Mini-Courses

Using Protocols to Support Equity in Discourse p Facilitators: Tina Glover and MƒA Master Teachers Lauren Couto and Rose Ventimiglia

MONDAYS, FEB 6, FEB 13, FEB 27

ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Protocols organize conversation to support equitable and rigorous discourse, help students feel integral to the work, and keep everyone on task. In this minicourse, we will delve into protocols developed by the National School Reform Faculty (NSRF) and explore how to build our own protocols around annotation and group work. Each teacher will have the opportunity to engage in and explore several protocols, such as Building Agreements, Zones of Comfort, Risk, & Danger, and Compass Points. In each session, we will consider the components of an effective protocol, discuss how to select a protocol to match our learning goals, test the protocol, and then debrief in a supportive group setting. All teachers are welcome.

Tina Glover has worked at the American Museum of Natural History’s partnership program, Urban Advantage, for over 15 years. She has more than 20 years of experience working with students and teachers in both formal and informal settings. She has her coaching certification and facilitator certification from the National School Reform Faculty.

Lauren Couto is an MƒA Master Teacher and science teacher at Jonas Bronck Academy in the Bronx.

Rose Ventimiglia is an MƒA Master Teacher and science teacher at J.H.S. 167 Robert F. Wagner in Manhattan.

“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p Facilitator: Rachel Lissy, Ph.D.

WEDNESDAYS, MAR 15, MAR 22

Online



INQUIRY, PRACTICE, AND LEADERSHIP

For as long as there have been schools, there have been students whom adults deem “disruptive,” “disorderly,” and “unruly.” In this mini-course, teachers will explore themes and challenges related to classroom discipline from a historical perspective. Using the story of the origins of the New York City

DOE’s suspension policy, we will examine the history, politics, and ideas informing current disciplinary policies that exclude, segregate, and criminalize students—particularly Black students. Teachers will draw connections between historical trends, beliefs and practices, and their current practice. This course is especially relevant for those engaging in or considering restorative justice reforms, as it highlights both the need for change and the roots of resistance.

Dr. Rachel Lissy is the Director of Strategic Initiatives at Ramapo for Children. She has worked in residential care, in the backcountry with Outward Bound, as an out-of-school-time program director for Good Shepherd Services, and as a teacher and intervention specialist in the Oakland public schools. She has a Ph.D. in Social and Cultural Studies from the Graduate School of Education at the University of California at Berkeley, as well as a master’s in Policy, Organization and Leadership Studies from Stanford University’s School of Education.

Dr. Lissy’s dissertation focused on how the institutionalization of punitive and criminalizing disciplinary policies in New York City that disproportionately harmed students of color was influenced by resistance to school integration. Along with her first-hand experience supporting and learning from young people, she also brings historical and organizational perspectives to her work with schools, communitybased organizations, and Ramapo’s Rhinebeck campus-based programs.