Panel Discussion with Educators

Paul Freeman, Guilford Public Schools
Timothy Nokes-Malach, Learning Research & Development Center
Magda Parvey, Middletown Public Schools
Mark Ramirez, Dallas ISD

What Student Powered Improvement Looks Like

Kari Nelsestuen and Julie Smith, Improvement Specialists, Community Design Partners

Students are the living experts of our systems. What then is our responsibility for partnering, in meaningful ways, with them in our school improvement efforts? In this session, we will preview different ways that students are showing up as partners to improve the systems that directly impact them. Participants will get experiences with tools and practices that support adult mindsets necessary to successful partnerships as well as a deeper look into one model, “Design Camps."

Workshop Materials

• Dallas ISD NSI Collaborative on Race and Racism

Honoring Students: Where Belief and Lesson Routines Intersect in Mathematics Classrooms

Note: this workshop is 75 minutes and ends at 2:15 ET

Joe Dostilio and Kristin Klingensmith, Fellows, Institute for Learning

Believing that students are doers of mathematics and that their lives provide greater context for mathematical knowledge than what our lessons alone provide is vital to equitable teaching and learning. Join us to explore how combining these beliefs with consistent use of lesson routines that place students’ solution paths and voices at the center of math classrooms honors and recognizes each student’s assets and fosters development of agency and positive mathematical identities.

Session materials are available to registrants using the magic link or by logging in at app.expopass.com.

Locating Yourself Through Personal Narrative

Sara DeMartino and Cheryl Sandora, Fellows, Institute for Learning

Simone Johnson and Stephanie Wasson, Teachers, Wilmer Hutchins High School

Narrative writing is a critical tool for composing compelling expository and argument writing. Personal narratives provide students with an opportunity to disrupt the narratives about themselves and the communities they belong to. However, it's important for teachers to first understand their own histories and memberships in communities before they ask students to engage in this critical work. In this session, participants will get an overview of the student-teacher collaborative design project on race and racism that took place in Dallas ISD. Participants will then hear about the narrative writing test of change that grew out of the design collaborative’s instructional unit. They’ll also have an opportunity to hear from two Dallas ISD 9th grade teachers who will be sharing the work they did to adapt the narrative writing test of change task and a selection of student work from the task.

Workshop Materials

• Dallas ISD NSI Collaborative on Race and Racism