Parallel’s Post

As a teacher leader, I am profoundly aware of the importance of classroom relationships. Studies conclusively show that the connections we foster with our students significantly impact our success as teachers and their success as learners. Consequently, cultivating positive classroom relationships is considered best practice in education. However, what about our relationships outside the classroom, specifically with the parents of our students? Are we as intentional in building bridges with parents as we are with students? My observation is that many schools and districts struggle with adversarial relationships with parents while trying to nurture productive ones with students. This approach seems counterintuitive. It is common sense that parents and educators should cooperate, given our shared goal of educating students. Instinctively, I would affirm that both educators and parents desire to see students inherit a better world. Paradoxically, we diverge on defining that better world and how to achieve it. The issues have become so divisive that we find ourselves at odds rather than in league with each other. This situation particularly moves me because I am both a parent and an educator. While it may be unpopular with my colleagues, I firmly believe that parents are 'experts' regarding their kids and should have a say in what students are taught. Conversely, teachers are the 'experts' on how students should be educated. Therefore, parents should influence the 'what' is taught, while educators should determine the 'how.' Parents have the primary responsibility for raising children. Whether we like it or not, we are in it for the long haul. Our children remain our children for life. We fight for their success more than anyone else, even their teachers. Nonetheless, we trust that teachers, with their extraordinary dedication, come closest to parents in wanting what's best for kids. For most teachers, teaching is not just a job but a calling. As parents, we welcome teachers to our fight as experts in 'how' learning can be done. When considering what I want my children to know to succeed in life, I draw on an intimate knowledge of their strengths, weaknesses, hopes, fears, dreams, and nightmares. I remember their first steps and words, heard their prayers at night, and I have loved them unconditionally. I believe most parents admire those teachers who strive to understand their kids but, as parents, we know our children best. We know that 'what' they should be taught at school is 'how' to think critically.

Beyond Classrooms, Beyond Grades: Building the Village that Educates a Child As a teacher, a curriculum leader, and a passionate advocate for holistic education, I believe the walls of our classrooms hold potential that extends far beyond academic achievement. We nurture young minds, yes, but within those minds reside hearts, hopes, and anxieties that crave understanding and support. This is where the true power of "building a village around each child" and the spirit of Ubuntu comes into play. We cannot – and should not – attempt to navigate the complexities of a child's social-emotional and academic journey alone. Parents are, and always will be, the foundation of their child's world. It's within the family unit that values are instilled, confidence flourishes, and challenges are first encountered. But sometimes, that world needs a bridge to connect it to the one we create in schools. This is where true partnership flourishes.When we, as educators, actively seek to build genuine connections with families, we foster an environment of trust, transparency, and shared responsibility. Regular communication transcends progress reports, becoming open dialogues about a child's strengths, struggles, and unique learning style. Parent-teacher conferences evolve into collaborative brainstorming sessions, where strategies are tailored to individual needs. School events become celebrations of a collective effort, not just academic milestones. The benefits are undeniable. Research consistently shows that strong school-family partnerships lead to: 📈Improved academic performance 📈Enhanced social-emotional well-being 📈Increased motivation and engagement 📈Stronger sense of community within the school 🗣Nelson Mandela said, "Education is the most powerful weapon which you can use to change the world." But even the mightiest weapon needs a wielder who understands its nuances. By working in tandem with families, we equip children with the emotional intelligence, resilience, and academic skills they need to not only change their world, but thrive within it. This is why the FP teachers at IVA Global School encourage, invite and celebrate with parents. We have termly in person play dates and "Family Fun Nights" (hosted online) to build rapport, relationships and to build those very important bridges. 💭What are your thoughts on building strong school-family partnerships? Share your experiences and ideas in the comments below!🗣 #education #socialemotionallearning #parentengagement #collaboration #villageeffect

In the midst of electioneering madness here in New Zealand, we'd love to share some of the amazing work our schools are doing to support the learning and development of their students. These are schools that understand that learning is not an either foundational skills OR holistic learning approach....but rather it is an AND/AND approach. Children need support to learn BOTH foundational skills, as well as deep, meaningful and rich experiences that foster strong socio-emotional skills and dispositions. This AND/AND approach does not diminish the value of foundational skills (literacy and numeracy) NOR the value of holistic skill development. It instead recognises the complexity of child development and meets it head on. At Longworth Education, we highlight the hard work many schools are engaged in to implement this AND/AND approach successfully via our case studies. Here's the first of these - St Patricks School in Napier, New Zealand have implemented play pedagogy from their 5 year olds to their 12 year olds with exciting outcomes. To walk around the school is to hear children learning inside and out, moving and engaged, excited to be at school. Learn more here:

Greetings School and District Leaders! Let us begin by saying, “THANK YOU!” for ensuring that our scholars have access to high quality teaching and learning. We recognize that this is the most challenging time of the school year (graduation activities, standardized testing, EOY celebrations, teacher evaluations, etc), but understand that preparation for the 2024-2025 school year has begun. Having time for social media is probably non-existent! Our millennial teachers have taken to the internet to record the day to day interactions their students and colleagues are currently trending on ALL social media platforms! This is one such teacher that has sparked both controversy and outrage with a video of him allowing his female students to take his hair down. There is a backstory behind it, and I encourage you to view the recording if you have not already done so. So what's the point? New and Struggling teachers in Title I schools are ILL-prepared by teacher preparation programs as it relates to Culture, Culture Appropriation and Climate and often fail to recognize that the Employee Code of Conduct is law! And though their social media pages are personal, they are far from private! We here at CoachED Consulting believe that these same teachers fail to establish the culture appropriately in their classrooms during those critical first weeks of school. Why not? BECAUSE THEY DON’T KNOW HOW!! By not establishing culture, students misbehave, instruction is interrupted, in most cases, TEACHERS LEAVE! Sadly, this seems to be an undeniable trend occurring in Title 1 schools, and is the leading cause of poor teacher-retention rates in our schools. With our “Culture First!” framework, we immerse beginning and struggling teachers in a supportive environment designed to cultivate their professional growth. Through personalized mentorship, targeted workshops, and ongoing collaboration, we empower educators to thrive in diverse educational settings. This approach fosters a deep understanding of cultural responsiveness and equips teachers with the tools to effectively engage with and positively impact their students and communities. We would like to welcome your TEACHERS, DEANS, CULTURE and CLIMATE TEAM, AND INSTRUCTIONAL COACHES and invite them to our 1st Annual “Hood Teacher Boot Camp”! Join us for a transformative three-day workshop focusing on school/classroom culture and effective strategies specifically designed for new and struggling teachers in challenging environments.  Feel free to contact us to discuss how we can be of service to your campus/district during this summer and/or for the upcoming 2024-2025 school year. Please see the attached flyer for more information! Thank you, Dr. Katina Tolbert-Cavitt  Chief Instructional Consultant, CoachED Consulting Former Chicago Public Schools Teacher, Instructional Coach and Assistant Principal EARLY REGISTRATION IS STRONGLY ENCOURAGED! CPS Vendor #44276

Intervening for struggling readers in third grade is too late, says Tennessee State Board of Education in a new unanimous resolution. The Board is asking elected officials to revisit the law around third and fourth grade retention rules, emphasizing the importance of early reading interventions and proposing changes to start support as early as kindergarten. We know firsthand that this shift has transformational educational outcomes - our programs foster literacy from birth to age 5, providing crucial tools and resources for early learners before they enter the classroom. Read the full article by Marta Aldrich on Chalkbeat Tennessee: https://lnkd.in/e9VNcwzf #EducationReform #EarlyLiteracy #EdTech #EdNews #EducationNews #StudentSuccess

Feedback like this always makes my day! There's no greater feeling than helping a parent and a child through the often complicated and confusing IEP process. From D.W. (initials provided to protect anonymity), a recent client of mine: "I am the parent of a relatively newly-identified seventh grader, who came into the IEP and special education world without any knowledge of the workings behind this complex field. Dr. Lane explained each step of the IEP process and provided me with a clear overview of the special education laws in my state. He sent many reference articles via email on education texts that I should become familiar with and articles that enabled me to get a clear picture on how to confidently approach my local school district to request a re-evaluation. Dr. Lane was the first and only educator to focus on my son's strengths, rather than his weaknesses. We had many Zoom meetings and phone conferences with Dr. Lane, myself, and my son what his ideas would be on how to improve the quality of his education. He asked detailed questions regarding which teachers he liked best and why, and how he would prefer to receive assignments and better understand classwork. Checklists and questionnaires had been provided regarding the classroom environment and social and emotional strategies. These documents were signed and dated by my 12-year-old son and had been included in his latest IEP. Along with his expertise and extensive experience in the special education field, he is also an absolute joy to work with. He has a positive attitude and determination to never give up on a child. He has helped me gain the knowledge and the confidence to become a strong advocate for my child." — I want to help empower you and your child with the skills to succeed in the classroom and beyond. If you are struggling with your child's IEP and want to have the knowledge, tools, and resources to be the best advocate for your child, schedule a free consultation with me: https://lnkd.in/gdbNXt9 #IEPAdvocate #ParentEmpowerment #IEPProcess #EducationSupport #EducationRights #SpecialEdSuccess #IEPHelp

A Fairview Elementary school counselor is encouraging her students to stop and think, and the district is encouraging others to embrace the concept as well. Whitney Chambers-Woods wants to give students one tool they can use no matter what age they are or the stage of life they are in, so she reached out to the WCS Communications Department to help her create a series of videos to benefit her students, their families and others. "I had a mentor who constantly asked her students, 'did you stop and think?'" Chambers-Woods said. "How simple is that? Then, as an educator with a degree in music, I decided that if it had rhythm, motions, movement and was fun, perhaps it would stick for a long time. After changing jobs and districts, I still get emails and evidence that this concept is working. It withstands time." Carol Birdsong, WCS Executive Director of Communications, says the district appreciates Whitney’s passion for this project and initiative to get it done. “The Communications team is always excited to work with staff on ideas that will benefit our students and families,” said Birdsong. “Whitney is a natural on camera, and her messages are relatable and relevant to all ages.” Her project, which targets kindergartners and their families, shares what school counselors do in their students' classrooms. Chambers-Woods’ goals for the project are time, efficacy and parent inclusion. "As educators, we believe that intentional partnerships with our students' families create the greatest impact on learning," she said. "It is also my hope that when everyone speaks the same language, such as 'stop and think,' at home and at school, then we are force multipliers as a partnership." Additional videos will be released throughout the school year and will be on the elementary school websites. "My scripts are directly from lessons I have taught in classrooms," she said. "Some of the topics include Trusted Adults, Asking for Help, Practice vs. Perfection and more. The list goes on and on. I aspire to leave the same legacy as my parents, as they were both dynamic educators and humans." #education #schoolcounselors #makingadifference #counselor

The trends that make waves in the education world (and beyond) aren't always relevant to people in the field. In this op-ed for The 74 Media, Teachstone CEO Bridget Hamre explains how overlooked issues, including the limits to ed-tech and gaps in professional learning, impact educators. https://lnkd.in/ePRxwCTd

EARLY YEARS IS SERIOUS HOTCAKE What do you look out for when searching for a good school? The school's ambience? The school's uniform? Your child's potential class teacher? Their inclusion practices? Their early years section? What? Months ago I had the opportunity to moderate a panel discussion where we spoke about how educators need to collaborate to ensure that learning challenges are detected early enough, and support is provided. We all agreed that early years practitioners are key to this. And if there's one early years teacher I admire a lot, it is Stephanie Nnadi. That woman knows how to teach children. She expresses herself so much with her pupils to the extent that learning is so much fun. What about the way she liaises with parents of her pupils? Exceptional! Follow her, she's a go to person. Now having a teacher as such for children in early years means that children with additional needs will not fall through the cracks. Challenges won't go undetected. This also means that you will be informed about your child's learning challenges early enough and steps to take would be recommended. Which is why whenever I am invited to conduct a needs assessment for a school that requires a learning support program, my prerequisite question surrounds the capacity of their early years section. This is because the effectiveness of the early years section is directly proportional to the early detection of learning challenges. Early detection means early intervention! Strengthen your early years section, and build the capacity of your early years teachers. It is very crucial. I hope this helps. To your success and that of your students, #thelearningmentor *** #lettertoeducators #educationmatters #specialeducation #inclusiveeducation #school #disabilityinclusion #EIE #diversityandinclusion #classroom #schoolmanagement #learningsupport #learning #learninganalytics #advisory #SDG4 #sdgs2030 #educationforall #TheLSSummit 📸 That is Stephanie Nnadi. If your children are dramatic, they will meet their match. 🤣

What is Social Emotional Learning (SEL) and how can it help school integration efforts? In a recent blog post addressing meaningful school integration amid the anniversary of Brown v. Board, Lakeisha Steele outlines a learning approach that fosters inclusive and welcoming learning environments, supporting the academic, social, emotional, and mental health needs of all students. Here are some of the benefits of SEL ➡️ Boosts academic and social outcomes ➡️ Fosters empathy and cross-cultural understanding ➡️ Enhances critical thinking and problem solving A key component in achieving true educational equity is prioritizing positive student experiences through diverse classrooms, culturally responsive curriculum, and a diverse body of educators. Read the full post here: https://lnkd.in/dhAh-M2T