2023 Spring Superintendent Summit Event Guide

Event Guide

Welcome

SPRING SUPERINTENDENT SUMMIT

Welcome to the annual Battelle for Kids Spring Superintendent Summit! And, welcome to Columbus, Ohio, where Battelle for Kids was founded in 2001. On behalf of our entire team, I am excited that you have made the decision to invest in yourself (and your school district) over the next day and a half by connecting with colleagues from across the nation.

Our time together will give you the unique opportunity to immerse yourself in new thinking and emerging research all while networking and collaborating with some of the nation’s most innovative education leaders as well as leaders in business and industry. Over the course of the next day and a half you will:

• Reflect on and expand your leadership practices around the science of learning, hope, and belonging, which we will cover during our first day and use this guide as part of the learning experience.

• Engage with leading business and industry experts to explore the skills, mindsets, and competencies necessary for success in the modern workplace.

• Participate in an immersive leadership experience designed specifically for education leaders at the renowned Columbus Museum of Art.

• Engage with and learn from other innovative and transformative leaders from around the country.

I want to thank Right at School for their generous support of this event, and I want to express gratitude to each of you for your leadership and commitment to supporting one another. Enjoy the 2023 Spring Superintendent Summit!

Karen K. Garza, Ph.D. President & CEO | Battelle for Kids

Agenda

WEDNESDAY, MARCH 8

8:00- 8:30 a.m. 8:30 a.m.

Thank you to our event sponsor:

Battelle for Kids Headquarters, Hilliard, Ohio

Registration & Breakfast

Welcome & Overview

The Science of Learning

Facilitator: Valerie Greenhill, Vice President, Battelle for Kids

The Science of Hope, Part One

Facilitator: Jamie Meade, Vice President & Chief of Staff, Battelle for Kids

Lunch

The Science of Hope, Part Two

Facilitator: Jamie Meade, Vice President & Chief of Staff, Battelle for Kids

The Science of Belonging

Facilitator: Karen Garza, President & CEO, Battelle for Kids

4:00 p.m.

End of Day One

Dinner

North Market Bridge Park

6750 Longshore St, Dublin, OH 43017

THURSDAY, MARCH 9

p.m. 8:30 a.m. 8:00-8:30 a.m.

Columbus

Breakfast

Welcome & Overview

• Panel—Battelle Memorial Institute

Wes Hall, Vice President, Philanthropy & Education (Moderator)

Beth Daly, Director, Performance Excellence

Greg Kimmel , Vice President and General Manager, Health

Taylor Skinner, Talent Specialist

• Immersive Leadership Experience with the Columbus Museum of Art Closing

Museum of Art, Columbus, Ohio

Grounding Reflection

1. What three words best describe how you’re feeling right now?

2. What do you hope to learn or accomplish during your time at this event?

The Building Blocks for

21st Century, Deeper Learning

SELF-REFLECTION TOOL

The Summit has been designed to build our collective understanding around the essential building blocks of 21st century, deeper learning.

The Sciences of… LEARNING

HOPE BELONGING

1. How does a deep understanding of the science of learning help us advance our vision for 21st century, deeper learning for every student?

As I start my day of learning…

As I end my day of learning…

2. How does the intentional cultivation of hope help us advance our vision for 21st century, deeper learning for every student?

As I start my day of learning…

As I end my day of learning…

3. How does the intentional cultivation of belonging help us advance our vision for 21st century, deeper learning for every student?

As I start my day of learning…

As I end my day of learning…

Realizing the power & promise of 21st century, deeper learning for every student.

When the whole education system is aligned to the 21st century vision—the Portrait of a Graduate—equitable, deeper learning outcomes for every student can be realized.

Building on the locally developed Portrait of a Graduate, this systems approach—Portrait of a Graduate, Portrait of an Educator, Portrait of a Leader, and Portrait of a System—provides the cohesive alignment necessary to bring the vision to life. This interconnected systems framework illustrates the dependency of each component part of the system for enduring transformation.

Connecting Leaders. Transforming Education.

EdLeader21, the premiere national network of educational transformation, supports educators committed to 21st century, deeper learning by connecting them to new thinking, research, ideas, tools, and practices to scale and sustain transformation across the system.

The real advantage of the EdLeader21 Network is in the interactions and connections among future-thinking school systems across the country. The network is powered by Battelle for Kids, fueling the passion for learning and providing opportunities for all network members to share their learning journey for the benefit of all students.

Network members in 30+ states

Our national professional learning network of education leaders committed to building 21st century education systems for every student.

The Science of Learning

LEARNING OUTCOMES

In this session, you will...

• Explore how the science of learning helps us think differently about the brain, mind, body, environment, and relationships in education transformation.

• Consider how new insights from the science of learning can help you accelerate deeper learning system wide.

• Identify key implications that matter most as you engage your district team, broader community, and students.

• Understand how to use the science of learning to make the case for deeper learning and Portrait of a Graduate in your community.

OVERVIEW

Recent insights from the science of learning help us think differently about thinking. This has broad and deep implications for all education system leaders and their teams.

Researchers and practitioners in a wide array of fields from education and psychology, along with philosophy, cognitive science, neuroscience, sociology, and anthropology (a body of work we refer to in this session as the “science of learning”), have charted an evidence-based path that is urgent and applicable for every education leader today. This is especially relevant for leaders who seek to implement their vision for deeper learning, or a Portrait of a Graduate, in their systems.

Some key ideas we’ll explore together in this session include:

• What does it mean to say that learning doesn’t happen only in the brain?

• How do brains, minds, bodies, environments, and relationships interact, and how should this impact our leadership of formal schooling?

• How can education leaders more effectively provide the raw material every learner needs to “extend their minds” and thrive in the 21st century?

A disclaimer, and an invitation...

We have intentionally designed this session using evidence-based practices such as physical movement, social learning, and exposure to the natural environment (weather and time permitting), to boost your attention and focus for today’s learning.

If you are over the age of 25, you are less “neuroplastic” than your younger peers, which means, in part, that these instructional methods are particularly beneficial when you are learning new content. And yet, the science of learning teaches us that even though you are motivated to be present today, you may at times feel yourself challenged by these very techniques! That’s ok and to be expected.

We invite you to notice the full range of your reactions to today’s learning – including moments when you feel focused and engaged or skeptical and impatient. Use the notes section in this guide to document any insights you have along the way. Our intention is that some of these insights will influence your key moves as you lead deeper learning in your district. And as always, please share your thoughts about this during the day and in your feedback form at the end of the Summit!

TRUTHS AND MYTHS ABOUT THE BRAIN

TRUE FALSE

1. Multi-tasking is a sign of intelligence.

2. You only use 10 % of your brain.

3. People with dyslexia see letters backward.

4. Experts and novices process information differently.

5. “Sticks and stones may break my bones but words can never hurt me” is an accurate description.

6. Intelligence is hereditary and unchanged by experiences.

7. The adult human brain generates new cells daily.

8. All cognitive skills decline as you age.

9. Classical music makes you more intelligent.

10. People learn better when they are taught in their preferred learning style (e.g. visual, auditory, kinesthetic).

11. The brain is hard at work when we are asleep.

12. Cognitive development happens through a fixed progression of age-related stages.

13. Every time you learn something, your brain cells grow new connections.

14. The human brain evolved to have 3 parts: a reptile (“lizard”) brain, the limbic system, and the neocortex.

15. Learning two languages at the same time is good for your brain.

16. Some of us are “Left Brained” (logical) and some are “Right Brained” (creative) and this helps explain differences in how we learn.

10. False; 11. True; 12. False; 13. True; 14. False; 15. True; 16. False

WHAT DO WE THINK ABOUT THINKING?

Of the following images, which one seems like the most accurate metaphor for the brain?

BRINGING THE BODY INTO LEARNING

“Where does the mind stop and the rest of the world begin? . . . The moral is that when it comes to belief, there is nothing sacred about skull and skin.”

—Andy Clark & David J. Chalmers

“…a paradigm shift is taking hold in human cognition, pointing to a new science-based understanding about the way we think and, ultimately, the way we learn. That shift includes a move away from traditional notions of the mind to an “embodied” model of human thinking and learning. Backed by scientific evidence from neuroimaging techniques, there is a growing movement to not only understand thinking as inseparably linked with the body and the environment, but also to reimagine the learning that follows. When thinking (i.e., cognition) is embodied, it is deeply dependent on features of the physical body of the learner. Said another way, a learner’s body plays a significant causal or physically constitutive role in cognitive processing. . . Schools, whether they are conscious of it or not, still work hard to separate the mind from the body. . . The teacher is seen as a “talking head” – a disembodied and disempowered conduit for core curriculum.”

—Sheila L. Macrine and Jennifer M. B. Fugate, Movement Matters

Educators who are trained in early childhood development, occupational therapy, special education, counseling, vocational education, and project based learning, along with other related areas of education, tend to understand the importance of the body in learning.

Other educators may be more “brain-embedded” in their approach to teaching and learning (i.e., “the brain teaches the body”) and would benefit from considering the role of the body in teaching the brain.

LET’S CONSIDER:

The body knows things before the brain does – we store enormous amounts of information subconsciously every day.

Being sedentary is costly – it increases cognitive load (reducing the mind’s capacity to learn), whereas movement does the opposite.

Physical movement and gestures help boost memory.

The body must rest for the brain to work well. Quality sleep is vital for cognition, yet teenagers are some of the most sleep-deprived people in the U.S.

Traditional expectations for a well-managed classroom assume quiet, still, orderly students, individually “using their heads”.

BRINGING THE BODY INTO LEARNING—INTEROCEPTION

When we sense internal signals from the body, like our heart beating or hunger, it is called interoception. There are enormous differences among individuals in sensing and interpreting these internal signals. Some people use interoception to make better decisions – they “trust their gut.” Others find it more difficult to sense their body’s signals, or find it challenging to interpret these signals clearly.

The science of learning suggests that one’s skill at extending the mind – and building one’s cognitive capacity and problem solving ability – is related to one’s fluency with sensing and interpreting the body’s internal signals.

“What we do know is that interoceptive awareness can be deliberately cultivated…Once we establish contact with this informative internal source, we can make wise use of what it has to tell us: to make sounder decisions, for example; to respond more resiliently to challenges and setbacks…The heart, not the head, leads the way…if we rely on the conscious mind alone, we lose.”

—Annie Murphie Paul

Interoception—Note Catcher

Consider using the note chatcher below to document moments when you notice your body’s internal signals throughout the day. What implications might this knowledge have for your role as a leader of deeper learning in your district?

What signal are you noticing?

Document the body signal you noticed (e.g., thirst, increased heartbeat).

How does it feel? What emotional label best describes that signal you are noticing? (e.g. excited, frustrated)

Which educators in your system might be using interoception in their approach to deeper learning? What questions or insights does this generate about your leadership of deeper learning?

Let’s offload some of your cognition!

Individually, create a mind map of the concepts and ideas you have considered today. You’ll use this in a subsequent activity.

What question(s) do you have for your table group? (Try to list at least 3)

LEARNING IN PLACES, LEARNING WITH PEOPLE

“We are intrinsically loopy creatures.”

—Andy Clark

The science of learning helps us understand the extent to which learning is a “looping” interaction among the brain, mind, body, the environment, social relationships, and the cultural contexts in which it occurs. Many of these concepts and the practices they engender are not entirely new, of course. What is newly important and helpful is how the science of learning continues to generate relevant, timely evidence to support these ideas in practice.

Consider some ideas from today... Implications:

A feeling of ownership of a space contributes to success (e.g., sports teams that play at home have a distinct advantage; teachers that have their own classrooms can create environments that foster belonging more easily for all students).

Adding cues of belonging to learning environments have been shown to reduce stress and improve performance (e.g., STEM classrooms with images of scientists from underrepresented groups reduce stereotype threat).

How might the science behind these ideas help you advance your vision for deeper learning?

The physical spaces in which we think and work have a profound influence on cognition (i.e.access to nature, large whiteboards to make thinking visible).

Consider some ideas from today...

Learning is social -- interaction with others is central to effective cognition (e.g., collaboration time and space, access to social clubs is not always available to every student, debating with others helps correct cognitive biases).

Chronic stress causes the brain to atrophy, reducing the areas of the brain needed for learning and cognitive flexibility (e.g., students who are experiencing trauma).

Other (fill in additional ideas)

Implications: How might the science behind these ideas help you advance your vision for deeper learning?

The Science of Learning

Other (fill in additional ideas)

Consider also the following noteworthy excerpts. How might these ideas inform your leadership in your district and in your broader community?

“Relationships exist at the intersection of mind-body. They are the precursor to learning. When anyone experiences others in an environment like a classroom that is inattentive or hostile, the body picks up that information through the autonomic nervous system and sends it up to the RAS and amygdala. There the amygdala gets the information that it’s not socially, emotionally, or intellectually safe and sends out a distress signal to the body. The body starts to produce stress hormones that make learning nearly impossible. Even if the environment isn’t hostile but simply unwelcoming, the brain doesn’t produce enough oxytocin and begins to experience anxiety. This anxiety triggers the parasympathetic nerve, making one think he is in danger because the brain doesn’t experience a sense of community. When we look at the stress some students experience in the classroom because they belong to marginalized communities because of race, class, language, or gender, we have to understand their safety - threat detection system is already cued to be on the alert for social and psychological threats based on past experience. It becomes imperative to understand how to build positive social relationships that signal to the brain a sense of physical, psychological, and social safety so that learning is possible.”

—Zaretta Hammond

“Movement and well-designed spaces, time in nature, representational tools, and interactions with others can also help people solve problems, generate new ideas, and learn concepts and skills.”

—Martha Alibali, Vilas Distinguished Achievement Professor, University of Madison-Wisconsin

“Quite literally, it is neurobiologically impossible to think deeply about or remember information about which one has had no emotion because the healthy brain does not waste energy processing information that does not matter to the individual (Immordino-Yang, 2015).”

—How People Learn II: Learners, Contexts, and Cultures, The National Academies of Sciences, Engineering, and Medicine (2018)

“It has been assumed that brain development always leads the way in cognitive development and learning, but in fact the brain both shapes and is shaped by experience, including opportunities the individual has for cognitive development and social interaction. Different situations, contexts, and pedagogical strategies promote different types of learning. We saw that many kinds of learning are promoted when the learner engages actively rather than passively, by developing her own models, for example, or deliberatively developing a habit or modeling an observed behavior. We saw that learning is predicated on learners’ understanding and adopting the learning goal.”

—How People Learn II: Learners, Contexts, and Cultures, The National Academies of Sciences, Engineering, and Medicine (2018)

Consider some big ideas from this session and their implications for…

Implications for Professional (Adult) Learning

Implications for Student Learning

Thinking extends beyond just the brain, but this is not a traditional or common understanding among educators, parents, and students.

Enhancing cognitive capacity depends on developing skillful loops between the brain, mind, body, other people, and the environment. This represents a profound shift

Implications for Community Support for the Portrait of a Graduate

in what we consider to be “intelligence.”

The raw materials needed to embed science of learning practices are not equitably distributed in school systems and communities.

The science of learning helps chart a timely, evidencebased path for implementing the Portrait of a Graduate/ vision for deeper learning.

Other (fill in your own)

Implications for Professional (Adult) Learning

Implications for Student Learning

Implications for Community Support for the Portrait of a Graduate

SOME FINAL REFLECTIONS

If we need to think differently about thinking, what does this mean for you as a leader of learning?

Reflect back on the images that might represent the brain (on page 10) and consider: Which one of these is the best model for you as a leader of your system? If none seem to fit, what is one you prefer?

How might you use some of what you learned today to lead capacity building with the adults in your system? Reflect on the design of this session – what did you notice? What might you remember and share with your broader team?

Science of Learning Design Elements – High Level Summary

Brain, Mind, and Body Connection –interoception note catcher, body scan, walking, standing, drawing, gesturing.

Environment – natural light, use of outdoors (weather permitting), changing rooms, use of walls/chart paper/workbook to offload abstract concepts into visible artifacts in physical space.

Social Learning – pair/share, walk/ talk, collaborative charting, table discussions.

Cognitive Looping – individual reflection time paired with collaborative dialogue and charting.

Other

What did you notice – what might be useful to take back with you?

“Rather than being sealed inside our skull…the mind extends into the world: into our bodies, into our physical surroundings, into our relationships with other people, and into our tools and technologies. What this means for teaching and learning is that we do not only need to cultivate the brain; we need to cultivate the brain’s capacity to extend itself with all the resources at hand.”

—Annie Murphie Paul

The Science of Hope

LEARNING OUTCOMES

In this session, you will...

• Explore the latest research from a new generation of hope scientists.

• Consider implications for educational leadership in this era of rapid change.

• Learn impactful, research-based strategies for 21st century educational leadership and the design of deeper learning experiences.

Hope is more than passive, wishful thinking. Hope requires action and engagement—and is both a skill and a mindset.

Hope results from believing change is possible and having the tools to make it happen.

LEADING WITH HOPE

Hope empowers leaders to find a way forward in times of uncertainty, take courageous action in times of fear, and persevere in the face of adversity. High-hope leaders have the energy and motivation to bring about meaningful change and are good at generating new pathways, especially when obstacles arise. Hope sets the stage for visionary educational leadership and propels us to take collective action on the vision —a Portrait of a Graduate.

BUILDING ON THE FOUNDATIONAL SCIENCE OF HOPE: GOALS, PATHWAYS, AND AGENCY

The science of hope has rapidly evolved over the past three decades.

CONSIDERATIONS FROM THE EMERGING SCIENCE OF HOPE

• How can uncertainty, setbacks, and disappointments provide emotional nutrients for human growth?

• Why is modern psychology shifting from examining the past to focusing on the future?

• How does noticing our perspective become a powerful tool for building and sustaining motivation that fuels our sense of agency?

• How do social connections and our sense of belonging sustain – or inhibit – hopeful thoughts and actions?

Notes & Reflections

GOALS

PATHWAYS AGENCY

“Hope is the sum of your mental willpower and waypower for your goals.”

—C.R. Snyder

LOSING HOPE

Hope is not an emotion, but when we lose hope, we can feel and experience intense emotion.

Notes & Reflections

“I have a feeling tomorrow will be different is different from I resolve to make tomorrow better.”

—Angela Duckworth

THIS IS YOUR BRAIN ON HOPE

Prefrontal Cortex: Command Center - The planner of the future.

Amygdala: The Trigger - Urges us to move away from threats .

Hippocampus: The Stimulator - Where we practice for the future.

Neuroplasticity: The brain’s ability to change, rewire and function in some way that differs from how it previously functioned.

The Hope Circuit: The Pathway in the brain that regulates Future Forecasting.

Amygdala

Prefrontal Cortex

LET’S CONSIDER:

Hippocampus

Negative emotion and uncertainty are necessary ingredients in activating hope at its highest levels.

1. What’s your reaction to the statement above?

2. How accurate does this feel based on your experiences?

“One can choose to go back toward safety or forward toward growth. Growth must be chosen again and again; fear must be overcome again and again.”

—Abraham Maslow

MODERN PSYCHOLOGY: MAKING A SHIFT

“This new understanding has us looking forward to gain control – not backward to learn what has happened.”

—Dan Tomasulo

POSITIVITY: THE BALANCING FORCE

Negativity Uncertainty

HOPE

Building Shared Terminology Notes & Reflections

Negativity

Bias

Our brain is hardwired to move away from what can hurt us. Its first job is to keep us safe: a tool for survival.

Evolutionary

Reactions

Thinking Traps (ANTS)

• Fight–Flight–Freeze

• Future Focused Hope is another response option.

Familiar, repetitive thoughts that pull us into a downward spiral, depleting our energy.

“It’s no use going back to yesterday because I was a different person then.”

—Lewis Carroll’s Alice’s Adventures in Wonderland

NOTICING OUR PERSPECTIVE

At the core of hope is tending to what we’ve overlooked.

“The question is not what you look at, but what you see.”

—Henry David Thoreau

When we realize we have a choice, we trigger an upward spiral.

Notes & Reflections

“That was a powerful feeling, to really understand I had a choice. I had the power to think the thoughts I wanted to think and do the good I wanted to do… Perspective is such a powerful tool. It determines the quality of our lives.”

—Kaitlin Roig-Debellis, First Grade Teacher, Sandy Hook Elementary School

Dispositional

Applied consciousness. A keen awareness and attention to our thoughts and feelings in the present moment.

Embodied Cognition

Changing our thinking through our actions.

Explanatory Style

Placebo Effect

How we explain negative and positive events. Beliefs change expectations, which influence outcomes.

Nocebo Effect

Acting Traps

Negative beliefs cause a negative reaction.

Familiar but harmful behaviors and routines.

“Once you become aware that you are responsible for your thoughts, you are responsible for your thoughts.”

—Bruce Lipton, The Biology of Belief, 2015

LET’S CONSIDER:

“Each of us chooses, by way of attending to things, what sort of universe we appear to inhabit.”

—William James, Father of American Psychology

1. Discuss your reaction to the statement above.

2. In your leadership experiences, what have you noticed about what others “notice” -and how their “noticing” can shape and influence outcomes?

3. What can leaders do to elevate “noticing” of what’s possible?

BUILDING HOPE THROUGH SOCIAL CONNECTIONS

Social isolation inhibits hope.

EXPLORING OUR SOCIAL ATOM:

1. In the chart below, place the initials of 10 people, non-relatives, you interact with most frequently – and in order of frequency.

2. Consider those who are positive relations, those that energize you when you engage. Place a + by their name.

1. How can you increase the time with those bringing a positive perspective into your life?

2. How might you consider expanding your circle to cultivate new and more positive connections with others?

ACTIVE CONSTRUCTIVE RESPONDING

When we celebrate the success of others, we build hope in ourselves and others!

Expressing positivity - a hopeful outlook - predicts how good and how long a relationship will last.

“It must be said that self-actualization is not enough. Personal salvation and what is good for the person alone cannot be really understood in isolation…The good of other people must be invoked, as well as the good for oneself…”

—Abraham Maslow

(S. Grable, UC-Santa Barbara)

Building Shared Terminology Notes & Reflections

Active Constructive

Passive Constructive

Active Destructive

Passive Destructive

“Good, the more communicated, the more it grows.” —Milton, Paradise Lost

LET’S CONSIDER:

1. Discuss your reaction to the Response Management matrix.

2. As leaders, how can we model “noticing” and seize opportunities to respond to good news.

3. As leaders, how can we strengthen relationships – and Hope – through genuine, empathetic, Active Constructive Response (ACR)?

The Science of Belonging

LEARNING OUTCOMES

In this session, you will...

• Explore the research on belonging and its impact on a host of life outcomes.

• Examine the connection between a sense of belonging and an individual’s feeling of meaning and purpose.

• Consider how strong feelings of belonging can help advance 21st century, deeper learning.

• Consider the leadership implications and how one might cultivate belonging in the workplace and in schools.

OTHERING & BELONGING, DEFINED

Othering is to treat or consider a person (or a group of people) as alien to oneself or one’s group. It is a set of dynamics, processes, or structures that engender marginality across a range of human differences.

Othering and marginality can occur on a group basis or at the individual level. We have all likely experienced the discomfort of being some place or with people where we did not feel that we belonged. For many of us, this feeling is transitory and relatively harmless, such as the discomfort of entering into a conversation in which we are not well versed or the embarrassment arising from being dressed inappropriately for a place or occasion. (John Powell) Should these feelings persist, they can have detrimental impacts on productivity and overall well-being.

Belonging is the feeling of security and support when there is a sense of acceptance, inclusion, and identity for a member of a certain group. It is when an individual can bring their authentic self to work. (Oxford Dictionary)

The need to belong, also known as belongingness, refers to a human emotional need to affiliate with and be accepted by members of a group. This may include the need to belong to a peer group at school, to be accepted by co-workers, to be part of an athletic team, or to be part of a religious group. (Kendra

Cherry, 2021)

Identify an experience you have had that made you feel Othered and another experience that made you feel as if you Belonged.

MASLOW’S HEIRARCHY OF NEEDS

All educators are familiar with Maslow’s Hierarchy of Needs. The tiered graphic that often represents this theory shows self-actualization at the top of the pyramid. Interestingly enough, the actual pyramid was created by a management consultant in the 1960’s reflecting that consultant’s interpretation of Maslow’s work. (Kaufman, 2021) Maslow wrote later in his life that self-actualization was not the ultimate stage. He wrote, “It must be stated that self-actualization is not enough. Personal salvation and what is good for the person alone cannot be really understood in isolation....The good of other people must be invoked, as well as the good for oneself...It is quite clear that a purely intrapsychic, individualistic psychology, without reference to other people and social conditions, is not adequate.” Kaufman (2021) used Maslow’s personal notes and reflections on the hierarchy of needs to design a new theory with transcendence as the ultimate goal.

Other research has revealed that the need to belong is as important as physiological needs such as food, safety, and security. Thus, modern social psychologists have modified this original pyramid to reflect belonging as a fundamental human need. (Cohen, 2022)

What are some of the traditional practices that occur in our organizations that might create conditions of feeling othered or a sense of belonging for employees and students?

Maslow’s Heirarchy of Needs

Maslow’s Heirarchy of Needs - Modified

BELONGING IN SCHOOLS AND THE WORKPLACE

Roy Baumeister and Mark Leary synthesized a large body of work about the effect of belongingness in one of the most well-cited papers in social psychology, published in 1995. They highlight that we have evolved as a fundamentally social species and have a powerful, innate instinct to seek social connection. Being members of a group was essential to our survival and, as a result, our species developed a strong fear of being isolated.

In their research, they expected that a sense of belonging would be related to higher levels of perceived life meaningfulness. Their research findings confirmed their expectations that belonging was a robust predictor of meaningfulness. They found that priming belongingness increased meaningfulness and that a feeling of belongingness is a powerful predictor and cause of finding life meaningful.

A sense of belonging is highly correlated to a meaningful life.

LET’S DISCUSS:

Consider the modified Hierarchy of Needs. What are the implications for your leadership and your overall system?

How intentional is your system in priming a feeling of belongingness for students and staff?

“If we have no peace, it is because we have forgotten that we belong to each other.” —Mother Teresa

WHY DOES A SENSE OF BELONGING MATTER? Belonging in the Workplace

Simple as this may seem, a sense of belonging is a strong predictor of a host of life outcomes - from serious health issues and later college enrollment to the likelihood of dropping out of college, from whether female college students persist in getting a degree in fields related to science, technology, engineering, and math to how employees perform at work. (Baumeister & Levin)

When we has doubts about whether we are fully accepted in a particular environment or ever could be is Belonging Uncertainty. Belonging Uncertainty has adverse effects. When we perceive threats to our sense of belonging, our horizon of possibility shrinks. We tend to interpret ourselves, other people, and the situation in a defensive and self-protective way. We more readily infer that we are incapable or that we aren’t meant to be there, that we will not understand or be understood. We’re less likely to express our views, especially if they differ from those of others. We’re more sensitive to perceived criticism. We’re less inclined to accept challenges that pose a risk of failure. (Cohen, 2022)

“Threats to belonging need not be overt. The little sins of omission – the missed ‘thank you,’ the lack of acknowledgement for your contribution – can add up to a vague feeling of ‘I don’t belong here.’” —Cohen, 2022

LET’S

CONSIDER:

When something bad happens, I feel that maybe I don’t belong at [school or workplace name].

I fit in well at [school or workplace name].

When you think about [school or workplace name], how often, if ever, do you wonder, “Maybe I don’t belong here”?

Responses to the above questions are highly correlated to a host of life outcomes, including serious health issues, likelihood of dropping out of school/college, persistence in challenging coursework and challenging fields of study, and overall performance at work.

PEOPLE, PLACE, POWER, PURPOSE

There are four dimensions to belonging – people, place, power, and purpose. A sense of belonging is closely associated with the quality of our relationships with other people. Our sense of belonging as it relates to place is a feeling of connection to a physical place like our home, a neighborhood, or a city. Belonging is also manifested in our relationship with power, our ability to participate in decision-making structures, and our sense of agency to impact decisions. Finally, belonging is grounded in a feeling of purpose formed in part by cultural and societal norms and how these shape our perspectives of ourselves in relation to each other and the broader world. (Samuel,

2022)

LET’S CONSIDER HOW THESE DIMENSIONS OF BELONGING ARE CULTIVATED IN OUR SCHOOLS:

How are these dimensions of belonging cultivated in our schools Identify the practices, policies, and/or structures by dimension that serve to advance strong feelings of belonging for staff and students alike.

“A deep sense of love and belonging is an irreducible need of all people. We are biologically, cognitively, physically, and spiritually wired to love, to be loved, and to belong. When those needs are not met, we don’t function as we were meant to. We break. We fall apart. We numb. We ache. We hurt others. We get sick.”

—Brené Brown

PEOPLE PLACE

BELONGING IN SCHOOLS

“The extent to which students feel personally accepted, respected, included, and supported by others in the school social environment.”

—Goodenow & Grady, 1993

Positive student-teacher relationships have the greatest impact on school belonging. Studies reveal that students are more likely to report feeling like they belong when they sense that one or more of their teachers care about their learning, have an interest in them as individuals, and have high expectations of them.

Hundreds of studies clearly indicate that having a positive relationship with at least one teacher, where the student believes that their teacher is caring, empathic, fair, and able to help them resolve personal problems, establishes the foundation for building school belonging.

School leaders should not underestimate the value and importance of the student-teacher relationship. It may seem that this relationship almost happens vicariously – simply by the student turning up to class each lesson, but, like any other type of relationship, building strong relationships and feelings of belonging requires intentionality and focused effort.

A review of the empirical literature found that academic motivation is positively correlated with school belonging, with a medium strength effect size. (Allen, 2017) Anderman (2002) found that a student’s grade point average was positively related to school belonging. Goodenow and Grady (1993) found that academic motivation within a school context was positively associated with school belonging - much more influential than peer support or friendship groups.

“Focusing on belonging during the early years and throughout school provides a proactive approach towards fostering positive transitions into adulthood and beyond.”

—Allen & Kern, 2021

BEING HUMAN

We are like the forest,

Not just a single tree, Not just a solitary being.

To be human, We have to be complete like the forest, whole. Not a single tree, alone.

—Ovide Mercredi, 2014

CULTIVATING BELONGING In The Workplace:

Now, more than ever, when leaders are competing for talent, attention to establishing strong workplace conditions is essential. Attention to employees’ feelings of belongingness in the workplace can significantly increase retention and productivity. Research has demonstrated that when workplaces have strong belonging scores, at least 65 percent of employees are more likely to be highly engaged, more innovative, and they feel a sense of purpose in their work. Employees who feel “high belonging” in their organizations feel more engaged in their work, intend to stay longer, and feel a sense of loyalty to their organization. (Kitterman, 2022)

System leaders can cultivate a strong sense of belonging by paying attention to the following conditions:

1. Employees are made to feel welcome and seen.

2. Employees feel meaningfully connected to and supported by their peers and leaders.

3. Employees perceive leaders’ actions to be fair and considerate.

4. Employees feel their input in decisions is sought out, impactful, and valued.

5. System leaders prioritize active, transparent communication, and employees feel they have access to trusted information.

6. Employees are recognized authentically for their contributions, and they feel a sense of pride for their work and for their organization.

Organizations can use many tactics for assessing employee perceptions regarding workplace conditions, including a sense of belonging. Organizations can utilize strategies such as surveys, informal fireside chats, focus groups, and exit and stay interviews.

Human Beings Seek: ACCEPTANCE over REJECTION INCLUSION over EXCLUSION MEMBERSHIP over ISOLATION

“A

What strategies could be employed system wide to prioritize belonging as a human capital strategy? What are you already doing across your system that supports a strong feeling of belongingness?

If your system prioritized the cultivation of belonging, what results might you observe across your system? What evidence would you anticipate seeing as a result?

—Zulu saying

“Umuntu ngumuntu ngabantu”

person is a person through other people.”

In Schools:

Situation Crafting is a way to establish conditions for nurturing belonging. Situation Crafting is shaping a situation, even in minor ways, in order to foster belonging. When crafting situations to nurture belonging, we need to pay attention not just to the physical features of the situation, but to the way the situation is being perceived, felt, and experienced. We often have trouble appreciating how differently a situation is being experienced by others, even by people we feel close to. (Cohen, 2022)

Situation Crafting refers to the intentional shaping of a situation in order to foster belonging. Even a small gesture or a warm welcome can alter a situation or people’s perception of it resulting in alleviating tensions and making people feel included and valued. Situation Crafting is designing an experience with consideration of how each person could perceive or interpret a situation. For example, does everyone participating know each other except for one person? Is everyone in the group white, except for one person? Situation Crafting is designing experiences so that all involved can bring their best selves to the experience and potential uncomfortable situations are mitigated.

“One cannot simply will a person to change. However, changes in situations and lived experiences lead people to change. Situation Crafting is the science and art of creating those transformative experiences.”

—Cohen, 2022

LET’S CONSIDER:

What examples of Situation Crafting have you observed in your system – in classrooms, departments, with parents/community that resulted in feelings of belonging and acceptance?

ALONE

Now if you listen closely

I’ll tell what I know

Storm clouds are gathering

The wind is gonna blow

The race of man is suffering

And I can hear the moan, ‘Cause nobody, But nobody

Can make it out here alone.

—Maya Angelou

Research shows that while receiving motivational advice about how to do better in school has little effect, giving advice works wonders. When students are tasked with giving each other academic advice or feedback, they receive higher grades. (Cohen, 2022)

Another approach that has been widely researched is the use of wise criticism. Wise criticism is a particular approach used while giving feedback to students or adults. When using wise criticism, a person considers how to give feedback that is authentic and builds trust while also making students feel seen, respected, and appreciated. Wise criticism, when done well, protects belonging without sacrificing academic rigor.

Research on the use of wise criticism yields very positive outcomes. In a particular study across a large study group of adolescents, the use of wise criticism prompted many more students to voluntarily refine assignments – white students from 62% to 87% and Black students from 17% to 72%. (Cohen, 2022)

Feedback Approach 1 (traditional model) Feedback Approach 2 (wise criticism)

SENSE OF BELONGING SCALE

Questions:

1. How well do people at understand you as a person?

2. How connected do you feel to colleagues at ?

3. How welcoming have you found to be?

4. How much respect do other employees at show towards you?

5. How much do you matter to others at ?

6. How happy are you to be an employee at ? (Imperial College, London)

BELONGING

Final Discussion:

What connections have you made to work you are currently leading?

What ideas have surfaced for you?

MAKING CONNECTIONS

The science of learning, hope, and belonging are not new initiatives or independent activities; they are fundamental building blocks for bringing your Portrait of a Graduate to life for every student. The rapidly evolving science in these fields can help school system leaders communicate and advocate for the importance of education transformation. How can these building blocks -- the science of learning, hope, and belonging— help you advance your vision for education...

...in your broader community of stakeholders--parents, business leaders, board members, etc.?

...in your leadership of learning for the adults in your district?

...in your own learning and development?”

...in your leadership of learning for the students in your district?

Recommended Readings & Resources

THE SCIENCE OF LEARNING

Books

Powerful Teaching: Unleash the Science of Learning. Pooja K. Agarwal and Patrice M. Bain (2019)

Seven and a Half Lessons about the Brain. Lisa Feldman Barrett (2020)

Supersizing the Mind: Embodiment, Action, and Cognitive Extension. Andy Clark (2011)

Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Zaretta Hammond and Yvette Jackson (2015)

Movement Matters: How Embodied Cognition Informs Teaching and Learning. Sheila L. Macrine and Jennifer M.B. Fugate (2022)

How People Learn: Learners, Contexts, and Cultures II. National Academies of Sciences, Engineering, and Medicine (U.S.), et al. (2018)

The Extended Mind: The Power of Thinking Outside the Brain. Annie Murphy Paul (2021)

How the Brain Learns. David A. Sousa (2017)

Adaptive Intelligence: Surviving and Thriving in Times of Uncertainty. Robert Jeffrey Sternberg (2021)

The Body Keeps the Score: Brain, Mind and Body in the Healing of Trauma. Bessel A. Van der Kolk (2015)

The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate “Brain-Based” Teaching Advice. Andrew C. Watson (2021)

Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy. Daniel T. Willingham (2022)

Why Don’t Students like School: A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. Daniel T. Willingham (2013)

Articles

“Educating Teachers to Enact the Science of Learning and Development.” Applied Developmental Science, Darling-Hammond, Schachner, et al. (2023)

“Implications for Educational Practice of the Science of Learning and Development.” Applied Developmental Science, Darling-Hammond, Flook, et al. (2020)

“Designing for Learning Resources.” Transcend Education (2023)

“Opinion: Temple Grandin: Society Is Failing Visual Thinkers, and That Hurts Us All.” The New York Times, Grandin (2023)

“Putting Neuroscience in the Classroom: How the Brain Changes As We Learn.” Pew Trend Magazine (2023)

“The Science of Learning and Development.” Edutopia (2023)

“Using Cognitive Science to Boost Learning.” Edutopia (2023)

Online Resources

Discover more resources, including links to articles, videos, and websites at bfk.org/sciences

THE SCIENCE OF HOPE Books

You Can Get There from Here: The Psychology of Hope. C.R. Snyder (1994)

Making Hope Happen. Shane Lopez (2014)

Hope Rising: How the Science of Hope Can Change Your Life. Gwinn & Hellman (2019)

Learned Hopefulness: The Power of Positivity to Overcome Depression. Dan Tomasulo (2020)

Transcend: The New Science of Self-Actualization. Kaufman (2020)

Get It Done: Surprising Lessons from the Science of Motivation. Fishbach (2022)

The Hope Circuit: A Psychologist’s Journey from Helplessness to Optimism. Martin Seligman (2018)

Choosing Hope: How I Moved Forward from Life’s Darkest Hour. Kaitlin Roig-Debellis (2015)

Adaptive Intelligence: Surviving and Thriving in Times of Uncertainty. Sternberg (2021)

The Joy of Movement. How Exercise Helps Us Find Happiness, Hope, Connection, and Courage. Kelly McGonigal (2019)

The Book of Hope: A Survival Guide for Trying Times. Goodall, Abrams, & Hudson (2021)

The Anatomy of Hope: How People Prevail in the Face of Illness. Jerome Groopman (2005)

Great Big Book of HOPE. McDermott & Snyder (2000)

The Hope Circuit: A Psychologist’s Journey from Helplessness to Optimism. Seligman (2018)

How We Hope: A Moral Psychology. Martin (2016)

The Body Keeps the Score. Bessel van der Kolk (2015)

Articles

“Learning Hopefulness: 7 Habits of High-Hope People.” Psychology Today, Tomasulo (2022)

“Learned Hopefulness: The Key to a Successful Life.” Psychology Today, Tomasulo (2022)

“The New Science of Hope.” Psychology Today, Tomasulo (2022)

“Broaden and Build Theory of Positive Emotions.” Positive Psychology, Celestine (2016)

“What is Active Constructive Responding?” Go Strengths (2016)

“Why It’s So Important to Hope.” USA Today, Dastagir (2020)

“Why Hope Matters.” Psychology Today, Campbell (2019)

“The Power of Options: Always Give Yourself Four Ways to Win.” Harvard Business Review, Noble & Kauffman (2023)

Online Resources

Discover more resources, including links to articles, videos, and websites at bfk.org/sciences

THE SCIENCE OF BELONGING

Books

Belonging: The Science of Creating Connection and Bridging Divides. Geoffrey L. Cohen (2022)

Boosting School Belonging: Practical Strategies to Help Adolescents Feel Like They Belong at School, Kelly-Ann Allen & Peggy Kern (2020)

On Belonging: Finding Connection in an Age of Isolation. Kim Samuel (2022)

Plays Well with Others: The Surprising Science Behind Why Everything You Know About Relationships is (Mostly) Wrong. Eric Barker (2022)

The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Baumeister & Leary, American Psychological Association, Inc. (1995)

Transcend: The New Science of Self-Actualizaton. Scott Barry Kaufman (2021)

Articles

“School Effects on Psychological Outcomes During Adolescence.” Journal of Educational Psychology, E.M. Anderman (2002)

“What Schools Need to Know About Belonging: A Meta-Analysis.” Educational Psychology Review, Allen, K., Kern, P., et.al. (2018)

“To Belong Is to Matter: Sense of Belonging Enhances Meaning in Life.” Personality and Social Psychology Bulletin, Lambert, Baumeister, et.al. (2013)

“7 Drivers That Build Belonging in the Workplace.” Great Place to Work, Kitterman (2022)

“The Problem of Othering: Towards Inclusiveness and Belonging.” Othering & Belonging, John A. Powell and Stephen Menendian (2017)

Online Resources

Discover more resources, including links to articles, videos, and websites at bfk.org/sciences

ST. LOUIS, MISSOURI |

Connecting Leaders. Transforming Education.

SEPTEMBER 27-29, 2023

We’re Excited to Meet You in St. Louis for the Annual Event!

Join us at this year’s Annual Event in Houston on September 27-29 for an engaging professional learning experience for EdLeader21 Network Members.

SHARE YOUR WORK & INSPIRE OTHERS

The most powerful sessions at the EdLeader21 Network Annual Event are from members – like you! Sharing your work inspires others and can accelerate 21st century, deeper learning for every student.

There are two ways to share your work at Annual Event:

LEARNING SESSIONS

Lead a learning session and share innovative ideas, strategies, and initiatives around creating and implementing your district’s vision for 21st century education.

PORTRAIT TO PRACTICE EXPO

Showcase how your district is implementing its vision for 21st century learning—making the Portrait of a Graduate a reality for your students. Share artifacts that illustrate how you put your district’s Portrait of a Graduate into practice and the impact it has on student learning.

Submit a proposal to share your work by March 29, 2023.

Learn more and submit a proposal at bfk.org/annualevent

Attendee Contact Information

Natasha Adams Superintendent West Clermont Local Schools (OH) Adams_n@mywestcler.org

Kadee Anstadt Superintendent Washington Local Schools (OH) Kadee@wls4kids.org

Mark Blanchard Assistant Superintendent Cumberland Valley School District (PA) Mblanchard@cvschools.org

Dawn Bridges Vice President, Educational Affairs Right at School Dawn.bridges@rightatschool.com

Melvin Brown Superintendent Montgomery Public Schools (AL) Melvin.brown@mps.k12.al.us

Jeff Brown

Superintendent Granville Exempted Village Schools (OH) Jrbrown@granvilleschools.org

Amy Cashwell Superintendent Henrico County Public Schools (VA) Aecashwell@henrico.k12.va.us

David Christopher Superintendent Cumberland Valley School District (PA) Dchristopher@cvschools.org

Jonathan Cooper Superintendent Mason City Schools (OH) Cooper@masonohioschools.com

Jocelyn Cosgrave

Chief Academic Officer Reynoldsburg City Schools (OH) Jocelyn.cosgrave@reyn.org

Paul Daniels

Director, Secondary Curriculum Milford Exempted Village Schools (OH) Daniels_p@milfordschools.org

Talisa Dixon Superintendent (Retired) Columbus City Schools (OH)

Michael Duncan Superintendent Pike County Schools (GA) Duncans@pike.k12.ga.us

Robyn Euker Director, Curriculum

Cumberland Valley School District (PA) Reuker@cvschools.org

Nathan Fisher Superintendent

Roselle Public Schools (NJ) Nfisher@roselleschools.org

Jim Fritz Superintendent Anthony Wayne Local Schools (OH) Jfritz@anthonywayneschools.org

Patrick Geschke

Director, Education & Innovation Brunswick City Schools (OH) Wgeschke@bcsoh.org

Ingrid Grant Chief of School Leadership Henrico County Public Schools (VA) iggrant@henrico.k12.va.us

Jeffrey Greenley Superintendent Belpre City Schools (OH) Bc_jgreenley@belpre.k12.oh.us

Kimberly Halley Superintendent Circleville City Schools (OH) Kim.halley@cvcsd.com

Tim Hanson Superintendent

MSD Warren Township Metropolitan School District (IN) Thanson@warren.k12.in.us

Toriano Holloway Superintendent

Simpson County School District (MS) Tholloway@simpson.k12.ms.us

Marcus Kaemming

Assistant Superintendent Chelsea School District (MI) Mkaemming@chelsea.k12.mi.us

Michael Kapolka Superintendent Chelsea School District (MI) Mkapolka@chelsea.k12.mi.us

John Kellogg Superintendent Westerville City Schools (OH) Kelloggj@westerville.k12.oh.us

Peter Kishpaugh Principal Ephrata Area School District (PA) Peter_kishpaugh@easdpa.org

Andee Linn

Director of School Partnerships Right at School Andee.linn@rightatschool.com

Tricia McManus Superintendent Winston-Salem/Forsyth County Schools (NC) Ttmcmanus@wsfcs.k12.nc.us

Matthew Montgomery Superintendent Elementary School Districts 67 & 115 (IL) Mmontgomery@lfschools.net

Jason Niedermeyer Superintendent Brunswick City Schools (OH) Jniedermeyer@bcsoh.org

Jennifer Pelko Assistant Superintendent Strongsville City Schools (OH) Jpelko@scsmustangs.org

Noris Price Superintendent Baldwin County Schools (GA) Noris.price@baldwin.k12.ga.us

Danielle Prohaska Superintendent Mechanicsburg Exempted Village Schools (OH) Prohaskad@mcburg.org

Kris Quallich Assistant Superintendent Medina City Schools (OH) Quallick@medinabees.org

Cameron Ryba Superintendent Strongsville City Schools (OH) Cryba@scsmustangs.org

Aaron Sable Superintendent Medina City Schools (OH) Sablea@medinabees.org

John Spieser Superintendent Milford Exempted Village Schools (OH) Spieser_j@milfordschools.org

David Stewart Superintendent Hilliard City Schools (OH) David_stewart@hboe.org

Cosimo Tangorra, Jr. Superintendent New Hartford Central School District (NY) Ctangorra@nhart.org

Charles Thiel Superintendent Urbana City Schools (OH) Charles.thiel@urbanacityschools.org

Brian Troop Superintendent Ephrata Area School District (PA) B_troop@easdpa.org

Tracy Wheeler Superintendent Berea City Schools (OH) Twheeler@bereaschools.org

Lori Wilcox Superintendent Aptakisic-Tripp D102 School District (IL) Lwilcox@d102.org

for attending the

Thank You SPRING SUPERINTENDENT SUMMIT

bfk.org