BookNook 📚’s Post

🎓 Reflecting on Education: Then and Now 🚀 As someone who didn't quite fit into mainstream education in the 80s, I can't help but look back and ponder how much has truly changed in our educational systems. Feeling out of place, bullied, and longing for a more diverse learning environment, I realise now that there could have been so much more offered to promote unique ways of learning for students like me. Fast forward to the present day, and it seems like we're still struggling to address the core issues in education. 🌍 Other countries are evolving their approaches to how young people are educated, paving the way for innovative and effective methods that cater to the diverse needs of students. Yet, it feels like we're merely sticking plasters on the cracks of our education system, rather than implementing the fundamental reforms needed to empower both educators and learners. In my role as Chair of Governors, I have had the privilege of listening to the voices of pupils, families, teachers, and senior leaders in education. It's clear that there is a shared desire for autonomy in delivering the best possible education tailored to the unique needs of each community and pupil body. The practitioners on the front lines yearn for the freedom to innovate and inspire, driving meaningful change within their educational settings. I firmly believe that the heart of education requires a transformative reform to truly meet the evolving needs of our society. My own post-school journey, shaped by my determination and guidance from those who took the time to help me grow, underscores the importance of personalised and supportive learning environments. Let's work together to advocate for a system that nurtures diversity, empowers educators, and fosters a love of learning in every student. 🌟 This is no way a reflect of the wonderful and amazing work educators do. #Education #Innovation #Empowerment #Diversity #FutureOfLearning

#ETEducation has played a crucial role in uniting the education community and fostering their growth through first-hand insights and information from the world of education. Beyond chronicling this journey, we aim to actively identify and celebrate exceptional educators, institutions, and educational leaders who have redefined educational practices. https://lnkd.in/gtVZCCry

Strengthen your teaching skills! In this World's Leaders® Magazine interview, Education professor Dr. Bob Spires, a champion for critical thinking and social justice in education, discusses his approach to empowering students. Learn valuable strategies to boost engagement and social awareness in your classroom. #professionallearning #educators #spcs #urichmond #spiderpride

📘 I’m currently delving into an impactful chapter, "Exploring, Leading, and Managing Indigenous K-12 Education," from the book "Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model." This chapter, authored by Yahnesuartt Mohatsi, offers a robust blend of educational leadership, strategic change management, and Indigenous education insights, all aimed at improving educational services for Indigenous communities. Mohatsi emphasizes the critical role of relationship building between Indigenous communities and educational institutions. This process is foundational for addressing the key challenges within Indigenous education systems—challenges that include navigating broken relationships and reforming educational policies that have historically overlooked Indigenous perspectives. For Instructional Designers, the chapter underscores the importance of culturally responsive curriculum design. It advocates for curriculums that are not only inclusive but also representative of Indigenous histories and cultures, enabling students to see their identities reflected and respected in their learning materials. As an Instructor, the insights from this chapter help in enhancing pedagogical approaches that resonate deeply with Indigenous students. Mohatsi discusses the necessity of embedding Indigenous knowledge systems and values within educational frameworks, which fosters a more engaging and empowering learning environment. In my role as a Tribal Liaison, this chapter offers strategic approaches to advocacy and policy engagement. It highlights the importance of Tribal sovereignty and the need for Indigenous leaders to be at the forefront of educational policy discussions and revisions. This is crucial for ensuring that educational reforms are not only suggested but implemented in ways that truly benefit Indigenous students. Moreover, Mohatsi brings to light the entanglement between policy and practical change, illustrating how these two areas can either clash or collaborate. Effective collaboration across these domains is essential for overcoming information asymmetry that often leads to ineffective educational reforms. This chapter is a call to all educators and administrators to actively participate in a culturally responsive, relationship-based pedagogy that genuinely supports Indigenous students’ educational journeys. 🌍 Looking forward to bringing these insights into our discussions and strategies at Shoreline Community College for a transformative educational approach! #EducationReform #IndigenousEducation #InstructionalDesign #Leadership

This #TeacherAppreciationWeek Center for Research on Expanding Educational Opportunity (CREEO) at University of California, Berkeley, School of Education's program manager Melika Jalili, MPH described some of our work to build the capacity of Oakland Unified School District teachers who are pursuing Board Certification ( National Board for Professional Teaching Standards). Thank you Mary Cathryn Ricker for the opportunity to contribute to the ALBERT SHANKER INSTITUTE Blog Series! "The program’s main efforts is to support 75 Oakland Unified School District teachers (OUSD) in pursuing NBC over three years to boost teaching excellence and student learning in high-priority Oakland schools. However, in the NBRC’s first year, they currently have a diverse cohort of 32 teachers (28 OUSD), many of whom are people of color, in their Candidate Support Program, who are passionate, and eager to enhance their teaching pedagogy and better support students. The demographics are as follows: 28.1% Black or African American,18.8% Hispanic or Latino/a/e, 6.3% Asian or Asian American, 21.9% White or European, 3% Indigenous, American Indian or Alaska Native, and 21.9% Two or more races. This is an exciting achievement, as OUSD currently has 19 active NBCTs, and through the NBRC’s program this number will more than double!" https://lnkd.in/gi2Dmd_e

This article gets it. "Value networks" are arguably THE crucial force in stopping, or promoting, education transformation in established schools. This collaboration between Thomas Arnett and Kelly Young of Clayton Christensen Institute and Education Reimagined, respectively, is a must-read. And difficult? Sure. "Time and again, the value networks of established schools either dilute or deprioritize any efforts to reimagine the conventional model of schooling." What does this mean for the teachers, leaders, students, and communities committed to education transformation in existing public, charter, and private schools? And what about equitable access to future-ready learning for all students? I'm curious to hear your thoughts. #education #learning #students #teachers #teaching #educationleadership #educationinnovation #educationtransformation #futureoflearning

I am pleased to share with you a chapter that we have published in the book "Designing Democratic Schools and Learning Environments" authored by Harvard University professor Dr. Linda Nathan and her colleagues. Chapter Title: A Systemic Approach to Promoting Democratic Education in Schools. Abstract: Democratic schools are characterized by an intentional alignment of key systems-level elements, including curriculum that promotes equitable opportunities for learning; a positive work environment driven by the values of transparency and honesty, trust, and collaboration; and distributed leadership that builds stakeholder capacity and provides opportunities to engage in data-driven decision-making and problem-solving. In this chapter, we describe our efforts to operationalize these elements at The Acres Foundation schools. You can find our chapter here, Link - https://lnkd.in/dXy3Hd83

In the pursuit of educational excellence, certain systems are designed to uplift and empower individuals, while others are unfortunately designed to impede progress. As an experienced educator with a tenure spanning over 19 years in high-needs schools, I have encountered numerous barriers that have proven to be incredibly challenging to overcome. These barriers, characterized by their formidable nature, often hinder our ability to effect meaningful change. The question arises: How can we make progress when the very foundation upon which we rely is flawed or nonexistent? How do we inspire and motivate educators to forge ahead despite these obstacles? As a leader in the field, I have faced these daunting questions head-on. The challenges I have encountered in my new role have granted me invaluable insights into the various barriers that families encounter, which inevitably impact the educational journey of all students. In the midst of our pursuit for answers, let us not forget the fundamental question: "What about the children?" It is crucial that we keep the well-being and development of our students at the forefront of our efforts. By acknowledging the brokenness of the system and the barriers that exist, we can begin to chart a path forward, one that is both professional and accessible, ensuring that our message resonates with educators and stakeholders alike. Together, let us strive for a more inclusive and equitable educational landscape, where barriers are dismantled, and the needle of progress is propelled forward. Through collaboration, innovation, and a relentless commitment to our students, we can create a cohesive and transformative educational environment that benefits all. #Whataboutthechildren?

Transforming Classrooms with Inclusive Education “Inclusive classrooms are more than a buzzword; they are a call to transform education, one classroom at a time. They bring to light the unseen power of diversity and unity, epitomizing the famous African proverb, ‘If you want to go fast, go alone. If you want to go far, go together.’” This insight appears in the article titled The Unseen Power of Inclusive Classrooms; A Complete Overview by Naia Toke posted on Diversity for Social Impact. The author presents the case for inclusive education based on moral, societal, and academic arguments and gives a succinct overview of the benefits, challenges, and considerations of implementing inclusive education. Case studies, policy recommendation and references support the insights that are presented.  The “Final Thoughts” section of this article is powerful. Naia Toke reminds all of that “in the end, inclusive education isn’t just about Inclusivity in the classroom, but inclusivity in the world.” From my perspective as a former student and a person with a disability the key messages featured in this article hit the mark.  Educators and aspiring teachers will find that the estimated eight minutes to read this blog is a good investment of their time.  To view this article, click here.   https://lnkd.in/gg-XARPr  

“Educators and policymakers should see themselves as having a wider responsibility for all children and young people, not just narrow academic learning of those at their own schools. This is the time to restore meaning to school as a place of shaping well-educated, healthy, and conscious generations, and – most of all – happy children.” If not now, then when is the right time to re-envisage what schools could be? via The Educator. https://lnkd.in/g2YR6dvN #education #leadership #change