jbpeterseducationblog-blog

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Too Much or Not Enough?

A question that has circulated my mind in the last few weeks has been: Is it too much or not enough? This is in reference to the guidelines to prepare for the reopening of schools in California for in-person instruction. The psychological toll of having to live in isolation for months wears thin on people of all ages. This point seems to be what is encouraging the push of many parents, politicians, and community members to open schools as soon as is feasibly possible.

However, the State of California Division of Occupational Health and Safety (Cal-OSHA) has long stated that workers have rights which include the right to refuse hazardous work if “performing the work would violate a Cal/OSHA health or safety regulation” or “the violation would create a ‘real and apparent hazard’” (CFT, 2019). Though this sounds rather clear cut, the issue is that each stakeholder has their own view as to what is the true hazard when dealing with the pandemic. Is it more hazardous to have students stay home than to be in person due to the psychological ramifications of staying quarantined? Or is it hazardous to send teachers to work among children who most likely would be unaffected, but who themselves could suffer if they caught the virus? 

To mitigate these and many other concerns, the Governor of California has many protocols in place to ensure as much safety as possible. Some of the protocols include monitoring local conditions to ensure the virus is contained enough for a safe return, hygiene protocols, physical distancing protocols, and social distancing guidelines for furniture within the classroom (CDE, 2020). But are all of these measures to ensure the safety of students and staff enough? As it stands, when looking at how schools have reopened in countries from around the world, a safe return is possible, but it takes a substantial amount of resources to complete. An article by EdSource looked into studies from schools from other parts of the world and found: 

1. Testing, quarantine, and contact tracing significantly reduces the likelihood of an outbreak after schools reopen.

2. Rapid one-day turnaround tests for people with symptoms of COVID-19 who were quarantined immediately after testing positive dropped the possibility of passing the virus to others by 90 percent.

Where there is a will there's a way. It seems that administrators, district officials, school boards, and many other groups have a willingness to implement these types of protocols, but this takes a substantial amount of financial resources. The economic downturn makes the allocation of funds even more challenging, but it has happened, though not without substantial cuts in many areas of education. Administrators face the task of preparing their schools for when reopening can commence. This includes purchasing equipment, moving furniture to ensure social distancing in classrooms, adding guiding stickers to steer students when walking in crowds from class to class, etc.. But, will such measures truly make school a safe place for not only its workers, but students as well? Will the guidelines from the governor truly remove potential hazards? It seems that trial and error will tell in this case. One can only hope that this will allow for a safe return and that the rights of all stakeholders will stay at the forefront of all return efforts.  

References:

Sparks, S. D. (2020). What should superintendents do when kids and teachers start getting sick? Education Week, 40(2), 9.

Stronger Together. (2020, June 8). Retrieved September 05, 2020, from https://www.cde.ca.gov/ls/he/hn/strongertogether.asp Your Workplace Rights. (2019, January 16). Retrieved September 05, 2020, from https://www.cft.org/your-workplace-rights

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The Keys to Success: Lesson Design & Connection

Amidst all the chaos the world and this nation have experienced in 2020, a struggle schools are facing is how to provide quality instruction while ensuring the health as well as safety of students and staff. With Governor Newsom releasing guidelines for the reopening of schools, districts have a clearer picture of what models would be most viable, despite everything the world is handling. The two models that are most likely to be implemented come fall are 100% online learning or a hybrid approach that incorporates in-person and online components. One of the greatest challenges for the reopening of schools is finding a plan that will please all stakeholders. Any reopening model needs to abide by health guidelines from the state, should be responsive to the needs of all stakeholders (parents, teachers, students, and staff), and needs to be cost effective while ensuring the safety of all parties involved. This in and of itself is a large and daunting task. What considerations should schools make once the final models are set? Schools are going to need to make sure that lesson design and forming relationships are focal points for the next school year.

Understanding by design, also known as backwards lesson planning, has been around since the late 1940s. This approach asks that teachers begin with their ending goal first and then develop what steps they and their students will need in order to reach that goal (Reynolds & Kearns, 2017, p. 17). With distance learning reshaping the face of education, this model for lesson design is paramount. Adding to this is the need to understand what technology tools and resources will truly enhance education that is founded in strong pedagogical methodologies. These methodologies should be founded in research so that what students receive is most likely to help them succeed. Technology has a valid spot in the classroom because so many jobs require technical skills and incorporate the use of technology in some way (Nelson, 2013, p. 3). With our standards including the idea that schools should prepare students for college, career, and life, incorporating the use of technology seems to fit this criteria given the nature of our global society. There are many tools and resources available that seem to enhance education, but when looked at with a closer lens, are actually rote learning in disguise. For this reason, being very purposeful in how lessons are designed that incorporate instructional strategies and tech is very important. 

The second focal point for schools should be on forming relationships. How can a school accomplish this? Gaining an understanding of what is going on in the community and learning what modalities will help best with engaging students is a strong first step. The more engaged we can have our students in school, the more likely they will develop a connection to the school. This connectedness helps build the type of learning environment where students thrive because school becomes a positive space. In a TedTalk, Christopher Emdin talks about how he believes teachers should create magic in the classroom. This is accomplished by teachers who have a deep understanding of the community they serve via knowing their likes, dislikes, hopes, wants, etc. These teachers then take this knowledge and allow it to shape how they design their lessons (Emdin, 2013).  If school’s work on this idea and are able to find innovative ways to do this whether in person or online, then they are capable of creating a place where students are invested in their own education. With having a large part of our interaction with students online, forming relationships will be all the more challenging. However, finding ways to cultivate them will encourage students to learn, which is why it is work that needs to be done. As Rita Pierson stated in a TedTalk about student engagement, “ Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be” (Pierson, 2013). 

References: Emdin, C. (October, 2013). Teach teachers how to create magic. Retrieved June 28, 2020, from https://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_create_magic

Nelson, A. (2013). Design of the Technology-Rich Classroom Practices and Facilities Environments. Educational Technology, 53(6), 3-12. Retrieved June 28, 2020, from www.jstor.org/stable/44430210 

Pierson, R. (May, 2013). Transcript of "Every kid needs a champion". Retrieved June 28, 2020, from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript

Reynolds, H. L., & Kearns, K. D. (2017). A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom. College Teaching, 65(1), 17–27. https://doi-org.cui.idm.oclc.org/10.1080/87567555.2016.1222575

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Equity and Diversity in Education

The Washington Post released an article in 2018 about federal data that revealed that in matters of school discipline the highest rates of school arrests were given to black students (Balingit, 2018). This data as well as other reports of the disproportionate treatment of minority groups urged many officials in education to discuss what was at the root of this problem. The recent death of George Floyd added further urgency after weeks of protests uniting minority groups under the same cause brought this matter to the forefront. 

In education, this movement has caused educators and administrators to discuss what system changes need to be made to ensure equity exists in education. Why is this examination particularly important for the public education system? A report by the U.S. Department of Education revealed that approximately 30% of public school students attended public schools in which at least 75% of them were of a minority group (de Brey, et. al, 2019, pg. iii) With nearly a third of students in the public education system attending schools where minorities are a majority, the need to ensure that providing an education that takes into account the diversity that exists is important. How then, do we create a nurturing environment that is inclusive and ensures equity is at the forefront on a campus?

Every person whether a teacher, administrator, or district official should begin by reflecting upon the biases that each individual holds. Beginning with self reflection brings to the surface personal views and how those shape decisions in our professional lives. The explicit attitudes people hold are typically the ones a person knowingly endorses, which are important to recognize in oneself so that one understands the values and beliefs that a person wants to stand for. However, the implicit associations are ones that require the most attention because those are the associations and/or feelings people have of other groups that they are unaware of or unwilling to disclose (Warikoo, 2016, p. 508). Internal biases are what ultimately drive much of a person’s willingness to act or not act on an issue. They also subconsciously inform and drive decisions related to how to act in matters of discipline. 

The second step would be to then take a close look at the demographic data at a school and list what the school offers that is geared toward the diversity on a campus. For example, with how much depth are historical figures from diverse cultures studied or how much literature of cultures from around the world is discussed in English classes. Actions such as these provide motivation and may be of higher interest, which could lead to more student engagement. The standards offer some flexibility to adapt curriculum to the cultural needs of a school and should therefore be utilized. Another area for discussion should be which student groups struggle most at the school. By taking a close look at where the most needs are, allows for implementing system changes that truly address the disparities that exist for those groups. Taking into account who is being served and how to serve their needs can lead to a sense that the school understands where students come from and embraces it. This therefore shows that school is a place that cares about all children and encourages a system of equitable representation.

References: 

Balingit, M. (2018, April 25). Racial disparities in school discipline are growing, federal data show. Retrieved June 14, 2020, from https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html

de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang, X. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/.

Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining Racial Bias in Education: A New Approach. Educational Researcher, 45(9), 508-514. Retrieved June 13, 2020, from www.jstor.org/stable/44971847

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The New Wave of Chronic Absenteeism

When the world was thrust into the current global pandemic, many issues surfaced quickly. Among them being access to education and the grim reality that, despite the best efforts of many districts, many students were not logging on to complete work or attend virtual classes (Goldstein, D., Popescu, A., & Hannah-jones, N., 2020, NY Times). The California Department of Education defines chronic absenteeism as  "a pupil who is absent on 10 percent or more of the school days in the school year..." In general, this means that a student is considered chronically absent if they miss approximately 18 days of education in a year. When classes resume in the fall, the most likely scenario for the reopening will include some form of distance learning. With online learning, even if students come to school on some days with proposed hybrid models, how will schools track chronic absenteeism?

Chronic absenteeism is a significant issue for schools because it is tied to the amount of funding they receive and its impact on child learning. Frequent absences are tied to poor academic performance and increase the likelihood of students dropping out of school (London, R. A., Sanchez, M., & Castrechini, S., 2016, p. 4). For socioeconomically disadvantaged students, this is an even greater issue because they are 25% more likely to miss school than their more affluent peers (Ready, D., 2010, p. 272). Distance learning has exacerbated this issue because of growing instability in the homes of many Americans. This instability may lead to further decreases in students attending classes and completing work. How schools choose to track chronic absenteeism will be an imperative component toward tackling the issue of the learning gaps that will present themselves when schools reopen as a result of the global crisis’ impact on education. By taking accurate count of who does and does not attend school, an administrative team or district can develop plans for how to increase engagement among students and provide the necessary interventions to ensure learning gaps do not widen as the world continues to isolate itself. 

After systematizing tracking absences in schools, a question that administrators may face may include: What can we do, from a distance learning environment, to encourage active participation from students? In a study conducted among urban schools, those with the most attendance had four qualities that set them apart from others with chronic absenteeism issues. The four qualities that promoted attendance included establishing a welcoming school culture, personal contact with parents and families, programs / systems aimed specifically at improving attendance, and accurate recording keeping (Marsh, V. L., 2019, p. 35). An implication of this study, when placed in the context of distance learning, would be the need to create outreach programs that maintain a personal home, school connection. The more connected students and parents feel to the school, the more students will engage and become active participants in their learning. Community outreach programs and interventions will need to increase in order to promote that sense that each stakeholder is actively working to help children learn. Without a strong sense of connection, substantial declines in achievement will become an even greater issue for all community members because their future is our future as well.

References: 

Goldstein, D., Popescu, A., & Hannah-jones, N. (2020, April 6). As School Moves Online, Many Students Stay Logged Out. Retrieved May 29, 2020, from https://www.nytimes.com/2020/04/06/us/coronavirus-schools-attendance-absent.html

London, R. A., Sanchez, M., & Castrechini, S. (2016). The Dynamics of Chronic Absence and Student Achievement. Education Policy Analysis Archives, 24(111/112), 1–27. https://doi-org.cui.idm.oclc.org/10.14507/epaa.24.2741

Marsh, V. L. (2019). Understanding Chronic Absenteeism: What Research Tells Us about Poor Attendance at School. American Educator, 43(4), 34–40.

Ready, D. (2010). Socioeconomic Disadvantage, School Attendance, and Early Cognitive Development: The Differential Effects of School Exposure. Sociology of Education, 83(4), 271-286. Retrieved May 29, 2020, from www.jstor.org/stable/25746204

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The Future Emotional Health of School-Aged Children

According to the American Psychological Association (APA), during a period of social distancing, isolation or quarantine people may experience feelings of fear, anxiety, depression, or anger. In order to cope with these feelings, the APA suggests creating and maintaining a daily routine, staying connected with others, as well as trying to stay positive. This message seems clearly expressed not only to adults, but also to school-aged children. District’s have lists of resources and plans in place to meet the needs of students and their families as they adjust to the current reality. However, now that we are a month into social distancing and schools are adjusting more to remote learning, I wonder, are school district’s researching and preparing for how they will handle the social emotional health of students if schools reopen in the fall? 

Arming students with coping strategies to deal with life now is definitely needed to reduce the long-term effects of the current global crisis; however, as this persists, planning for the future seems necessary. District’s are going to need to put a lot of effort into establishing comprehensive programs that are geared toward Social Emotional Learning (SEL) once school’s resume in the fall whether it be in the traditional in-person format or more distance learning.  Schonert-Reichl states that “SEL involves the processes by which people acquire and effectively apply the knowledge, attitudes, and skills to understand and manage their emotions, to feel and show empathy for others, to establish and achieve positive goals, to develop and maintain positive relationships, and to make responsible decisions” (Schonert-Reichl, 2017, p. 139). This process is relevant for what all students will need to handle once this pandemic de-escalates and we begin the process of returning to what is left of our normal lives. Research shows that how children learn about the social and emotional aspects of their lives is as important as what they learn, thus establishing a long-term plan for the mental well-being of students is critical to their overall development (Dobia, Parada, Roffey, & Smith, 2019, p. 79).

A suggestion for providing avenues for helping students cope with their emotions includes teaching in a circle because it promotes agency, safety, positivity, inclusion, respect, and equity (Dobia, Parada, Roffey, & Smith, 2019, p. 79). This is very much like restorative justice practices that many schools utilize to manage behavioral issues on campuses with struggling populations. The method that each district will utilize in the future will vary depending on the population each serves. The hope is that each will pose the question, does this help students recover from the trauma of having to socially distance themselves? If continued efforts are made in this regard and the situation is treated with sensitivity, then strategies employed will have a measure of success. There is no predicting how students will be impacted when school resumes after the pandemic; however, the planning must begin now so that if new infrastructures are needed there is time to get them ready. 

References:

American Psychological Association. Keeping your distance to stay safe. (n.d.). Retrieved April 18, 2020, from https://www.apa.org/practice/programs/dmhi/research-information/social-distancing

Dobia, B., Parada, R. H., Roffey, S., & Smith, M. (2019). Social and emotional learning: From individual skills to class cohesion. Educational & Child Psychology, 36(2), 78–90.

Schonert-Reichl, K. (2017). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137-155. Retrieved April 18, 2020, from www.jstor.org/stable/44219025

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The New Screen of Education

In the span of a few short weeks the daily lives of Americans has changed dramatically. COVID-19, also known as the Coronavirus, has left people feeling isolated and concerned over the future. Recent school closures and the announcement that many schools will not reopen for the remainder of this academic year has added another layer to the complexities that now exist in the homes of many Americans. Though we have yet to reach the peak of this pandemic, there have been numerous educational shifts, the largest being the move toward distance learning.

In a recent Edweek article, parents voiced their concerns regarding distance learning and the variances they are seeing between schools and teachers. Parents reported differences in what teachers are posting online as daily work and the expectations they have for student work completion. Some parents voiced concern over their children having either too much or too little homework (Samuels, 2020). What then is the right balance? What should teachers expect of students? The answer to these questions remains unclear because of the adjustments that each student, parent, teacher, administrator, etc. must make in the coming weeks. 

To gain a deeper understanding of why there is no clear answer at the moment to these questions, one must consider when online learning is thought to be most successful. In general, an online environment has been most useful for learners who are highly motivated because learning online allows the learner to work independently. This takes a lot of self motivation. It has also shown to be effective for those who struggle in more traditional classroom settings (Kearsley, 2006, p. 20). However, in the current state of emergency, students across America are being thrust into this type of environment that may or may not be most effective for them. It has also left many teachers having to scramble to transform what they do in the classroom to a digital platform, while at the same time being sensitive to the changing home dynamics of their students. 

Offering balance will occur as things settle into more of a routine. How an administrator supports teacher and student growth during this time is instrumental to the success of online learning for the remainder of the school year. What steps should an administrator take toward providing support while everyone adjusts? Communication is key to managing this situation. Keeping both parents and teachers apprised of what the overall expectations are and philosophy of the district should be the first step. Additionally, an administrator should work closely with department heads and various teacher groups to gain a deep understanding of what teachers are working on with their students. Lastly, the following tips seems applicable to this situation for an administrator or anyone in education: 

Embrace failure because this is new and we can learn from it

Establish policies and procedures to keep things consistent for students

Celebrate successes so that all stakeholders feel more confident in this new territory (Ramsey, 2016, pp. 13-14)

This is uncharted territory for all. With time, patience, and a heightened sense of understanding, I am confident that finding that balance will occur as we all learn to navigate having the new screen of education.  

References: 

Kearsley, G. (2006). Online Learning: Looking Forward Through the Rear-View Mirror. Educational Technology, 46(4), 16-21. Retrieved April 5, 2020, from www.jstor.org/stable/44429310

Ramsey, S. (2016). 8 Tips: For the New Techy Teacher. Teach, 13–14.

Samuels, C. A. (2020, April 3). How Much Home Teaching Is Too Much? Schools Differ in Demands on Parents. Retrieved from https://www.edweek.org/ew/articles/2020/04/02/how-much-home-teaching-is-too-much.html

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Caring for Oneself Means Caring for Others

The National Child Traumatic Stress Network (NCTSN.org) defines secondary traumatic stress as “the emotional duress that results when an individual hears about the firsthand trauma experiences of another” (Fowler, 2015, p. 31). A large percentage of people in education are susceptible to this with as much as 45 percent of teachers, 64 percent of school principals, and 44 percent of district administrators showing signs of vulnerability to STS (Elliott, Elliott & Spears, 2018, p.29). At many school sites and districts, practices in mindfulness and awareness on how to identify as well as deal with STS are becoming more commonplace. With growing awareness of this issue, to what extent should an administrative team intervene to ensure teachers and staff do not deplete themselves and leave the field of education?

Recognizing the signs is the first step in helping an administrator determine what actions would most benefit their staff. The signs of people with compassion fatigue include: diminished self-care, chronic exhaustion, social withdrawal, and hypervigilance (Fowler, 2015, p.33). These symptoms, when left untreated then lead to burn-out (Akin, 2019, p.49). Providing resources in conjunction with extensive professional development on combating symptoms before they appear is one action that many schools give to staff. Others include self-care tips at staff meetings, which encourages a proactive approach toward managing the emotional toll working in some places can have. 

A proactive approach to combating compassion fatigue is one step in the direction of creating a school environment where both students and staff are happy. However, how does one create an environment where practices in self-care are a part of the school’s culture? Getting to know one’s staff, providing opportunities for community building and unity among all, and affirming the work of individuals as well as groups is important to build relational capacity. People struggle to think positively in a negative environment. Therefore, creating a supportive and positive environment builds the foundation for work in providing help to teachers at-risk of developing STS. This is particularly important in urban schools and districts where trauma informed practices for students are needed as well.

Plato once said, “Good actions give strength to ourselves and inspire good actions in others.” In education, many teachers ascribe to this philosophy because the act of teaching or working in a school is a service to others. The hope is that in helping students succeed, they will in turn become positive contributors to society. However, trying to help students who face traumatic events rests heavy on the hearts of many educators because when students hurt, adults do as well. Self-care for people working in trauma filled communities allows them to keep positive and continue the work they are doing so that even our struggling youth have the opportunity to thrive. 

References:

Akın, M. A. (2019). An Investigation into Teacher Burnout in Relatıon To Some Variables. International Journal of Progressive Education, 15(4), 47–65. https://doi-org.cui.idm.oclc.org/10.29329/ijpe.2019.203.4

Elliott, K. W., Elliott, J. K., & Spears, S. G. (2018). Teaching on EMPTY: As more students suffer from trauma, compassion fatigue is becoming a problem for teachers and administrators alike. Principal, 98(2), 28–29.

FOWLER, M. (2015). Dealing With Compassion Fatigue. Education Digest, 81(3), 30–35.

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Coaching for Equity

When I first decided to pursue a career in education many fears ran through my mind. I was a young 18 year old girl, graduating from high school and had a strong will, yet what plagued me most was a lot of self doubt. Those doubts stemmed from my inner belief that perhaps, despite my successes in school, because I grew up with so few advantages, that I may not be up to par with others who had not struggled. 

What kept me motivated was the fact that I achieved academically despite the statistical odds behind me. When I reflect upon why education was a field I wanted to enter, it had a lot to do with the fact that I felt like I received a lot of support in school to accomplish what I had. So, when I think of justice in education, I think of the many times I received what I needed to be successful. In other words, I felt I went to schools where I experienced equity.

Unfortunately, in the world of education, doing what is just can be a challenge because of the competing ideas that people have as to what it means to do what is “right” for students. Depending on the issues that each individual is most passionate about reflects what they believe education should supply to students in the name of justice. With a term that can mean something very different depending on the person, then what truly is justice or what is just for the student?

Instructional coach Joshua Parker, in an interview with The Teaching Channel, discusses how coaching for equity not only provides access to content, but also provides the supports students need to make content accessible in a way that fits the needs of the individual child. It is my belief that through this approach justice in education can occur. His approach focuses on the development of staff to be both practitioners and professionals (Parker, 2018). This raises the question, how should an administrator develop both professionals and practitioners?

Parker stresses that when developing professionals and practitioners is the focus, then equity occurs. Often, it is the person talking who is doing the learning. Therefore, by helping teachers become aware of who is in the room as well as who is engaged should determine the scaffolds to provide. 

Teacher quality stems from the amount of professional development that they receive. There is a large body of research to support that teacher quality is the most important schooling factor in predicting academic success (Goldhaber, Lavery, & Theobald, 2015, pg. 293). Opportunities for growth can come both in formal settings (conferences, meetings, etc.) as well as informal settings (reading blogs or observing fellow staff). Teacher development occurs in multiple ways and shapes their professional identity, which then is a representation of the school itself as a place where learning happens on multiple levels (Yamin-Ali, 2019, pg. 60). There is no set number of hours per year that a school should devote on professional development, though some have suggested anywhere from 30-60 hours per year; however, the need for time devoted toward teacher learning to aid student learning is great (Sun et. al, 2013, pg. 60).

Dr. Lindsey Ott in a TedTalk cautions not to confuse equity with equality because equality magnifies the gaps that exist between groups of students, particularly those with statistical disadvantages. Her presentation builds upon Parker’s view that developing a repertoire of strategies among educators helps them have many avenues to pull from in custom tailoring their lessons. This gives the diverse student populations that enter their room, whether advanged or not, access to course content at their level. 

When the primary focus becomes how to support student learning, then professionals and practitioners are developed and the “what is right” for the student organically develops. Though “what is right” has moral implications, the purpose is not to do what is necessarily moral since that leaves a lot of room for interpretation, it is to develop a practice that is grounded in research and centers on student needs. Attempting to change practice by focusing on the moral imperative has the potential to base practice mostly on personal theory and beliefs. Collecting data like who is in the room, participating in professional development opportunities, and putting into practice systems of support to help student achievement offers students equity and what is just. In doing this, the moral imperative then comes to the forefront as a product of the work of a school and gives students what I once received, which was an opportunity to succeed despite the odds. 

References:

Goldhaber, D., Lavery, L., & Theobald, R. (2015). Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students. Educational Researcher, 44(5), 293-307. Retrieved February 1, 2020, from www.jstor.org/stable/24571329

Ott, L. (n.d.). Solving the Achievement Gap Through Equity, Not Equality. Retrieved from https://www.ted.com/talks/lindsey_ott_solving_the_achievement_gap_through_equity_not_equality

Meet Senior High School Instructional Coach Joshua Parker, Tch Laureate. (2018, June 20). Retrieved from https://learn.teachingchannel.com/laureate-joshua-parker

Sun, M., Penuel, W., Frank, K., Gallagher, H., & Youngs, P. (2013). Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers. Educational Evaluation and Policy Analysis, 35(3), 344-369. Retrieved February 2, 2020, from www.jstor.org/stable/43773437

Yamin-Ali, J. (2019). Let It Begin with Me: The Forging of a Professional Teacher Educator Self. In Kowalczuk-Walêdziak M., Korzeniecka-Bondar A., Danilewicz W., & Lauwers G. (Eds.), Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 54-78). Opladen; Berlin; Toronto: Verlag Barbara Budrich. doi:10.2307/j.ctvpb3xhh.8

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Trauma Informed Practices

When I first began my teaching career, the focus of my professional development was learning about strategies that would help my students learn. I attended seminars, joined a professional learning community outside of my school site, collaborated with teachers from different school districts, and became a teacher trainer for a learning strategy. Providing a rigorous curriculum with high standards is what educators should strive for, and I definitely strive for accomplishing this within my classroom each and every day. However, should this type of professional learning be the main focus of any educator?

The way students learn and the skills they come into the classroom with has been shifting and changing over the years. I am finding more and more that there is a need for trauma informed practices in the classroom because many students walk into school not prepared to learn. Sometimes they come lacking supplies, but very often they come in a mental state that is not conducive to learning due to factors that are not within their control or within the control of the school. In fact, according to the National Child Traumatic Stress Network (NCTSN), one in four school-age children has been exposed to a traumatic event that can affect their learning and behavior (Avelar & Peeples, 2019, pp. 20-21).  

So then, what practices should a school participate in to ensure students begin their day ready to learn and end it feeling some level of success? In the October/November issue of California Educator, the main article focuses on trauma informed teaching practices. This article resonated with me because I teach students who come to school with a high level of emotional stress. This often results in behavior that impacts the success of a lesson, how much work students are able to accomplish in a day, and the general flow of the classroom as well as the school as a whole. As a teacher and future administrator I feel I have to ask myself what can I do to manage what is outside of anyone’s control on campus. A teacher highlighted in the article stated, “It’s all about the connections with the kids. If we don’t have connections, we can’t work together. Helping students means supporting them in all aspects of their lives” (Avelar & Peeples, 2019, p. 22). Positive interactions greatly influence students to push through their trauma. Greeting students at the door and taking a genuine interest in their day, speaks volumes to children. Maintaining a positive attitude and supplying praise as students achieve success (whether big or small), promotes a positive school climate that makes students feel safe and welcome, two things they may not feel at home (Cavanaugh, 2016, p. 42). Additionally, being purposeful in daily interactions, such as asking questions or engaging in conversations related to student interests begins a student’s day positively because it shows them, school is a place where people care and everyone matters (Minahan, 2019, p. 31). My personal goal this year is to be more thoughtful in my daily interactions with students. I plan on taking the time to ask more questions to continue to build relationships because when students are with a safe and supportive adult, their behavior and learning reflects this, and that positivity is what I want my students to feel as well as take with them when they move on to the next grade level (Minahan, 2019, p. 31).

References:

Peeples, J., & Avelar, T. (2019, October). A Culture of Compassion. California Educator, 24(2), 20–25.

Cavanaugh, B. (2016). Trauma-Informed Classrooms and Schools. Beyond Behavior, 25(2), 41–46. https://doiorg.cui.idm.oclc.org/10.1177/107429561602500206

Minahan, J. (2019). Trauma-Informed Teaching Strategies. Educational Leadership, 77(2),30–35. Retrieved from

http://search.ebscohost.com.cui.idm.oclc.org/login.aspxdirect=true&db=ehh&AN=139039751&site=ehost-live

The National Child Traumatic Stress Network. (n.d.). Retrieved from https://www.nctsn.org/.