Professional Learning Teams (PLTs)

Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Samantha Adams, Nicole Beal, and Rachel Griffin

WEDNESDAYS, FEB 8, MAR 15, APR 26, MAY 24

M ƒA

 INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GRADING FOR EQUITY BY JOE FELDMAN, AND CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.

How might we integrate equitable assessment policies and practices into our classrooms? How we assess our students should be part of a culture centered on learning rather than compliance. It should cultivate intrinsic motivation, reduce bias, and accurately reflect what students know and can do. Together, we will work towards equitable assessment policies and practices through a book club structure, anchored by the text Grading for Equity by Joe Feldman. In each session, we will discuss a reading, plan for changes to our practice, and reflect on our work to change the culture of assessment in our classrooms. In the first session, we will focus on problems with traditional grading and discuss the case for change. Next, we will delve into accurate grading and the mathematical consequences of our choices. Then, we will examine how to develop bias-resistant grading practices as well as the impact of, and alternatives to, common grading policies. Finally, we will explore intrinsic motivation, the psychological impact of “punishing” students for making mistakes while learning, and competency-based grading with retakes. This PLT is intended for teachers of all content and grade levels.

Book Club: We Want to Do More Than Survive p Facilitators: MƒA Master Teachers Brittany Cook and Scott Gallagher

WEDNESDAYS, MAR 1, MAR 29, MAY 10, JUN 7 M ƒA

 INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF WE WANT TO DO MORE THAN SURVIVE: ABOLITIONIST TEACHING AND THE PURSUIT OF EDUCATIONAL FREEDOM BY DR. BETTINA L. LOVE, AND CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.

How might we identify, challenge, and dismantle the oppressive structures and habits in our teaching practice? In this PLT, we will work to identify the oppressive systems that exist in our classrooms, schools, and communities; and we will examine the role we have played in this oppression using Dr. Bettina Love’s We Want to Do More Than Survive to anchor our work. We will begin by unpacking Dr. Love’s “Educational Survival” concept and exploring its impact on our students. With this common understanding, we will recognize the importance of mattering and challenge the idea of character education as a solution in today’s educational landscape. We will then define what it means to be an abolitionist teacher and examine the need for joy in our instruction. In doing so, we will challenge our role in upholding oppressive structures and develop and implement action plans to move toward becoming abolitionist teachers. Dr. Love’s book will be used in conjunction with various protocols for discussion of text, student work, and problems of practice. Teachers of all subjects and grade levels are invited to participate.

Citizen Science: Birding in the Concrete Jungle Facilitators: MƒA Master Teachers Crystal Thiele and Jordan Wolf

WEDNESDAYS, MAR 8, APR 19, MAY 17, JUN 14 M ƒA  SCIENCE

How might we use birding as a citizen science tool to engage students in inquiry-based learning? Birds are all around us, even in our highly developed city—and with surprising diversity! If you can tell a pigeon from a starling, you’re halfway to being able to do species counts and population studies. In session one, we will