmony with one another. To educate the whole learner necessitates embracing a holistic rather than polarizing either/ or mentality. Educating the whole learner also requires reconceptualizing what constitutes a successful learner.

The ASCD Whole Child approach conceives of a successful learner as “one who is knowledgeable, emotionally and physically healthy, civically inspired, engaged in the arts, prepared for work and economic self-sufficiency, and ready for the world beyond formal schooling” rather than “one whose achievement

is responsible for realizing the vision of educating the whole learner?

Educational Authority and Responsibility Relative to its predecessor (No Child Left Behind), the Every Student Succeeds Act grants a broader distribution of educational authority, necessitating a broader distribution of educational responsibility and reinvigorating the question, “Who is responsible for educating the nation’s children?” The NCSEAD (2019) argues that devolution places the future of education “more directly in the hands of parents, teachers, and school leaders” (p. 5). The commission maintains that devolution creates an opportunity and obligation: an opportunity to move past “rutted debates” 9

Whole Child (cont.) to start anew and a sense of obligation that extends “to all of the adults” in a child’s life (p. 5). If it takes a village to raise a child, who are the villagers?

NCSEAD, 2019; Lave & Wegner, 1991).

Learning transpires across formal and informal spaces including the home, school, community, and society at large.

When support efforts for whole child learning align across social contexts, children thrive because “they have consistent opportunities to build and practice their skills” (Berger et al., 2019, p. 27). Social disconnection hinders consistency, while social synergy fosters a collective impact that mutually reinforces the development of whole learners. To rebuild social connections requires a “[c] onsideration of the full socio-ecological model,” a whole-systems approach to cultivating a culture of connection (HoltLunstad, 2022, p. 203). The whole child approach is part of a whole systems approach (Llywodraeth Cymru Welsh Government Framework, 2021).

A Village Approach Reupert et al. (2022) argue that raising children necessitates a village approach.

Similar to the ASCD’s Whole School, Whole Community, Whole Child model, a village approach features children’s voices, as well as “multiple people (the ‘villagers’) including parents, siblings, extended family members, neighbors, teachers, professionals, community members and policy makers” who coordinate their efforts to “care for a child” (p. 426). A decline in social connection poses a challenge to such approaches, making it harder to change siloed practices that hinder the sharing of information, coordination of services, and integration of systems (Reupert et al., 2022). Although the COVID-19 pandemic accelerated a decline in social connection, it also forced people to collectively reexamine the role of social connection, health, and wellbeing in ensuring that children learn and live well (Llywodraeth Cymru Welsh Government Framework, 2021).

School as Ecosystem The Whole Child approach to education broadens the traditional definition of a successful learner to include a more holistic view of learning that emphasizes the development of children along multiple dimensions to ensure that each child is healthy, safe, engaged, supported, and challenged (ASCD, Whole Child Approach, 2023). Children who learn through the integration of social, emotional, and cognitive development are more likely to be equipped with skills that allow them to prosper in the

If learning is situated, the “how” of learning is inseparable from its contexts: the “where,” “when,” and “with whom” learning takes place (Aspen Institute, 10

Whole Child approach to learning and the conceptualization of the school as an ecosystem. Bronfenbrenner’s EST (1977) posits that various interconnected environmental systems influence the development of children. Each interconnected system impacts a student’s learning and development at

classroom, perform in the workplace, and succeed in life as contributing and productive members of society (Aspen Institute, NCSEAD, 2019). Reupert et al. (2022) argue to expand the concept of the village. If the concept of the school can be expanded to understand the school as a holistic organization,

Like its biological ecosystem counterpart, when communication between one or more parts of the school’s ecosystem is interrupted, the resulting impact on the child’s development can have lifechanging results (Guy-Evans, 2023). the school as an ecosystem would be composed of members who collectively contribute to a higher quality of life for all children. In this expanded village approach to education, all members in the school’s ecosystem share the responsibility of raising children through mutually beneficial symbiotic relationships that forge inextricable links between the school and all members of the learning community (Aspen Institute, NSEAD, 2019; Guy-Evans, 2023; Reupert et al., 2002).

multiple levels, moving outward from the immediate family (microsystem), to the interactions of families within the school setting (mesosystem), to the larger landscape of external influences on education such as policies and available resources (exosystem), to the cultural and societal context (macrosystem), and to the chronological development of a child over the course of their lifetime (chronosystem). All systems are interrelated and interdependent—similar to the way organisms are in a biological ecosystem. Therefore, the holistic development of the whole child depends on the relationships within and among these systems. Since these systems exist in all school communities, maintaining

A Comprehensive Theoretical Framework Ecological Systems Theory (EST) provides a comprehensive theoretical framework that aligns well with the 11

Whole Child (cont.)

arrangement of concentric structures (Guy-Evans, 2023). The school as an ecological system represents a holistic approach to learning, demonstrating the need for the support of each.

Defining the members of a school’s ecosystem is a starting point for building symbiotic relationships within the ecosystem where trust and collaboration create partnerships across all members of the community.

clear social connectedness among them is critical to the child’s development. Like its biological ecosystem counterpart, when communication between one or more parts of the school’s ecosystem is interrupted, the resulting impact on the child’s development can have lifechanging results (Guy-Evans, 2023).

As shown in the diagram above, a child’s development is nested within an 12

Defining the Members of the Ecosystem Public demand is rising for schools to implement effective educational approaches that promote academic success and enhance health and wellbeing, preparing children for the world of work and engagement as world citizens (Lantieri, 2012). In light of social disconnection due to family dynamics, economic pressures, health concerns, and longer working hours, caring for children must be a shared responsibility across the school’s ecosystem if families are to feel cared for and have a sense of belonging (Reupert, et al, 2022). It takes a village in which everyone is invested in the nation’s youth within a network of support for families. Shared ownership for raising children is distributed throughout the community; multiple perspectives and voices are welcomed and heard.

with schools and regular and meaningful opportunities to provide feedback and perspective throughout the process of educating their child. Engaged partnerships between the family and school are nested within the immediate microsystem that creates a child’s first experiences and is clearly connected to the child’s cognitive, social, and emotional development (Bronfennberer, 1977; Kelty & Wakabayashi, 2020).

Engagement of families is essential in Bronfenbrenner’s EST. Schools play a leading part in the healthy development of children. Rather than teaching social-emotional learning (SEL) as an isolated subject, SEL can be taught and integrated throughout the day. Frequent practice of SEL skills throughout the day aids in creating students who are ready-tolearn and prepared for life beyond school.

A shared vocabulary and understanding of how to work together and care for others is the responsibility of every adult who interacts with a child during the school day. Further, broadening the definitions of learning to include both cognitive and social-emotional skills better supports children as multi-dimensional beings whose development is rich and complex (Flook, 2019).

Students’ voices are essential; they are at the center of the school’s ecosystem.

Their perspective and feedback, which has traditionally been overlooked, is an important aspect of the learning process (Lupoli, 2018). They have the right to expect welcoming and safe school environments where all adults understand and care about them.

Families are the child’s first teacher and play an indispensable role in their learning journey. They have the right to expect strong, collaborative relationships

Teachers are instrumental in providing support and care for each child, especially in under-resourced and high-needs 13

Whole Child (cont.) schools. Trusting relationships are critical to students’ success. In turn, teachers have the right to expect both trusting relationships with their administrators and professional learning opportunities, allowing them to grow in their understanding of how to address the needs of the whole child.

sustain the work of educators is a critical aspect of their role in the ecological learning community (Allegretto, et al., 2021; Aspen, 2019).

Youth development and faith-based organizations are invaluable members of the learning ecosystem as they provide support for the school, children, and their families. Libraries, businesses, museums, and churches are instrumental in providing seamless extracurricular activities for the enrichment and development of youth.

Principals are second only to the teacher with regard to student achievement.

Their role in the school’s ecosystem is to create a learning environment where students have equal access to learning opportunities, needed resources, and where everyone feels safe and valued.

Principals can also provide socialemotional support for teachers, families, students, and other members of the school’s ecosystem by focusing on clear communication and collaboration at all levels of the system. Principals have the right to expect trusting relationships and support from district leaders.

All members of the learning ecosystem are connected to local and state policymakers who serve as leaders in the community and ideally provide the conditions that enable best practices in schools and the entire learning community.

Conclusion The holistic wellbeing of the nation’s children is a shared responsibility among all members of the ecosystem. The COVID-19 pandemic served as a reminder of the need to protect and nurture that system. Embracing the challenge of rebuilding, fortifying, and forging new social connections has never been more critical or more within reach:

Superintendents and school board members have the right to expect trusting relationships and support from the extended community. They are in a position to galvanize their district’s vision and mission, engaging all members of the learning community in the important work of educating the whole child, as specified in the ASCD Whole Child Approach tenets. Advocating for adequate resources to support and

In every collective human endeavor there comes a moment. A moment when we know so much more about 14

The Aspen Institute’s National Commission on Social, Emotional, and Academic Development (2019). From a nation at risk to a nation at hope. https://learningpolicyinstitute. org/media/3962/ download?inline&file=Aspen_ SEAD_Nation_at_Hope.pdf

what we ought to do… A moment when, together, we can make the possible real.

In education, that moment is now. (Aspen Institute, NCSEAD, 2019, p. 69) The time is now for an expanded definition of education at the systems level that includes the ASCD Whole Child Approach guided by the tenets, nested within a school ecosystem where all are responsible for the education of the nation’s children.

Berger, R., Sheldon, B., Garcia, J., & Deasy, J. (2019). National commission on social, emotional, and academic development: A practice agenda in support of how learning happens. https://www.aspeninstitute.org/ wp-content/uploads/2023/02/ aspen_practice_final_web_ optimized.pdf

References Allegretto, S., Garcia, E., & Weiss, E. (2021, July 14). Policymakers cannot relegate another generation to underresourced K-12 education because of an economic recession. Economic Policy Institute. https://www.epi. org/blog/policymakers-cannotrelegate-another-generation-tounderresourced-k-12-educationbecause-of-an-economic-recession/

Cigman, R. (2012). We need to talk about well-being. Research Papers in Education, 27(4), 449-462.

10.1080/02671522.2012.690238 Commission on the Whole Child (2007).

The learning compact redefined: A call to action. https://library.ascd. org/m/21e2f544234c3e97/original/ WCC-Learning-Compact.pdf

ASCD (n.d.). Whole child action plan guide. https://library.ascd.org/ m/1f2720c1c2296a94/original/ ASCD-Whole-Child-Action-PlanGuide.pdf

Flook, L. (2019). Four ways schools can support the whole child. Greater Good Magazine. https://greatergood. berkeley.edu/article/item/four_ ways_schools_can_support_the_ whole_child

ASCD (2023). The ASCD whole child approach to education. https://www. ascd.org/whole-child 15

Whole Child (cont.)

Health, 21, 1-11. https://doi. org/10.1016/j.ssmph.2022.101331

Gutmann, A. (1999). Democratic education: Revised edition. Princeton University Press.

Guy-Evans, O. (2023, November 3).

Brofenbrenner's ecological systems theory. SimplyPsychology. https:// www.simplypsychology.org/ bronfenbrenner.html

Kelty, N. E., & Wakabayashi, T. (2020). Family engagement in schools: Parent, educator, and community perspectives.

SAGE Open, 10(4). https://doi. org/10.1177/2158244020973024

Lantieri, L. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming Children and Youth, 21(2), 21–33. https://eric. ed.gov/?id=EJ980579

Na, P. J., Jeste, D. V., & Pietrzak, R. H. (2022). Social disconnection as a global behavioral epidemic—A call to action about a major health risk factor. JAMA Psychiatry, 80(2), 101-102.

Lupoli, C. (2018, April 20). Deepening student voice and empowerment.

ASCD. https://www.ascd.org/blogs/ deepening-student-voice-andempowerment

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/ CBO9780511815355

Holt-Lunstad, J. (2022). Social connection as a public health issue: The evidence and a systemic framework for prioritizing the “social” in social determinants of health. Annual Review of Public Health, 43, 193-213. https://doi.org/10.1146/annurevpublhealth-052020-110732

Llywodraeth Cymru Welsh Government (2021). Framework on embedding a whole-school approach to emotional and mental well-being. https://www. gov.wales/sites/default/files/ publications/2021-03/frameworkon-embedding-a-whole-schoolapproach-to-emotional-andmental-well-being.pdf

Kannan, V. D., & Veazie, P. J. (2023).

US trends in social isolation, social engagement, and companionship - nationally and by age, sex, race/ ethnicity, family income, and work hours, 2003-2020. SSM - Population

Ortegón, N. D. (2017). Toward the "better than well" cultural ideal: Understanding changing conceptualizations of illness and wellness and North American parenting, pedagogy, and education 16

Dr. Mary Zaharis has served as an educational leader in both private and public schools as teacher, assistant principal, principal, and principal/superintendent. She received her MA in Educational Leadership from the University of Georgia and her Ph.D. in Educational Leadership from Concordia University Chicago. Currently she is an Associate Professor and the Assistant Dean in the College of Education at Concordia University Chicago. Proudly committed to the vocation of educational leadership, she supports faculty and teaches students in the principal and superintendent preparation programs. Dr. Zaharis also serves as dissertation advisor for students completing their doctoral degree.

policy (19th-21st C.). (Doctoral dissertation, Loyola University Chicago).

Reupert, A., Straussner, S. L., Weimand, B., & Maybery, D. (2022). It takes a village to raise a child: Understanding and expanding the concept of the “village.” Frontiers in Public Health, 10, 424–431, 10.3389/ fpubh.2022.756066.

University of Washington Center for Child & Family Well-Being (2023, December 10). The bioecological model. https:// ccfwb.uw.edu/about-us/thebioecological-model/

Dr. Nicole Ortegón is an Associate Professor of Curriculum and Instruction at Concordia University Chicago (CUC). She is Program Leader of the CUC Doctoral Program in Curriculum and Instruction and Masters Programs in Curriculum and Instruction, Curriculum and Instruction with a focus on Trauma and Resilience, and Differentiated Instruction. She has taught courses in Education at the college and university level for over ten years. Dr. Ortegón formerly taught fifth through eighth grade Reading, English, Social Studies, Science, and Religion at St. Paul Lutheran Church and School in Chicago’s Austin neighborhood. She also has experience in instructional coaching, study abroad, and education outreach.

17

Whole Child Emotional Growth Through Comics

Edgar Ramos

The growth of a child requires so much time, energy, and resources; therefore, any help we can get is always welcomed. Raising a child has its difficulties and rewards, and finding ways to help children learn new things is always exciting. While we may find this exciting, we must wonder: How can we also make learning exciting for children? Helping children identify appropriate emotions to feelings and vice versa is, at minimum, a complicated process. The scope of this paper is well beyond the philosophical debate regarding what emotions are; however, we will start with a basic stance on emotion.

Arguably, an emotion is a physiological response to a stimulus. With that said, how can we define a feeling?

Often, the words are used interchangeably; however, this is incorrect. Instead, feelings can be defined as an interpretation of our emotions. For example, recall a trip to the movies with your date. As you sit by each other, you are both enjoying a shared, buttery popcorn.

When you gently reach for the next helping, you feel the subtle touch of their hand on yours. You begin to experience butterflies in your stomach, an increased heart rate, and maybe even a light coating of sweat on your forehead. You begin to breathe deeper and say to 18

here. Healthy (Tenet #1) of the whole child is described as the following: Each student enters school healthy and learns about and practices a healthy lifestyle.

Specifically, when considering health,

yourself, “I think I’m falling in love!” As romantic as this moment may be, the described physiological response also corresponds to possible symptoms of the flu. Given the context of the situation,

Our body’s reaction to an event and our interpretation of this reaction may not always be accurate. oftentimes we forget about or minimize mental health; however, per Tenet #1, health education curriculum and instruction supports and reinforces the health and well-being of each student by addressing the physical, mental, emotional, and social dimensions of health (ASCD 2013).

we determined that what we were experiencing with our body (emotion) was the feeling of love.

Our body’s reaction to an event and our interpretation of this reaction may not always be accurate. Either way, we strive for a well-balanced understanding of the two and hope for some form of consistency between them. Having said this, it is no small feat. Even the well matured adult may not always appropriately designate the accurate feeling to emotion or emotion to feeling.

This is a skill that can take time, patience, and nurturing to obtain.

Understanding how the child relates emotionally and socially, not just to their peers and teachers, is important. More importantly, understanding how the child feels or emotes to the material they are learning is critical. If people, places, and objects find their way in activating past traumas, doubts, fear, excitement, and joy, is it safe to say that reading can do so as well? There is no argument here, but I assume many would agree that reading can illicit varied emotional responses. By definition, reading can describe feelings and emotions, allowing the reader to internalize what the author aims to convey within the text.

Social emotional learning is a concept that has been integrated within academic institutions as it is a vital component of a student’s success. Moreso, it is essential to a child’s well-being, not only academic success. With that in mind, working within the concept of the Whole child, Tenet # 1 HEALTHY is poignant 19

Whole Child (cont.) grown up reading them. They provide an escape to a world that is different than ours, a world where good always wins.

They render a sense of justice and safety for not only the weak, scared, and timid, but also the regular, everyday person.

Today, comics have been integrated into many academic institutions. For example, they are used in health settings for humanitarian efforts, health education, dental work, pharmacy, and psychiatry to assist in implementing knowledge or easing one’s fear (Muzumdar, 2018, Logi, et al. 2023, Hasselmo, 2023, Mediros, et al, 2023). Even with this, they still hold a negative stigma in the world of child development, and more

What about a picture? What about a picture lacking a clear description of what is occurring, but rather an ambiguous gesture that can hold a multitude of meanings? In this scenario, the picture is one where we must create our own interpretation as to what the picture is conveying. For this reason, comics and graphic novels hold power. They convey emotions, or rather ambiguous representations, through pictures, or more precisely, visual representations (Simpson 2019).

Comics are nothing new with the current landscape of the Marvel Cinematic Universe (MCU) and DC Entertainment

...understanding the underlying significance and importance of what they are learning from the comic may facilitate a more receptive welcoming. not far behind. Superheroes and comics have become fairly mainstream. Their popularity has seen a definitive rise in the past several years as evidence by record movie and comic sales; however, comics have been around for a long time. The introduction of characters like Superman and Batman occurred in the 1930s and 1940s, respectively.

specifically, in the classroom setting as clear pedagogical styles are not clearly established.

In an article describing the relationship between comics and academia, Rothberg explains, “Although comics studies has now rightly claimed its role in academia, a potential gap remains: the discussion of pedagogical practices about how best to incorporate, teach, and use comics in the classroom” (Rothberg, 2022, p. 1).

Comics hold a special place in the hearts of many youths and adults who have 20

It is not easy to envision a child sitting in the classroom and holding a comic book while believing that the child is learning.

The concept itself is challenging to grasp, but understanding the underlying significance and importance of what they are learning from the comic may facilitate a more receptive welcoming.

and what we are. For children, this is especially true. Oftentimes, we find ourselves directing children on what to feel or how to feel. Doing this robs children of the opportunity to really look within themselves and explore how and what they are experiencing. This can be stifling and crippling in their self-journey of social emotional learning; therefore, their emotions may not be adequately expressed by the feelings they are having compared to what they are being directed to feel. Using comics, children can not only read a story, but feel the story. Practicing this skill will illicit future responses that can be molded and guided into a well-balanced, mature adult.

As previously stated, comics provide the advantage of creating feeling through pictures. They facilitate the evocation of emotion through visual representation without the use of words or language.

They touch on the pulse of society and all its dynamics. Gibson’s article highlights this concept well: “Since their inception, comic books and publishing companies have always commented on current society. Considering past and present administrations and sociopolitical climates, discussing issues of racism, prejudice, and human rights through the comic book medium is not new. As a popular medium, comics, showcase elements of controversy, anxiety, and entertainment” (Gipson, 2023. p. 1).

References ASCD. (2013). Whole child tenets. https://www.ascd.org/whole-child Gipson, G. (2023). Review of EC Comics.

Imagetxt, 14(1).

Hasselmo S, Thomas I, Páez J, Kowalski S, and Cardona L, Martin A. (2023). A hero's journey: Supporting children throughout inpatient psychiatric hospitalization using a therapeutic comic book. Journal of Child Adolesc Psychiatr Nursing, 36(3), pp. 211-219. doi: 10.1111/jcap.12415.

Recognizing the existing disparities within society is important for the growth of our emotional intelligence.

Understanding what people feel or may feel helps us relate to others and empathize with the human experience.

More importantly, it helps foster a sense of understanding in ourselves of who 21

Whole Child (cont.)

Rothberg, E. (2022). Review of with great power comes great pedagogy: Teaching, learning, and comics.

Imagetext 13(1).

Logi CH., Okumu M., Loutet M., Berry I., McAlpine A., Lukone S., Kisubi N., and Mwima S., Kyambadde, P. (2023). A participatory comic book workshop to improve youth-friendly post-r*pe care in a humanitarian context in Uganda: A case study. Global Health Science Pract, 21; 11(3).

Simpson, W. (2019). Feelings in the gutter: Opportunities for emotional engagement in comics. Imagetext, 10(1).

Medeiros, C., Zanin, L., Sperandio, M., de Souza Fonseca Silva. A., Flório F.M. (2023). Validation of an educational comic book to guide conducts in situations of dental trauma. Dent Traumatol. Oct 25. doi: 10.1111/ edt.12901.

Dr. Edgar Ramos is a faculty member at Concordia University Chicago where he serves as the Associate Dean for Health, Science, and Technology. He has presented nationally on comics and psychology.

Muzumdar JM, Pal S. (2018). Use of a comic book to assist pharmacy student learning of the ACA. Innov Pharm, 9(2), pp. 1-8. doi: 10.24926/iip. v9i2.947.

22

Book Review Hidden Potential by Adam Grant

Review by Amy MacCrindle

Click the cover to view on the author's website.

Success as a Journey of Growth and Learning Adam Grant's exploration of success resonates deeply with the principles of Carol Dweck’s Growth Mindset, offering a nuanced perspective that extends beyond conventional notions of achievement. Grant argues that success is not a static culmination of innate abilities but rather an intricate journey intricately interwoven with the dynamics of continuous growth and learning. According to his philosophy, the true essence of success transcends the

Hidden Potential by Adam Grant challenges the conventional perception of success, diverting attention from innate talent towards the ongoing process of character development and learning. This book intricately weaves stories, research, and data, emphasizing the indispensable role of meaningful learning in skill mastery with many applications that are essential in the PK12+ educational landscape.

Grant offers invaluable insights that are essential for educators 23

Book Review (cont.) the bedrock of individual success and fulfillment. Grant's emphasis on character development extends far past the confines of the classroom, reaching into the broader spectrum of life's challenges.

limitations imposed by initial capabilities, inviting readers to consider it as a fluid and evolving concept.

He articulates, "Progress is rarely noticeable at a snapshot in time—it unfolds over extended periods of time." This insightful observation prompts readers to adopt a holistic view of success, encouraging them

Grant suggests that, "It’s coaching others that elevates our confidence," adding a compelling layer to his argument. He illuminates the connection between

...Grant advocates for a forward-looking approach that recognizes and appreciates the extended periods over which genuine progress materializes. nurturing character traits in others and fostering one's own personal development. This underscores the transformative power of mentorship and support, urging readers to not only cultivate these vital attributes in others, but also recognize the inherent impact on their own confidence and growth.

Grant's insights invoke the idea that readers become not just conveyors of information but facilitators of personal growth, fostering an environment where character traits flourish and create a foundation for lifelong success.

to perceive it as an unfolding journey marked by a series of interconnected learning experiences. Instead of fixating on immediate outcomes or visible milestones, Grant advocates for a forward-looking approach that recognizes and appreciates the extended periods over which genuine progress materializes.

Prioritizing Character Traits Over Technical Knowledge In championing the elevation of personal attributes, Adam Grant fervently advocates prioritizing essential character traits such as determination, selfdiscipline, and resilience above and beyond mere technical knowledge.

His stance underscores the profound belief that these intrinsic qualities form

Failures as Opportunities for Learning and Thriving Grant challenges the notion that being a prodigy is paramount, highlighting the significance of failures positioning 24

them not as setbacks but as invaluable opportunities for learning and growth.

Grant's philosophy urges readers to embrace failures as an integral part of the learning process.

and support—where individuals feel empowered to fail forward and embark on new initiatives without the paralyzing grip of fear.

Grant shares that, "The responsibility of each generation is not to please our predecessors—it’s to improve conditions for our successors.” This quote portrays the pivotal role among generations to shape the future. It serves as a call to action, challenging the status quo, prompting readers to move beyond the narrow focus on immediate success and, instead, focus on building a foundation for sustained positive impact on future generations.

Grant suggests that how “How someone responds in a do-over is a more meaningful window into their character than how they handle the first try.” This statement encapsulates the essence of resilience and character development, suggesting that the true measure of a person’s potential is revealed not in initial attempts but in their ability to rebound, learn, and grow from setbacks.

By fostering an environment that encourages perseverance and resilience, others are better able to be shaped into individuals who not only overcome challenges but also view failures as opportunities for refinement. This reinforces the idea that failures pave the way for future success.

Measuring Success as Personal Growth and Improvement Grant urges a reevaluation of how success is measured, challenging the traditional emphasis on high ranks or positions. His philosophy places importance on personal growth and improvement as the true markers of achievement. Grant's emphasis on this transformative perspective underscores the notion that success is not a static destination but an ongoing journey of self-discovery and enhancement.

Cultivating Supportive Environments for Thriving Grant emphasizes the critical role of environments in facilitating the realization of individuals' full potential.

According to Grant, these environments must transcend traditional constraints, offering an opportunity for personal and collective growth. Central to this philosophy is the creation of a nurturing atmosphere characterized by trust

Grant articulates this stating, "Potential is not a matter of where you start, but of how far you travel." This powerful statement serves as a compass, redirecting the focus from initial starting 25

Book Review (cont.) points to the enduring and enriching distance traveled. By doing so, Grant encourages readers to transcend the fixation on immediate outcomes, fostering a mindset that recognizes the potential embedded in the learning process itself. This ensures that thoughts are grounded in the profound potential found within the journey rather than fixating on the outcome alone.

This fundamental principle resonates

Embracing Discomfort for Accelerated Growth Grant advocates for an approach that involves placing individuals in situations that push the boundaries of their capabilities. His philosophy centers around the transformative idea that "The best way to accelerate growth is to embrace, seek, and amplify discomfort," encouraging readers to foster an environment that challenges others to step out of their comfort zones.

empowerment allows all to thrive within

In essence, Grant's philosophy advocates for a landscape where discomfort is not seen as a hindrance but as a powerful catalyst for growth. By actively embracing challenges, others are able to expand their capabilities but also cultivate a mindset that values the process of learning over the pursuit of flawlessness.

of Elementary Curriculum, and is now the

For Grant, the bottom line is clear: “Growth is less about how hard you work than how well you learn.” (p. 44).

professor in the fields of leadership,

throughout Hidden Potential, urging readers to prioritize the journey of learning, growth, and character development. As educators this becomes important as we guide students and staff to unlock their potential. If we embrace this philosophy, a path that fosters a culture of continuous learning and the educational landscape.

Amy MacCrindle, Ed.D. began her career teaching Middle School Language Arts and Social Studies, also serving as a Literacy Coach. She transitioned into administration, growing her experience as an Assistant Principal (MS), Principal (ES), Director of Literacy (PK-12), Director Assistant Superintendent for Learning & Innovation in Huntley District 158. Amy’s passion and expertise are in the fields of change management, curriculum and instruction, innovation, literacy, and school culture. She teaches as an adjunct literacy, and EL learners. Follow Amy @ Amy_MacCrindle on Twitter!

26

Resource Corner

CAROL DWECK: A SUMMARY OF GROWTH AND FIXED MINDSETS Carol Dweck studies human motivation. She spends her days diving into why people succeed (or don’t) and what’s within our control to foster success.

Her theory of the two mindsets and the difference they make in outcomes is incredibly powerful. READ MORE...

ADAM GRANT: RETHINKING YOUR POSITION Adam Grant provides compelling insight into why we should spend time not just thinking, but rethinking. In this episode we cover how to change our own views, how to change the views of others, hiring processes, psychological safety, tribes and group identity, feigned knowledge, binary bias, and so much more.

READ MORE...

HELPING ADOLESCENTS TO FEEL COMPETENT AND PURPOSEFUL – NOT JUST HAPPY – MAY IMPROVE GRADES Encouraging adolescents to feel capable and purposeful – rather than just happy – could improve their academic results as well as their mental health, according to new research which recommends changing how wellbeing is supported in schools. READ MORE...

27

Resource Corner (cont.)

TO MOVE PAST THE READING WARS, WE MUST UNDERSTAND WHERE THEY STARTED The fundamental divide about what reading is and how to study it.

READ MORE...

HOW TO BUILD STUDENTS’ READING STAMINA Visited recently by one of his former students, Minnesota teacher Eric Kalenze was reminded of the push it took to get that student to read at length. READ MORE...

6 EXERCISES TO GET TO KNOW YOUR STUDENTS BETTER—AND INCREASE THEIR ENGAGEMENT Celebrating your middle and high school students’ unique identities can bolster connections and improve performance in school. READ MORE...

28

A CURIOUS MIND How educators and parents can encourage and guide children's natural curiosity — in the classroom and at home. READ MORE...

PARENTAL INVOLVEMENT IN YOUR CHILD’S EDUCATION For decades, researchers have point­ed to one key suc­cess fac­tor that tran­scends near­ly all oth­ers, such as socioe­co­nom­ic sta­tus, stu­dent back­ground or the kind of school a stu­dent attends: parental involve­ment. READ MORE...

PLAYING OFF THE PAGE Education and Leadership in the 21st Century - Evan Mazunik TEDxMSUDenver WATCH THE VIDEO...

29

Resource Corner (cont.)

CHALLENGES IN EDUCATION: A TEACHER'S PERSPECTIVE ON MENTAL HEALTH, RESOURCES & MORE Sit down with Olivia, a dedicated public school teacher with nine years of experience, including three years in the vibrant city of Chicago. Olivia shares her candid thoughts on the profound impact of the mental health crisis on both teachers and students, shedding light on the pressing issues facing the education system today. WATCH THE VIDEO...

30

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31

Article

Doris WellsPapanek

The Flip Side of Judgment and Bias: Transforming the Narrative via Meaningful Imagery, Empathy from Diverse Perspectives, Purposeful Storytelling, and Intentional Problem-Solving

As a young teen, my life was exceptional—until it was not. Without warning, my father passed away. It was like flying on a magic carpet where nothing could go wrong, and then suddenly, it all disappeared. Overnight, I became responsible for running the household and caring for my younger sister, who has Down Syndrome.

Fortunately, my dad had prepared me to navigate life's challenging situations.

We spent our weekends making things in his workshop, what he called the little house. I often observed him as a probation officer in court and joined him when he checked in on his troubled clients. Each experience had a significant impact as I practiced flipping barriers of judgment and bias into growth opportunities.

An Overview of Two Creative Problem-Solving Action Research Stories Last school year, I had the eye-opening opportunity 32

The shared concepts between the two include

to facilitate a nationwide creative problem-solving action research study with middle and high school educators and their students entitled The Art of Being Curious. Each teacher began by constructing a class project plan to engage their learners' journey as they developed the mental tools they needed to tackle the complex challenge of flipping negative situations into positive ones. This year's study, Creating Brave Spaces, is focused on Equity and Inclusion. Specifically, learning to discuss triggering topics in the classroom without judgment or bias. Students hone their reasoning, inquiry, and problemsolving skills while safely taking risks and embracing the unknown.

1) broadening one's perspective and minimizing bias while withholding judgment and maintaining respectful and empathic interactions with others, 2) flipping negative barriers into positive growth opportunities in safe environments, and 3) becoming responsible for navigating and reflecting on one's progress.

Highlights of the Art of Being Curious Action Research Study* After the pandemic, several study educators noticed their students struggled to navigate being at school after being away from the classroom, friends, and life. Speaking directly to the learners, on the following page is an example of one of the study projects designed to re-engage high school students and open their minds to seeing the positives again.

Both studies engaged students in strategic learning experiences: Meaningful Imagery, Empathy from Diverse Perspectives, Purposeful Storytelling, and Intentional ProblemSolving. Also, both closely aligned with the learning sciences of Betty Garner's Getting to Got It: Helping Struggling Students Learn How to Learn! (Garner, 2007), Greenleaf & Millen's "When Teaching Mirrors Learning: The DNA of Learning Blueprint" (Greenleaf & Millen, 2023), and John Hattie's "Visible Learning: The Sequel, A synthesis of over 2,100 meta-analyses relating to achievement" (Hattie, 2023).

Meaningful Imagery Practice Exercise Before tackling their Problem Set, all learners engaged in the following Practice Exercise to develop the mental tools required for comparative thinking via similarities and differences. One of the students summed up the exercise by sharing, "I loved painting a picture in my head, then using the sensory inputs 33

The Flip Side of Judgment & Bias (cont.)

to figure out what that meant." Another stated, "Growing a tree will give me the encouragement I need to keep growing as a person."

Learners were asked to sort their 21 Image Cards in an array with the images they were most drawn to from most to least. (See Figure 2 on the following 34

page.) Working next with the top six cards, they assigned each with a predefined descriptor, followed by writing a simple five-sentence story as a streamof-consciousness. They were also asked to include the words relate, interest, and relevant in the narrative. The aim was for the students to quickly draft a purposeful message that connected with their future (Greenleaf & Millen, 2023). Students learned how to 1) gather and organize diverse content while identifying insightful connections and 2) recognize patterns of behavior while processing purposeful

information. In addition, learners communicated their ideas, feelings, and insights quickly while making sense of meaningful imagery (Garner, 2007).

Empathy Mapping from Diverse Perspectives The second of four phases in the creative problem-solving process invited students to become aware of the influence of their own and others' inputs in four categories: sensory, environmental, cognitive, and emotional. Using a prepared deck of the same empathy

STEP #4 Assign one of the descriptors on the right to each of your six images. Feel free to move the words around to match the order of your cards.

Practice Exercise | The Art of Being Curious WHAT’S THE SAME? WHAT’S DIFFERENT?

21 IMAGE CARDS

∗ Surroundings ∗ Situation ∗ Interpretation

∗ Interesting ∗ Feelings ∗ Well-Being

An example of connecting selected images to descriptors:

STEP #5 ∗ Write a simple, five-sentence story that creates a meaningful connection between you, each of the images, and the descriptors. ∗ Find ways to embed the words relate, interest, and relevant in the narrative. The goal is to draft a quick message that is purposeful to you and your future.

Source: Facebook, images posted without credit, 2022.

Before tackling the Problem Set, this Practice Exercise will help you develop the mental tools you need for deeper thinking into conceptual models.

The goal is to learn how to become reflectively aware of your own sensory inputs, organize information, recognize patterns, and identify connections.

Comparative thinking skills support all these capacities by discovering insightful similarities and differences. Skills that you can use in school and life.

Example of a Simple Story | Stream of Consciousness Seeing the moon in the distant surroundings made me feel like I was stepping up into an endless spiral of stairs.

STEP #1 Place all of your 21 Image Cards in a 3x7 grid.

This caused me to relate this connection to the snowy white owl I saw several years ago.

My interpretation of its unique patterns looked like the spiraling movements of corkscrews in the wind.

I remember that specific situation vividly because it was my first day back in the mountains after not feeling well for several weeks.

STEP #2 Arrange the cards in an array with the images you are most drawn to first, left to right / top to bottom.

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Whenever I am bored, I often look up into the trees to help think of a reason to make the context more interesting.

Finding the owl's feather has become another relevant and important lesson. Whenever I feel off-center, I gently hold the feather and visualize the owl's graceful movements.

STEP #3 Keep the first 6 cards in their row and set aside the remaining cards.

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2

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35

The Flip Side of Judgment & Bias (cont.) of view regarding their situation, needs, and actions. Narratives were summarized alongside a self-generated bar chart to EMOTIONAL INPUT compare outcomes in preparation for the journey mapping, storytelling, and planning phases. (See Figure 3.)

Did you discover new meanings during the situation?

cards, learners gained insight into diverse perspectives by gathering data via interviews on which inputs triggered the most pronounced behaviors, responses, and decisions. Their new awareness helped to understand each person's point

SENSORY INPUT Which were the most important to you?

SENSORY INPUT

SENSORY INPUT

What did you hear of note during the experience?

What did you touch of note during the experience?

What did you taste of note during the experience?

Did the

IF YES, rate the value of the decision or conclusion compared to your other Emotional Inputs.

IF YES compa

Did the perception filter a response?

IF YES, rate the strength of the reaction in comparison to your other Sensory Inputs.

IF YES, rate the strength of the reaction in comparison to your other Sensory Inputs.

5

4

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2

1

0

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none

strong

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1

Did the perception filter a response?

IF5YES, rate 4 the3strength 2 of the 1 reaction 0 in comparison to your other Sensory Inputs.

of value5

0 none

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1

strong

none

0

none

ENVIR0NMENTAL INPUT

IMPORTANT NOTE:

What interactions or exchanges took place?

Each person being Interviewed will circle their Ratings on their Deck of Cards.

What was the tone of your communications or conversations?

Did the Influential Input trigger a response?

IF YES, rate the level of reaction had compared to your other Environmental Inputs.

5

4

a lot

3

2

1

0 none

COGNITIVE INPUT

COGNITIVE INPUT

COGNITIVE INPUT

What was your interpretation and understanding of the situation?

What thoughts were prevalent in your mind?

What did you not know prior about the situation?

What types of reasoning and thinking strategies did you use?

What ideas did you become most aware of?

What did you already understand?

Did the Influential Input trigger a new behavior?

Did the Influential Input trigger a new behavior?

Did the Influential Input trigger a new behavior?

IF YES, rate the usefulness of the new practices compared to your other Cognitive Inputs.

IF YES, rate the usefulness of the new practices compared to your other Cognitive Inputs.

IF YES, rate the usefulness of the new practices compared to your other Cognitive Inputs.

5 useful

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0

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none

useful

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1

Do y parti

Did the Influential Input trigger you to take action?

Did the perception filter a response?

strong

What durin

0

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none

useful

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0 none

EMOTIONAL INPUT

EMOTIONAL INPUT

EMOTIONAL INPUT

Did you discover new meanings during the situation?

What was your body language like during the situation?

What was your sense of well-being and balance during the situation?

Which were the most important to you?

Do you remember making any particular gestures or movements?

What level of satisfaction did you experience?

Did the Influential Input trigger you to take action?

Did the Influential Input trigger you to take action?

Did the Influential Input trigger you to take action?

IF YES, rate the value of the decision or conclusion compared to your other Emotional Inputs.

IF YES, rate the value of the decision or conclusion compared to your other Emotional Inputs.

IF YES, rate the value of the decision or conclusion compared to your other Emotional Inputs.

5

4

3

of value

2

1

0 none

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of value

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0 none

IMPORTANT NOTE: Each person being Interviewed will circle their Ratings on their Deck of Cards.

37

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of value

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1

0 none

The Flip Side of Judgment & Bias (cont.)

Student and Educator Assessment Reflections The educators and students were delighted with the framework and outcomes of the study. We documented the students' levels of engagement via an ongoing feedback loop by asking them to use their voices to relate to the contexts, discover personal interests, and make relevant connections to their future (Greenleaf & Millen, 2023). After the Empathy Mapping phase, we gathered feedback on the students' perspectives.

Below are a few highlights.

Interesting & Important "Learning how other people's perspectives vary was fascinating.

Some were detailed, and others not so much."

Relevance to the Future "Now, I can see the importance of engaging and listening to others about concepts I may not agree with or understand yet."

Beyond the ongoing levels of engagement reflections, the students provided feedback via timely formative assessments and 0-5 ratings of progress toward personal and academic growth (Hattie, 2023). Below in Figure 4 are a few representative educators' reflections on the impact of the study on student learning.

Personally Relate & Connect "I used to struggle with conversations, but now I feel more confident."

38

Highlights of the Creating Brave Spaces Action Research Study* The at-a-glance Creating Brave Spaces framework and overview of the learning process in Figures 5a and 5b on the following page exemplify how to apply the creative problem-solving process within new contexts. A data component could be added to assess personal growth. Measurement options include timely formatives, reflective feedback loops, and 0-5 scale student-generated ratings. In addition, data generated during the empathy mapping process could provide a deeper understanding of classroom, school, or district climate.

Greenleaf & Millen's DNA of Learning Blueprint, 2023 How we relate and interact with others depends on our level of engagement.

Our attention declines when we are not interested or deem something irrelevant.

Relating with purposeful interest and relevance drives engagement.

Learning Sciences Resources and Connection Prompts: Betty Garner's Approach to Comparative Thinking, 2007 Dr. Garner noticed that some of her best students struggled in their core classes. Her comparative thinking pedagogy supports students as they learn to 1) become reflectively aware of their own sensory inputs alongside others and 2) communicate their ideas, feelings, and insights via visual representations. Her research went beyond the cognitive structures, including 1) formulating open-ended questions and 2) gaining insights via student-generated inquiry. (Garner, 2007). (See Figure 6 on page 40.)

Body language and interactions provide windows into a range of emotions.

It takes a moment to read the room while observing reactions, responses, behaviors, and decisions. Understanding these emotions is essential as students learn, especially during social interactions.

Sorting memories within contexts and navigating uncertainties are constants in life. Our success and confidence depend on problem-solving skills. We compare and contrast to understand patterns as we face challenges based on past experiences and current needs.

The assessment of growth and learning invites students to pay closer attention to what they carry with them. Purposeful learning guides us throughout our future.

(See Figure 7 on page 41.)

John Hattie's Approach to Evaluative Thinking, 2023 Problem-based learning on its own does not provide the essential surface 39

The Flip Side of Judgment & Bias (cont.)

knowledge and deeper understanding

solving teaching practices prepare

students must have to solve complex

students to engage in forward-reasoning

problems. That said, intentional problem-

and productive engagement. Thus, 40

students are more likely to become

Lessons require educators to clearly communicate the learning intentions and success criteria via a cognitive task analysis to define the requisite mental functions. Evaluative thinking involves reasoning and critical thinking, intentional instruction, and actions, checking for unintended consequences, and adapting to maximize outcomes.

(See Figure 8 on page 42.)

curious and discover insightful solutions.

Students learn to define a problem, identify, prioritize, explore options, and use multiple perspectives to uncover insights. Creativity programs grounded in training, practice, and encouragement of imaginative skills can improve evaluative thinking skills of interpretation, analysis, evaluation, inference, and critical choices.

41

The Flip Side of Judgment & Bias (cont.)

References

Hattie, J. A. C. (2023). Visible Learning: The Sequel, A synthesis of over 2,100 meta-analyses relating to achievement.

Routledge. https://www.routledge. com/Visible-Learning-The-SequelA-Synthesis-of-Over-2100-MetaAnalyses-Relating/Hattie/p/ book/9781032462035

Garner, B. K. (2007). Getting to Got It! Helping Struggling Students Learn How to Learn. ASCD. https://www. ascd.org/books/getting-to-gotit?variant=107024E4 Greenleaf, R. K., & Millen, E. M. (2023).

When Teaching Mirrors Learning, Unpacking the DNA of the Learning Blueprint. In Press. https:// greenleaflearning.com/dna/

Wells-Papanek, D. E. (2023). The Art of Being Curious, NAEA DIG Action Research Study. doris@ designlearning.us

42

Doris Wells-Papanek, M.Ed., ithe Founder and Director of the Design Learning Network.

She collaborates with educators and school district leaders committed to creative problem-solving and empathy from diverse perspectives. Doris holds a master's in Curriculum and Instruction Design, focused on Action Research from National Louis University. She has a bachelor's in Product and Environmental Design from the Kansas City Art Institute and School of Design.

43

Feb. 28 - Mar. 1, 2024

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Renaissance Hotel • Schaumburg, IL

Article Bridging Compassion and Efficiency: Leveraging AI to Enhance Teacher-Student Connections in ResourceLimited Settings Chad Clark When envisioning my ideal classroom, as an educational technologist with a prior background in psychology, I see a space where the warmth of human compassion is the most pronounced of elements. I see this ordering no matter the learning environment—be it within a brick-and-mortar facility, a digital cloud, or even if the space straddles the two worlds, with students existing in both at any one time. I see it the same way whether the learners are 3 or 93. Yet all too often we educators have so much on our plates (“Manage Teacher,” n.d.) that we sometimes let teacher-student relationship building slip so as to focus on our own mental health (“Teachers: Protecting,” n.d.). AI can help teachers with this—AI can help classroom educators overcome the challenge of a taxing workload to allow them to better prioritize relationships with students by helping lighten some of that non-relationship building workload.

How AI will be utilized in educational contexts is a hot topic in our field and for me personally, it is something of interest; yet it does not frighten me. Continuing to envision an ideal learning space, I see a space where 45

Bridging Compassion and Efficiency (cont.)

The challenge is to balance this integration between two disparate but valuable aspects of teaching—to be compassionate and nurturing and to be on task and efficient. have a little faith. Have faith in your ability to reach and teach students.

Have faith in the students’ ability and desire to learn. Have faith, because that is something that AI will never be able to do (p 46).

this heart of teaching—building student/teacher relationships in order to maximize learning potential—is seamlessly blended with the diverse and efficient forms of technology utilized in our educational efforts in this digitallymediated world.

I take her point and agree with it wholeheartedly. All the same, we in education stand at a pivotal juncture— just as the Internet and then search engines changed education, so too will AI. As AI emerges as a transformative force, its potential to redefine teacherstudent relationships is undeniable and I believe that by using AI as an assistant—a personal executive teaching assistant if you will—teachers can restructure their routines to spend less time on administrative tasks and more time on learner-focused tasks.

That’s also the point where I see the first challenge of AI interrupt the idyllic vision.

Let me explain.

When done well the integration of the teacher’s heart and the machine mind (if you’ll allow me the anthropomorphism now to build to a greater anthropomorphic point later) creates a space where nurturing human teaching and the streamlined efficiency of technological tools coexist in harmony. The challenge is to balance this integration between two disparate but valuable aspects of teaching—to be compassionate and nurturing and to be on task and efficient.

An AI as Executive Teaching Assistant for Routine and Non-Relationship Building Tasks AI in education can significantly streamline various operations that often impose upon our time and energy. Using AI to automate tasks like grading and

Dr. Lauren Katzman (2023) noted: Artificial intelligence may change certain aspects of education but 46

lesson planning enhances operational efficiency which ultimately provides opportunity for educators to focus more on teaching. Though the proliferation of AI is far from its peak, AI systems are being increasingly employed to enhance, even create dynamic lesson plans that can then be differentiated by the teacher ("Lesson Planning with AI," 2023). AI can even help write differentiated assignments that lead to the same learning outcomes but are tailored more specifically to each student (Nieves, 2023). Of course, just as having faith in a student—or more colloquially, believing in them—is beyond the capabilities of any cold technology, these differentiated lessons must be predicated on a teacher’s knowledge of each student. The AI must be provided the parameters as well as the overarching learning objective and given scaffolding parameters so as to stay on point. Even by doing so, the time the teacher spends “programming” the AI to create differentiated instruction allows them to deeply consider each student anew and perhaps in a different light as well. Admittedly, this suggestion for utilizing AI as a teacher’s assistant is already being advocated as a tool for specific tasks such as creating quizzes “to ease every teacher’s workload” (Adlawan, 2023, para. 9).

there are only a handful of reported uses of AI applied in educational settings for the sake of relationship building. Still, even with the literature being light, two particular cases portend well for this type of use.

Because AI is only in its fledging stages, both in development, and in application,

Though it logical that the potential of AI in education is vast, it is still crucial

1. Georgia State University's AI-driven chatbot: Sends students personalized reminders and guides them through admissions processes (Garanhel, 2022). This is an example of AI enhancing efficiency in administrative tasks which ultimately allow the humans working with students through the admission process to focus on other matters like ensuring the institution and the student are truly a good fit for one another.

2. AI in Luther Burbank High School: Students here have used generative AI for inspiration for assignments regarding writing and art. While some students expressed concerns about the potential for misinformation, others saw it as a source of inspiration and a tool to lighten their workload (Ferlazzo, 2023). Though the teacher-learner conversations that ensued were not reported, one can image the richness of those as they are likely well-focused on the student’s aspirations.

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Bridging Compassion and Efficiency (cont.) starter with each student (“Student Engagement,” 2023). And as educators, we understand the magnitude of timely feedback and talking earnestly with students about areas of improvement.

All-in-all, AI should be seen and used as a tool that complements and enhances the educational process (Cohen, 2023).

to understand that it will not replace the human element. AI can help streamline teacher workflows, giving them more time to build relationships with students and foster their learning and development. Still, the successful integration of AI in education requires schools to prioritize relationship-oriented measurements (Fisher, 2023). Where the challenge is an overtaxing workload that pulls teachers away from student interactions, the solution very well could be to support those same teachers to utilize AI in this capacity as an assistant.

To that end, the integration of artificial intelligence into the realm of education represents a potential significant leap forward in harmonizing compassion with efficiency. This technology, still in its nascent stages, holds the promise of revolutionizing how we educators approach our roles, allowing us to reclaim time and energy previously devoted to administrative, rote, or otherwise non-relationship tending tasks. By offloading routine and non-relationship building responsibilities to AI, teachers can refocus their attention on the heart of education—the development and nurturing of student-teacher relationships.

Some such uses have been documented.

There are reported instances of using AI to facilitate personalized learning experiences (Cohen, 2023) including creating personalized learning paths, tailoring content and activities to match unique learning styles, and to provide smart content recommendations based on students' interactions with course materials—all of which, oh by the way, fosters a deeper understanding of the subject matter (“Student Engagement,” 2023). And doesn’t that as well as anything illustrate the maximization of learning experiences? I say yes.

The examples from Georgia State University and Luther Burbank High School illustrate the potential of AI in enhancing both administrative efficiency and creative inspiration, respectively.

These advancements signal a future where the humanistic elements of teaching are not overshadowed by the demands of efficiency but are instead enhanced by them. It is worth noting

Moreover, AI can provide real-time feedback on students' assignments and assessments, offering immediate insights into their performance and giving teachers a fast conversation 48

References

once more that the role of AI in education is not to supplant the human element but to support and augment it—to ensure that the warmth of compassion remains central in our learning environments.

Adlawan, D. (2023, October 31). The Pros and Cons of AI in Education and How It Will Impact Teachers in 2023. In Classpoint. https://www.classpoint. io/blog/the-pros-and-cons-of-ai-ineducation

As educators, it is our responsibility to embrace this transformative force with an open mind and a steadfast commitment to our students. The balance between compassion and efficiency in education is not a zero-sum game; with the aid of AI, we can enhance our capacity to connect with and inspire our students, while also maintaining the operational excellence required in modern educational settings—while also maybe even reducing a little of the workload-incited stress so many of us have felt in this epoch of doing more with less. In the age of AI, let us not fear the change but rather seize the opportunity to redefine and enrich the educational experience as we’ve been encouraged to do already, keeping faith in the enduring power of human connection at the core of our teaching philosophy.

Cohen, K. (2023, November 23) In Best AI Tools for Students. https://www. iu.org/blog/ai-and-education/bestai-tools-for-students/ Ferlazzo, L (2023, June 19). Here’s What Students Think About Using AI in the Classroom In Education Week. https:// www.edweek.org/technology/ opinion-heres-what-studentsthink-about-using-ai-in-theclassroom/2023/06 Fisher, J. F. (2023, September 12) AI Can Make Schools More Human, But Only If Schools Prioritize Relationship Metrics. In Harvard Advanced Leadership Initiative. https://www. sir.advancedleadership.harvard. edu/articles/ai-can-make-schoolsmore-human-if-schools-prioritizerelationship-metrics Garanhel, M. (2022, June 17) 5 real-life use cases of artificial intelligence in education. In AI Accelerator Institute https://www. aiacceleratorinstitute.com/549

Bridging Compassion and Efficiency (cont.)

Student Engagement Strategies: Leveraging the Power of AI. (2023, August 1). In Lambda Solutions. https:// www.lambdasolutions.net/blog/ student-engagement-strategiesleveraging-the-power-of-ai

real-life-use-cases-of-artificialintelligence-in-education/ Katzman, L. (2023) Have a Little Faith: Teaching in the World of AI. Illinois Association for Supervision and Curriculum Development Quarterly Journal, 42-46.

Teachers: Protecting your mental health (n.d.). In Mental Health America. https://mhanational.org/teachersprotecting-your-mental-health

Lesson planning with AI: Save time and get ideas. (2023, November 20).

In Ditch That Textbook. https:// ditchthattextbook.com/ai-lessonplanning/

Dr. Chad Clark is an Assistant Professor and Director of the Doctor of Education in Educational Technology program at Bradley University. Dr. Clark seeks to harmonize established educational theories with the digital delivery of education and AI usage.

His desire is to champion best practice when teaching with technology.

Manage Teacher Workload: How You Can Do More in Less Time (n.d.) In Room to Discover. https://roomtodiscover. com/teacher-workload/ Nieves, K. (2023, June 6). 5 Ways to Use AI Tools to Meet Students’ Needs. In Edutopia. https://www. edutopia.org/article/using-ai-toolsdifferentiated-instruction/

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Article How the Human Resource Department Supports Staff in Challenging Times

James Robinette

The human resource department has many different responsibilities. These responsibilities can range from benefits, onboarding/offboarding staff, contract negotiations as well as disciplinary investigations just to name a few. All of these important tasks can and should be in a human resources job description. One responsibility that won’t show up in a job description is the support that the human resource department gives staff on a day-to-day basis in good times and bad.

The human resource department is open 24/7 and it is extremely important for the staff to understand that support is there at all times.

Supporting staff when everything is going well is easy. The human resource department can support staff by creating a monthly newsletter with important information. This information can include healthy eating/workout habits, upcoming special events for the entire district as well as general information about the district’s processes and procedures. The more information that can be given to the staff, the more the staff will be empowered to do things and find answers to questions on their own. Staff will be informed of what is happening in the district which may improve 51

Human Resource Department (cont.) about you on your birthday? A simple and easy, yet overlooked, way to make staff feel special is to wish them a happy birthday. This can be done through email or you can even have birthday cards and hand-deliver them if you would like.

The nice thing about sending an email is that the email can be scheduled to

the culture and climate as it can create a sense of belonging.

Spending time in the school buildings sends a great message of supporting staff through the good and bad. Spending anywhere from an hour to half a day in each building to meet with staff members

It is important to vary the times that you are in the schools to be able to allow all staff to come down at some point if they want. on their lunch break or planning time helps build relationships and allows for questions to be answered. This time allows staff to get the support they need.

It is important to vary the times that you are in the schools to be able to allow all staff to come down at some point if they want. Along with spending time in the buildings, the human resource department can utilize any type of online calendar system to allow staff to schedule meetings around their schedule. This works very well and is appreciated by the staff as it demonstrates that what they do is important.

be sent. Sending everybody a birthday wish only takes a few minutes. This will not only make the person feel special, but it will also help improve staff morale throughout the district.

Staff will eventually retire from a school district. The human resource department will play a major role in a staff member’s transition to retirement. A very simple way to make a major impact on the staff who are retiring is to hold a face-toface meeting with them to discuss their details of retirement. At this meeting, the staff member may be nervous, anxious and/or downright ecstatic about the possibility of retirement. Taking the time to meet with the staff member to review the requirements and expectations is extremely important because it gives the staff member time to understand what

The human resource department has the ability to make people feel special.

Everybody loves a birthday wish.

Wouldn’t it be a special feeling that somebody in the district office is thinking 52

is ahead of them. It allows the district to discuss specifics of the retirement plans and assist the staff with potential retirement planning. A simple faceto-face meeting can potentially calm staff’s nerves and allow them to feel comfortable moving forward.

all the paperwork and minutiae, such as timelines and regulations that go into FMLA and other types of leaves. A human resource department can remind the staff of their return to work date when it is getting close and follow up with school building personnel, making the transition back to work as smooth as possible while supporting the substitute teacher during the leave.

These are just a few ways to support staff when things are going well, nonetheless, it is also extremely important to be supportive of staff when things are not going as well. There is extreme support that is needed when a life-altering situation occurs or when something unexpected happens that needs extra attention. Staff need to know that the human resources department is there to help.

Some families deal with personal loss throughout a school year. When this happens, nothing is easy and staff need as much support as possible. The human resource department can and should send a brief email offering support in any way. This is extremely important as the school district becomes one’s work family. What better way to demonstrate being a family than by lending a hand in a difficult time. Schools can work with the human resource department to begin a meal train for dinners, help get substitute coverage for bereavement leave, or just ask “How can I help” and support the staff. One very very small offering of support is to send the staff member a bereavement card. This may not seem like a big deal, but the gesture goes a very long way.

The Family Medical Leave Act (FMLA) is not in a staff member's everyday thoughts. When staff need to utilize FMLA, it is typically not a good thing. Of course, there are child births and other events that can be a bright spot, but there are other countless issues that arise that are worrisome. That is why the human resources department needs to be supportive and work through the process step by step to show the staff that the district cares. The human resources department can do weekly, bi-weekly, or monthly check-ins with the staff on leave to see how they are doing, displaying concern and support.

Staff are not necessarily thinking about

The human resource department is open 24/7 and is there for staff through the good and bad times. It is the little things that go a long way. By doing 53

Human Resource Department (cont.)

It is the little things that go a long way.

James Robinette has served as principal of Congress Park Elementary School since 2018. Before that, he was principal at Barbour Two-Way Language Immersion K-8 for 3 years. Robinette has presented at several Illinois conferences including Kane County ROE Institute Day (2020), ESSA Conference (2019), IPA Conference (2018), as well as the Statewide Conference on Bilingual Education in 2017, 2018, and 2019. He has also worked with CORWIN on Deep Equity within District 102. Dr. Robinette resides in Lombard where he currently sits as a D44 School Board member.

the little things, staff feel supported, and recognized, realizing the value of the organization. Human resource departments need to put the human back into how they support staff. The culture, climate, and overall satisfaction will improve by supporting the staff during the good and bad times.

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55

Article Recognize and Respond to the Problems of Adultification of Black Boys

David C. Coker

Everett Singleton

Introduction The following article should change everything a professional does with children every day of every moment. It has ours! If one internalizes the following, one will live culturally relevant education every day, every moment, with every child.

There was a complaint after saying “Great job, boys” to a group of high school Black boys to celebrate the success of a recent assignment. A Hispanic staff member, referencing her interracial children, screamed it was racist to call the 15-year-old teenage boys “boys.” Having never heard of a teenage man, the expectation was shocking.

A former juvenile correctional teacher and principal (another author) recalled while teaching that there was an overrepresentation of Black male youths throughout the year. This moment marked the beginning of the awareness of the adultification of Black boys in educational spaces that target them for incarceration.

There have been many conversations as the following about educating incarcerated juveniles: “Why does it matter? It’s not like they’re going anywhere.”

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Defining the Problem Writing off children is a real problem.

Amir Gilmore, Assistant Professor and Associate Dean at Washington State University, summed up the problem:

Roger Williams University and author of Anti-Blackness at School, stated adultification “dehumanizes Black youth, positing that their development is somehow atypical from other youths’

Dehumanization, through stereotypes and unconscious bias, is often by well-meaning people.

They believe up-aging Black boys makes them mature, but the consequences can be dire.

“When we foreclose the possibility of Black boys possessing robust and meaningful boyhoods, we deny the essence of what makes childhood special: innocence, joy, leisure, and wonderment.”

development, in issues ranging from culpability to intelligence to tendencies towards violence.”

Language Matters Dehumanization, through stereotypes and unconscious bias, is often by wellmeaning people. They believe up-aging Black boys makes them mature, but the consequences can be dire. We have witnessed staff members view Black boys as older and in need of less help.

Whereas one views a White boy as “boys will be boys,” the same action by a Black boy is viewed as an angry, violent man.

Normative adolescent behaviors should not be recast as adult behavior.

The adultification of Black boys seemed pervasive, with staff members trying to bend students to their preconceptions.

The lives of urban youths were often markedly different, with crime, violence, and food insecurity. One child spoke about how he knew the best places to dumpster dive when hungry to “eat like a king.”

Adultification affects Black boys of all ages, from elementary school through adolescence. Labeling Black boys as adults attempts to deny Black boys a childhood afforded White boys.

Kerri Ullucci, Associate Professor at

Most teachers have training in child development. Advances in science suggest the adolescent brain does not reach full maturity until 25. The adolescent brain still lacks fully formed 57

Adultification of Black Boys (cont.)

Reframe your language and expectations.

“Good job young man,” “Grow up,” and “Be a man” sound innocuous, but the beliefs behind the statements can be devastating. What you say and what you want can make or break a child. First, do not become defensive. Secondly, what is acceptable varies by location, classroom, and the individual. Third, put on the lens that sees all children as children in need of guidance. You must evaluate and be willing to change; having outsiders observe might be necessary.

connections for advanced decisionmaking. Making Black boys prematurely into men takes away the care and responsibility of educating the whole child. Gilmore calls for stopping the agecompression of Black boys and thwarting the cultural-political processes which pathologize normal boy behavior as deviant. Recognizing all boys as boys can lead to building relationships to educate, mentor, and develop young minds.

3 Tips to Transforming the Education of Black Boys Humanize by seeing children as children first. Instead of hearing a staff member say, “The children are incorrigible,” see the success of others who stated, “I didn’t have a problem because I treated him

Agency, or be the change the world needs. Accept that as a teacher, you have the power and the moral imperative to teach in an equitable and affirming manner. Right now. Deadultification

A conscious decision must be made to celebrate Black boyhood and accept where children are and not where one wishes they were. like he’s human.” Being well-meaning or doing what one has always done is not enough. There are no spokespersons, such as the woman at the beginning of the article, who mistook denigrating adult Black men as boys as the same as adultifying children, yet thought the answer to every problem was to throw a kid in his cell.

starts with the next conversation you have, the next intervention, and the next call home. A conscious decision must be made to celebrate Black boyhood and accept where children are and not where one wishes they were. Instead of the Black boy being cast as sleepy and unmotivated, a personal conversation revealed he had recently started a new 58

medication. Asking a child what he expects, such as a poor reader not wanting to be cold called, can build a safe space.

night, so you have to approach things differently.” Meaning well is not enough— research your practices, tackle difficult conversations, and measure improvement toward social justice and equity.

Responding to each child with passion and concern moves from deficit thinking toward building a better future.

Developing a success plan, such as the Black boy on new medication, reframes not just a situation but an entire life. In our conversations, a 17-year-old Black boy stated his brain would not mature until he was around 25; we all stated being a boy means we know there will be mistakes and immaturity, and we will grow together. What are the meanings of our speech? Are some children held to a different standard? What would I expect for myself and my own child? A continual dialogue and reappraisal can help staff members build capacity.

Acknowledgement: Special appreciation to Amir Gilmore at Washington State University and Kerri Ullucci at Roger Williams University for their insight and feedback on the preparation of this manuscript.

David C. Coker is an Adjunct Professor in the Advanced Education Programs at Fort Hays State University and runs and teaches in a juvenile detention center in Illinois for the past 18 years. He researches and publishes about equity in education nationally and internationally.

Everett Singleton is an Associate Professor in the Womack Educational Leadership Department at Middle Tennessee State University. Before, he served as an Assistant Professor in the School of Education at Northwest Missouri State University and spent nearly two decades as a juvenile correctional counselor, schoolteacher, and administrator for the Department of Children Services. Singleton's research focuses on the educational experiences of marginalized student populations, including the educational experiences of incarcerated youth affected by the school-to-prison pipeline and youth trauma.

Move Beyond “Not Me” Many will read this column and say, “Not me. I’m not a racist. I love all children.”

The same staff member stated she gave up on a Black boy because he gave up his authentic self to act tough. When one author was a juvenile officer, he realized the most important point was developing relationships by greeting all juveniles daily and listening to their concerns. In contrast to an officer who thought the children never did anything right, another officer counseled a new staff member that “the kids can get a little rowdier at 59

Article Growing Minds, Changing Lives

Emily Gasca

“Surround yourself with the dreamers and the doers, the believers, and thinkers, but most of all, surround yourself with those who see the greatness within you, even when you don’t see it yourself.” ― Edmund Lee

The school year was 2019-2020, known as the COVID year. I stepped into my school as the new kindergarten teacher. I wasn't sure what I was getting into, but then again none of us did that year. However, as a teacher leader, I was confident adjusting would come with ease.

I would be one of the founding multilingual teachers to help establish a multilingual program using the bilingual program model. The school was about 4 years old. The new principal wanted to establish a Transitional Bilingual Program (TBE), but some teachers were not on board.

Mainly because we lacked the support, training, and resources needed. The shifts that were going to take place were not received with anticipation or willingness, as is typical in education. Change is hard, I had to learn that impacting my school community required emotional intelligence as I identified what was going to 60

drive my colleagues, keep us motivated, and sustain our work beyond the primary grades. As a change agent, I saw this as the opportunity to lead an initiative that would impact my students as well as the TBE program as it was in its birthing stages.

This is where the true work began— myself along with the preschool and firstgrade team had many challenges and the challenges were immense. Not only were we going to be teaching in Spanish we would also have to do it with little to no resources, shifting from virtual to hybrid, and finally back to in-person.

our team and our champions. Change can not happen without all stakeholder buy-in and participation. I immediately got to work, collaborating with my principal, deciding to focus on sentence frames to help students orally respond to questions. We would follow the Skyline curriculum scope and sequence, using the REACH Performance Task, which is an assessment tool Chicago Public Schools uses to measure students’ growth and it is attached to educators' evaluation ratings. This would be a good data point because we wouldn’t have to create or add any extra assessments.

As we began the school year 2021-2022 I was determined to equip the primary multilingual educators with the tools

To our surprise, we didn’t even have to administer an assessment due to COVID. So many challenges, but WE persevered.

One of the most successful icebreakers was the empathy circle where I intentionally created a safe place for us and built trust. Teachers would share any worry on their minds and then listen as others reflected on the strengths they saw in that person. and resources we needed to develop students' oral language and vocabulary skills as well as create aligned literacy and math instruction across grade levels. The teachers on my team began the year with so much confusion and wanted answers.

When challenges arise we must identify

All five educators were tenured, yet they agreed to administer the assessment at the beginning of the year (BOY) and end of the year (EOY). I set my goal for teacher alignment in our environment, specifically in classroom environmental print as well as being intentional about 61

Changing Minds (cont.) and developed alignment in our scope and sequence for literacy skills students would learn from prekindergarten to 2nd grade.

our language as educators. The students from prekindergarten to first grade would perform at an 80% mastery on grade-level standards by the EOY.

We also created a peer observation checklist to help us hold ourselves accountable for making the changes we agreed to. Along the way, we broke past teachers’ initial resistance because they were able to see the impact our work would have on our multilingual students.

To say I am proud of the work my team has accomplished would not suffice. We reached our vision and more.

I knew this wouldn’t be an easy goal to accomplish, and I needed to establish trust with my colleagues. We met weekly and always had an icebreaker. One of the most successful icebreakers was the empathy circle where I intentionally created a safe place for us and built trust. Teachers would share any worry on their minds and then listen as others reflected on the strengths they saw in that person. I could physically see their body change as their spirits were being uplifted and poured into. THIS WAS LITERALLY THE GAME CHANGER for our team. After that, we would share about our personal lives, things on our minds, and things on our hearts and we grew as a team, almost instantly.

As a teacher leader, I was able to see how consistency and intentionality lead to change. There were many barriers we had to overcome but I did not let that interfere with our work. What started as a project to establish common instruction has made an impact on the entire school.

The framework we created for primary bilingual instruction is expanding, and the division we saw amongst the staff in our building has transformed into unity and a common vision. Every year we will continue to grow as a team, to support this work at every grade level and make sure students transition smoothly from one grade level to the next with the tools and resources we created.

One of the greatest lessons I learned is that when working with adults to lead change, trust is key to shifting mindsets. As our team built trust, I learned more about my team members' strengths and shifted from leading to delegating the work.

We created sentence frames to help students construct deeper responses to questions, agreed on vocabulary words that would be taught at each level, built students’ academic vocabulary in Spanish,

The teachers on my team started the year confused about the direction our program was heading. By the time 62

we met with our principal in the third quarter to review progress, he noted that our team had gained clarity; teachers were invested in the work and knew how to advocate for what their students needed. We had grown into a powerful team and I grew as a leader as well. I was given a new leadership role as a bilingual reading interventionist, where I’ll be able to make an impact on all students and teachers. I’m much more willing to step outside my comfort zone and meet others where they are with the leadership style they need.

establishing a balanced literacy framework.

As a partnership with The New Teacher Center, Emily had the privilege of being coached by Lee Canter. She attributes her classroom management success to his coaching. Emily has led three initiatives centered around literacy, alignment, and bilingual education, and has been a founding teacher for the bilingual program at two Chicago Public Schools. She has led three initiatives, where the success rate for student mastery of the SMART goal has had an average of 90% success.

In her spare time, she has led professional development for educators on cultivating a reading classroom environment filled with joy and love for reading. Emily also hosts professional development on The Danielson Framework: Domain 2- The Learning Environment, to help teachers thrive in their evaluations. She previously worked with The New Teacher Center and the National Museum of Mexican Art, where she created culturally diverse art and literacy units. Her passion has led her to begin her journey as The Reading Environmental Specialist. Emily is now on a mission to share her framework to cultivate a reading environment that is filled with joy and love for reading.

Emily Gasca is The Reading Environmental Specialist. She currently serves as the MTSS Lead and Multilingual Reading Interventionist for grades k-8th at Sadlowski Elementary in Chicago. Emily holds a Bachelor’s degree in Bilingual Education and a master’s degree in Reading. She has been an early childhood educator for over 17 years. Emily began her career as a Kindergarten Teacher Assistant. This led her administrators to choose her as the Lead Teacher for The Children's Literacy Initiative, to lead a team of five kindergarten teachers in

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19 Upcoming Events 28

Power Up Your Emergent Bilinguals by Weaving Writing and Reading Into Your Literacy Block with Adelfio J. García Feb. 7 | 9:00am - 3:00pm The Nineteenth Century Club “All instruction is culturally responsive.”

Centering instruction on our Emergent Bilinguals’ language practices, culture, and identity should be the norm.

Connecting the Dots on Student Success Building Strong Evidence-Based School Systems with Steve Oertle Feb. 13 | 9:00am - 3:00pm ISU Alumni Center Gain understanding of how GVC, CFAs, PLCs, and MTSS come together to create a seamless, evidence-based school system.

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UNPACK MATH FOR KIDS K-5. Put the Practices into Action: Bring the Standards for Mathematical Practice to Life in the K-5 Classroom with Susan O'Connell Feb. 20 | 8:30am - 3:00pm Medinah Shrine Banquets Sue O'Connell unpacks each of the 8 Practices and provides practical ideas and activities to help you integrate them into your existing math program.

Use Your Technology: Don't Let Your Technology Use You presented by Dan Meyer Feb. 8 | 9:00am - 3:00pm Medinah Shrine Banquets Experience a math classroom that is connected and creative, and choose free technology that develops those classrooms, making technology a tool that teachers use rather than the reverse.

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43rd Annual Pre-K, Kindergarten & 1st Grade Conference Feb. 29 - Mar. 1 | 8:00am - 3:15pm Renaissance Schaumburg

Beyond Algorithms: Harnessing Ai for Human-Centered Education & Leadership by Micah Miner Feb. 13 | 9:00am - 12:00pm Live Online Journey beyond the buzzwords, past the hype and straight to the heart of what AI truly means for education and leadership.

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Unlock an MTSS Framework to Address Trauma with Dr. Femi Skanes Mar. 20 | 9:00am - 12:00pm

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continuous improvement via Impact Teams (a learner-centered PLC Framework).

Live Zoom With almost 10 years as a high school principal, Dr. Skanes is known for her commitment to revitalizing schools by fostering positive community relationships.

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Increase Writing Vigor In Your Students Apr. 24 | 9:00am - 3:30pm NIU Naperville This presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success.

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Increase Student Engagement Through DIFFERENTIATION with Dee Schnautz Apr. 2-16 | 3:30pm - 5:00pm Virtual 21st century-styled teaching involves addressing students with different needs at all ability levels within the same classroom.

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Harness Ai As Your Personal Education Assistant with Ben Sondgeroth Apr. 3 | 9:00am - 2:30pm NIU Rockford This hands-on workshop will introduce you to AI tools and best practices to personalize student pathways, automate feedback and optimize your classroom time.

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Grading From the Inside Out with Tom Schimmer Apr. 30 | 8:30am - 3:00pm Medina Shrine Center The development of a standards-based mindset is the oft-overlooked, but essential, first step for long-term grading reform.

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Revolutionize Impact Teams (PLCs) with Paul Bloomberg & Katie Smith Apr. 15 | 9:00am - 2:30pm NIU Naperville Explore and learn to ensure asset-based

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Step In, Step Up: The Women's School Leadership Journey with Jane Kise Apr. 25 | 9:00am - 3:30pm NIU Naperville Current and aspiring women leaders will get a jump-start on a twelve-week leadership journey.

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IL ASCD Area Representatives In 2014 when IL ASCD reorganized our leadership team, the role of Area Representative was created. Our “Area Reps” as we call them are a link to and from the various regions of our state. IL ASCD follows the same areas established by the Regional Offices of Education.

Our Area Reps are led by two members of our IL ASCD Board of Directors, Denise Makowski and Andrew Lobdell.

Denise and Andrew are the Co-Leaders of our Membership and Partnerships Focus Area.

Denise Makowski

Chicago 773.535.7252 dmkowski224@gmail.com

Andrew Lobdell

Principal of the Junior High School in the Lena - Winslow School District # 202 815.369.3116 lobdella@le-win.net

Current Area Reps AREA 1: (Green)

AREA 2: (Dark Blue) AREA 3: (Yellow) AREA 4: (Pink) AREA 5: (Light Blue) AREA 6: (Gold)

April Jordan Jennifer Winters Stacy Stewart Erik Briseno Chad Dougherty Heather Bowman Vacant Mica Ike Vacant

Contact information for them can be found HERE.

The roles of the IL ASCD Area Representatives are: •

Encouraging IL ASCD membership to educators in their local areas;

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Assisting with professional development;

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Attend board meetings and the annual leadership retreat, when possible;

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Disseminating information from IL ASCD board meetings or other sanctioned IL ASCD activities to local school districts or other regional members

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Being a two-way communication vehicle between the local IL ASCD members regarding IL ASCD or any educational issues.

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Keeping IL ASCD Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.

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Communicating regularly with IL ASCD Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.

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OUR MISSION “To build the capacity of educational leaders to enhance the quality of teaching and learning” EXECUTIVE COMMITTEE President—Scott England (University of Maryland Eastern Shore (UMES) President-Elect—Amy Warke (Harvey SD 152) Past-President—Belinda Veillon (Nippersink 2 & Richmond Burton CHSD 157) Treasurer—Doug Wood (Springfield) Secretary—Amy MacCrindle (Huntley 158)

FOCUS AREA LEADERS Membership and Partnerships Denise Makowski (Chicago) Andrew Lobdell (Lena-Winslow SD 202) Communications and Publications Joe Mullikin (Meridian CUSD 223) Jacquie Dunginske (McHenry #15) Advocacy and Influence Richard Lange (National Louis University) Brenda Mendoza (West Aurora SD 129) Program Development Bev Taylor (Oak Brook) Terry Mootz (Crystal Lake) Sarah Cacciatore (Mundelein School District #75) Dee Ann Schnautz (SIU Carbondale) Doug Wood (Springfield) Amy Corso Reed (O'Fallon) 67

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