welcome back to team ela!

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Welcome Back to Team ELA!

Kick-Off 2014

Tuesday, July 22

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Learning about & loving each other

LIGHTNING FAST, you’ll write a haiku describing…

Given your experience at Institute, why do YOU believe ELA– this content that you’ll be teaching for 2+ years!-- is important for students?

ELA Network =

POWER

WHY? •Continue to get to know your professional support network. •We MUST practice the art of reading & writing constantly otherwise we might lose our passion for it amid all the chaos of teaching.

“Speakers Plugged into the Heart”

If I was in loveLove would be very verbalMy heart with full sound.

O’lajuwon Thomas, class of 2013Full scholarship recipient, MVSU

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Who Is In This Room?

(And who is not?)Sarah Franzen, ELA Instructional SpecialistMarissa Cumbers, TLD Coach, ELA-colleagueKacie Neville, ELA Subject Area LeaderAshley Lamica, CMA, ‘12 ELAJessi Caldwell, ‘13 ELAAndrea Rooney, TLD Coach, upper El- colleague

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Tuesday

Why & How: ELA as an Agent of Liberation Instead of an Agent of OppressionOur Quantitative GoalsOur StandardsIndependent Reading Chat- Q&AHeadline Vision

Our ELA time…

Wednesday

Unit 1! Goals & Curriculum!Unit 1! Pedagogy!Case Studies & Cultivating a MentorYour Future Development

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Expectations…

Be present.Be honest.Be positive.Ask questions.Share your passion for our content.

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Take a Seat, Make a Friend.

In ELA, we ask & answer big questions.

Directions:(1) Find a person who you don’t know very well yet.(2) Sit down with that person. (3) Have a conversation about the BIG QUESTIONS I throw up on the screen.*I’ll intentionally cut you off!

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What do you wish you knew?

Who is the most important person in your life? Tell your partner

something that you like about them already.

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What big lesson could someone learn from your life?

If you were to create a piece of art, what would the subject be?

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Tell about a life changing event.

What accomplishment are you most proud of?

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What is on your bucket list?

How would your friends describe you?

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In order for us to be a real team, we need to know WHY we are here, together.

What are we really seeking for students?

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How & Why ELA: Liberating v. OppressingWe will…1.Discuss the ELA-wires in Mississippi & their implications on students' relationship with ELA.2.Understand and commit to CRT as a set of dispositions that generate “wire cutting” opportunities for our students inside and outside of the classroom.3.Consider how ELA pedagogy and curriculum are particularly poised for "wire cutting," 4.Define (and experience through video analysis) some of the basic components of what makes a CRT-oriented ELA classroom.5.Understand the scope of our ELA-specific kick-off development.

Our BIG Question…

What are the hallmarks of TRULY EXCELLENT ELA instruction? How do those fit with CRT?

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Read/ View Each Artifacts & then discuss questions with your table:A. READING: Video of BriaB. WRITING: Comparing Writing Between StatesC. COLLEGE: ACT Statistics

Why might students be skeptical if we make broad claims that reading and writing are liberating? What’s been going on for many students in our schools?

Consider…• What can Bria do as a reader?• How might she feel about reading? How might

she feel about your ELA class?• What can Bria do as a speaker, a thinker, a

writer, and leader?

What structures (wires of the birdcage) have contributed to this?

• Compare writing between 2 states.• ACT statistics

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Given what we see (and more– remember the Amanda Elzy High School Interviewees)…

We believe that middle school and high school years of ELA are critical in the

actualization of Social Justice and Equity in students’

Lives in Mississippi.

As such, we act with the knowledge that every ELA classroom must aggressively pursue the dismantling of systems of

oppressionthrough rigorous ELA-content and all

elements of Culturally Responsive Teaching.

We believe that middle school and high school years of ELA are critical in the

actualization of Social Justice and Equity in students’

Lives in Mississippi.

As such, we act with the knowledge that every ELA classroom must aggressively pursue the dismantling of systems of

oppressionthrough rigorous ELA-content and all

elements of Culturally Responsive Teaching.

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Our ELA Outcomes

ELA Achievement Leadership

• Textual Analysis• Creative & Essay Writing• Speaking , Listening• Independent Reading

• How are students leading within the class? Within the school? Within the community?

• How are students accessing other leadership opportunities?

Critical Consciousness Pride and Self and Community (Cultural Competence)

• Awareness of Social Systems• Historical and Root Cause Analysis• Critical Dialogue

• Dimensions of Community• Personal and Community History• Conscientious Identity Construction

Take a moment to (re-)read these in more detail.

These will also be another way we can celebrate each other throughout the year. WE need to live these if our students are going

to as well. So, let’s shout each other out on them!

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Student’s Now & Future

Personal Opportunity &

Personal Happiness

BuildingCurriculum

Designing Pedagogy

Developing relationships

ELA Skills

Leadership

Pride in Self & Community

Critical Consciousness

TEACHER

STUDENT

What makes you proud for your

students?

What makes you proud for your ELA

team?

What makes you proud for yourself?What makes you proud for your

students?

What makes you proud for your ELA

team?

What makes you proud for yourself?

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Culturally Responsive TeachingO

ur

Stu

den

t O

utc

om

es Rigorous ELA

Achievement in reading, writing,

speaking

Student Leadership


Pride in Self & Community/

Cultural Competence

Teach

er

Acti

on

s

Pedagogy Curriculum Relationships

Teach

er

Beliefs Develop

Sociocultural Consciousness

Hold an Affirming Attitude

Feel a Sense of

Responsibility & Caring

Embrace Constructivist Teaching &

Learning

Become Familiar with

Students’ Prior

Knowledge

Design Instruction

that Builds on what Students Already Know

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Culturally Responsive TeachingTeach

er

Acti

on

s


How you teach…

What you teach…

As you watch…•What do you notice about what students are achieving and doing?•What do you notice about the curriculum?•What do you notice about the pedagogy?•What do you notice about the relationships the teacher has with his students?

Rigorous ELA Achievement in reading, writing,

speaking

Student Leadership



Cultural Competence

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Sample Lesson & PlansThis should feel like what we did at Induction!

We will watch so many sample lessons (and we’ll model some tomorrow!) because this is a great way to learn!

•Take notes on how the lesson drives towards ELA student outcomes.

•Know that you can and should ask questions!

Students read Frankenstein & Nonfiction Texts about the development of the Atomic Bomb.

Students knew while they are reading, talking, and writing daily focus responses to the two texts that they are preparing for and engaging in a Socratic discussion about a creator's responsibility for his/her creations.

On days prior, students worked in small groups and individually to identify and develop arguments based in textual evidence. Students participate in small group Socratic discussions during day one, and engage in a whole group, text-based Socratic seminar on day two, which is graded on analysis and reasoning, discussion skills and civility.

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er

Acti

on

s


How you teach…

What you teach…

As you watch…•What do you notice about what students are achieving and doing?

Rigorous ELA Achievement in reading, writing,

speaking

Student Leadership



Cultural Competence

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er

Acti

on

s


How you teach…

What you teach…

What did you notice about pedagogy?

Now let’s read a Mississippi teacher’s students’ work. What do you notice about pedagogy once you read the student work?

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er

Acti

on

s


How you teach…

What you teach…

What did you notice about pedagogy?

Students engaged in real

discourse

Students engaged in real

discourse

Students had opportunities to give each other

feedback & reflect on self.

Students had opportunities to give each other

feedback & reflect on self.

Students made connections from classic literature

to modern relevant

questions of the world.

Students made connections from classic literature

to modern relevant

questions of the world.

A big idea: “challenge” teaching, not “transmission” teaching

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er

Acti

on

s


How you teach…

What you teach…

What did you notice about curriculum?

A big idea: “explorations,” not (just) “activities”

Now let’s read a Mississippi teacher’s. What do you notice about this curriculum?

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er

Acti

on

s


How you teach…

What you teach…

What did you notice about curriculum?

Explorations are scaffolded, but

always asked for real thinking

Explorations are scaffolded, but

always asked for real thinking

Opportunities to reflect on bigger

questions + issues

Opportunities to reflect on bigger

questions + issues

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er

Acti

on

s


How you teach…

What you teach…

What did you notice about the relationships Mr. Amendelore had with his students as learners?

Teacher facilitated student

ideas

Teacher facilitated student

ideasTeacher did not

have all the power and answers

Teacher did not have all the power and answers

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Take your first stab at your vision!1. What do you want for your students at the end of this year & why does it matter so much– at this point?2. What will it take from you as their teacher-leader? How will you & your students achieve what you want?

Ou

r S

tud

en

t O

utc

om

es Rigorous ELA

Achievement in reading, writing,

speaking

Student Leadership



Cultural Competence

Teach

er

Acti

on

s


Teach

er

Beliefs Develop

Sociocultural Consciousness

Hold an Affirming Attitude

Feel a Sense of

Responsibility & Caring

Embrace Constructivist Teaching &

Learning

Become Familiar with

Students’ Prior

Knowledge

Design Instruction

that Builds on what Students Already Know

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Take a lunch break!Make a new ELA-

friend!Creep on your shout-out-

partner!

Choose a new seat!

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Four Corners

1. Move to the space that best represents you.

2. Find out why others (someone you haven’t spent time with) are near you.

3. Be prepared to share something you learned from someone else.




My biggest pet-peeve

is…

My biggest pet-peeve

is…People talking loudly on their

phones in public spaces

Up-talk, misuse of words, and/or

excessive use of words in conversation

(e.g. “literally” or “like”)

Everyday cleanliness/organization (e.g. dishes in the sink, dirty clothes on

the floor)

Something else that is really horrible that I

need to tell you about.

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Four Corners







My biggest motivation

while teaching is…

My biggest motivation

while teaching is…

Building relationships with

students

Seeing students succeed on a high

academic bar.

Knowing I am working against a

critical issue in social justice.

Something else you aren’t mentioning,

but I want to tell you about.

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Four Corners







My favorite form of

entertainment is…

My favorite form of

entertainment is…

Music, Art, or Theater

Sports

Movies, TV Shows

Books

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Four Corners







The kind of reading that makes me

lose sleep…

The kind of reading that makes me

lose sleep…Sci-fi/ Dystopian

Non-fiction

Short stories & poetry

Just got to talk about something else

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Four Corners







So far, my experience

with TFA has been…

So far, my experience

with TFA has been…

Easy, fun, no worries.

Challenging and frustrating.

Challenging, but worth it.

These categories don’t match what I’m

feeling. Let me tell you about it.

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Four Corners







If I’m going to work with you

guys, I’m going to need…

If I’m going to work with you

guys, I’m going to need…

…You to know me as a person

…You to remind me why I am doing this

work.

…You to challenge me

These categories don’t match what I need from you. Let me tell you about it.

welcome back to team ela!

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