Broward College Alumni and Friends Network’s Post

Culturally Sustaining Pedagogy: Nurturing Diversity in Our Classrooms We are leaving in a fast-paced and ever-diversifying world where dominant cultures occupy spaces whereas stereotypical views on less dominant ones, educational practices that not only acknowledge but also celebrate and sustain the cultural identities of students has never been louder. Culturally Sustaining Pedagogies (CSP) (Ladson-Billing, 1995; Parish, 2012) can help enhance the educational experience of all students, championing a curriculum that is as diverse as the student population it serves. What is Culturally Sustaining Pedagogy? CSP is an approach that goes beyond mere inclusion. It actively seeks to perpetuate and foster cultural norms and practices, creating a learning environment where every student’s culture is seen, valued, and integrated. It is about showing students that their cultural background is not just an add-on to their identity but a vital part of how they learn and interact with the world. Why does this matter? The answer lies in the tangible benefits observed in classrooms that embrace CSP. Studies have shown that when students see their culture reflected in their learning materials and teaching methods, they are more engaged, perform better academically, and exhibit higher self-esteem (Gay, 2018). CSP nurtures a sense of belonging and encourages students to value their heritage, fostering an educational atmosphere ripe for both personal and academic growth. Moreover, CSP helps build bridges between students of different backgrounds, promoting empathy, understanding, and respect within the classroom. The impact extended beyond academic success; it fostered a school community where every student felt valued and understood. Culturally Sustaining Pedagogies in Action How can educators incorporate CSP into their teaching? It starts with recognizing and valuing the cultural backgrounds of all students. This can be as simple as incorporating books and materials that reflect the diverse cultures of the student body or as involved as redesigning curriculum units to include perspectives and contributions from multiple cultures. It also means adopting teaching strategies that leverage students’ cultural strengths and knowledge as assets in the learning process.

Based on my CV, which highlights extensive experience in educational leadership, research, and STEM education, as well as notable achievements like publications, presentations at international conferences, and involvement in educational reform, here are several career paths or opportunities you might consider applying to: Academic Positions: Given your strong background in research and education, positions such as university professor, lecturer, or researcher in educational leadership or STEM education fields would be suitable. These roles would allow you to contribute to academic knowledge, mentor students, and continue your research. Educational Administration: Roles such as school principal, vice principal, or district educational coordinator could be a good fit, especially considering your experience with training school principals and vice principals on adopting STEM in their schools. Policy Advisor in Education: With your knowledge of STEM education and leadership, you could work as a policy advisor or consultant for educational institutions, government agencies, or NGOs that focus on educational reform and innovation. Curriculum Developer: Given your involvement in STEM education and training programs, a role in curriculum development for schools or educational publishers could leverage your expertise in creating impactful educational materials. Educational Technology Companies: Companies focusing on educational technology and innovation could benefit from your expertise in STEM education and your vision for incorporating technology into learning environments. Research and Development in Education: Organizations that conduct research in education or develop new educational methodologies might value your research background and your practical experience in educational leadership and STEM. International Educational Organizations: With your experience presenting at international conferences and engaging in global discussions about education, roles in international organizations (like UNESCO or the World Bank's education sectors) could be a good match. Nonprofit Sector: Nonprofits focused on educational equity, STEM outreach, and sustainability could benefit from your leadership skills and your commitment to improving education.

🔁🏡 From Classroom to Community:- Teachers as Catalysts for Positive Change 🌱 In the ever-evolving landscape of education, teachers play a pivotal role not only in shaping young minds within the classroom but also in extending their influence far beyond the school walls. As a teacher recruitment company, FZTA recognizes the transformative power educators possess as catalysts for positive change within both educational settings and the broader community. 1. Nurturing Future Leaders:- 🏛️ Teachers act as architects of the future, molding students into knowledgeable, critical thinkers equipped to navigate the complexities of the world. FZTA understands the importance of selecting educators who go beyond mere instruction, fostering leadership qualities that extend far beyond academic achievements. 2. Building Bridges Between Classroom and Community:- 🌍 The impact of a teacher is not confined to the classroom; it reverberates throughout the community. FZTA seeks to recruit educators who embrace this interconnectedness, actively engaging in community initiatives that bridge the gap between educational institutions and the broader society. 3. Fostering Inclusivity and Diversity:- 🌈 Teachers serve as ambassadors of inclusivity, creating environments where diversity is celebrated and differences are embraced. FZTA values educators who understand the importance of nurturing an inclusive educational atmosphere that mirrors the diversity of the communities they serve. 4. Empowering Through Education:- 🎓 Education is a powerful tool for empowerment, and FZTA recognizes that teachers are the primary wielders of this tool. By recruiting educators with a passion for empowering students, the company aims to contribute to the development of communities through the transformative power of knowledge. 5. Lifelong Learning Advocacy:- 📚 FZTA encourages the recruitment of teachers who are not just purveyors of knowledge but also advocates for lifelong learning. Teachers who embody a commitment to continuous improvement inspire students to adopt a similar mindset, fostering a culture of curiosity and adaptability within the community. 6. Community-Driven Professional Development:- 🤝 Understanding that the professional growth of teachers directly impacts the quality of education, FZTA emphasizes the importance of community-driven professional development. By investing in teachers' continuous learning and skill enhancement, the company contributes to the overall improvement of education and community development. 🌟 In conclusion, FZTA recognizes the multi-faceted role of teachers as catalysts for positive change. By actively seeking educators who go beyond traditional teaching roles, the company aims to contribute to a transformative educational experience that not only benefits students within the classroom but also ripples outward, shaping communities for the better.

🔁🏡 From Classroom to Community:- Teachers as Catalysts for Positive Change 🌱 In the ever-evolving landscape of education, teachers play a pivotal role not only in shaping young minds within the classroom but also in extending their influence far beyond the school walls. As a teacher recruitment company, FZTA recognizes the transformative power educators possess as catalysts for positive change within both educational settings and the broader community. 1. Nurturing Future Leaders:- 🏛️ Teachers act as architects of the future, molding students into knowledgeable, critical thinkers equipped to navigate the complexities of the world. FZTA understands the importance of selecting educators who go beyond mere instruction, fostering leadership qualities that extend far beyond academic achievements. 2. Building Bridges Between Classroom and Community:- 🌍 The impact of a teacher is not confined to the classroom; it reverberates throughout the community. FZTA seeks to recruit educators who embrace this interconnectedness, actively engaging in community initiatives that bridge the gap between educational institutions and the broader society. 3. Fostering Inclusivity and Diversity:- 🌈 Teachers serve as ambassadors of inclusivity, creating environments where diversity is celebrated and differences are embraced. FZTA values educators who understand the importance of nurturing an inclusive educational atmosphere that mirrors the diversity of the communities they serve. 4. Empowering Through Education:- 🎓 Education is a powerful tool for empowerment, and FZTA recognizes that teachers are the primary wielders of this tool. By recruiting educators with a passion for empowering students, the company aims to contribute to the development of communities through the transformative power of knowledge. 5. Lifelong Learning Advocacy:- 📚 FZTA encourages the recruitment of teachers who are not just purveyors of knowledge but also advocates for lifelong learning. Teachers who embody a commitment to continuous improvement inspire students to adopt a similar mindset, fostering a culture of curiosity and adaptability within the community. 6. Community-Driven Professional Development:- 🤝 Understanding that the professional growth of teachers directly impacts the quality of education, FZTA emphasizes the importance of community-driven professional development. By investing in teachers' continuous learning and skill enhancement, the company contributes to the overall improvement of education and community development. 🌟 In conclusion, FZTA recognizes the multi-faceted role of teachers as catalysts for positive change. By actively seeking educators who go beyond traditional teaching roles, the company aims to contribute to a transformative educational experience that not only benefits students within the classroom but also ripples outward, shaping communities for the better.

Teachers have always been at the core of education, guiding students’ learning and personal growth. However, their role as leaders transcends the classroom walls, influencing education at multiple levels. Let’s explore how teachers act as leaders and the impact they make. Educational Leadership in the Classroom • Inspiring Students: Teachers ignite curiosity, foster critical thinking, and motivate students to strive for excellence. • Creating Inclusive Environments: Through empathy and understanding, teachers cultivate a sense of belonging for all students. • Adapting to Individual Needs: Effective leaders recognize the unique needs of each student and adjust their teaching methods accordingly. Teachers as Collaborators and Mentors • Collaborating with Colleagues: Teachers often collaborate, sharing insights and strategies to enhance educational outcomes. • Mentoring New Teachers: Experienced educators guide newcomers, passing on wisdom and practical skills. Participation in Decision Making • Influencing School Policies: Teachers’ insights can shape policies directly impacting students and the educational process. • Serving on Committees: Engagement in school committees allows teachers to voice concerns and contribute ideas. Community Engagement • Connecting with Parents: Teachers foster relationships with families, ensuring that education is a shared responsibility. • Building Community Partnerships: Through collaboration with local organizations, teachers enhance educational opportunities and resources. Professional Development and Continuous Learning • Pursuing Professional Growth: Teachers as leaders are committed to ongoing learning to sharpen their skills and knowledge. • Leading Workshops and Seminars: Many educators contribute by training others, sharing expertise and innovations. Advocacy for Education • Championing Educational Causes: Teachers often advocate for education, pushing for funding, resources, and positive reform. • Influencing Public Opinion: Through public speaking and writing, teachers can influence societal views on education. Conclusion Teachers as leaders is a multifaceted concept that acknowledges educators' profound influence within the classroom, the school, and the broader community. Their leadership is expressed through inspiring students, collaboration, community engagement, continuous professional growth, and advocacy. The role of teachers as leaders underscores the need for support, recognition, and opportunities to amplify their influence. By appreciating and nurturing this leadership potential, we can create a more robust and responsive educational landscape. What are your thoughts on the leadership role of teachers? Have you witnessed or experienced these leadership qualities? Please share your insights and stories with our educational community below!

📘 I’m currently delving into an impactful chapter, "Exploring, Leading, and Managing Indigenous K-12 Education," from the book "Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model." This chapter, authored by Yahnesuartt Mohatsi, offers a robust blend of educational leadership, strategic change management, and Indigenous education insights, all aimed at improving educational services for Indigenous communities. Mohatsi emphasizes the critical role of relationship building between Indigenous communities and educational institutions. This process is foundational for addressing the key challenges within Indigenous education systems—challenges that include navigating broken relationships and reforming educational policies that have historically overlooked Indigenous perspectives. For Instructional Designers, the chapter underscores the importance of culturally responsive curriculum design. It advocates for curriculums that are not only inclusive but also representative of Indigenous histories and cultures, enabling students to see their identities reflected and respected in their learning materials. As an Instructor, the insights from this chapter help in enhancing pedagogical approaches that resonate deeply with Indigenous students. Mohatsi discusses the necessity of embedding Indigenous knowledge systems and values within educational frameworks, which fosters a more engaging and empowering learning environment. In my role as a Tribal Liaison, this chapter offers strategic approaches to advocacy and policy engagement. It highlights the importance of Tribal sovereignty and the need for Indigenous leaders to be at the forefront of educational policy discussions and revisions. This is crucial for ensuring that educational reforms are not only suggested but implemented in ways that truly benefit Indigenous students. Moreover, Mohatsi brings to light the entanglement between policy and practical change, illustrating how these two areas can either clash or collaborate. Effective collaboration across these domains is essential for overcoming information asymmetry that often leads to ineffective educational reforms. This chapter is a call to all educators and administrators to actively participate in a culturally responsive, relationship-based pedagogy that genuinely supports Indigenous students’ educational journeys. 🌍 Looking forward to bringing these insights into our discussions and strategies at Shoreline Community College for a transformative educational approach! #EducationReform #IndigenousEducation #InstructionalDesign #Leadership

Bridging the Gap: Understanding Teachers' Reticence Towards Professional Development Throughout my career in education, I've navigated the intricate dynamics of professional development (PD) from multiple perspectives. This journey has illuminated a fascinating paradox: while there's a universal expectation among educators for schools to offer PD opportunities, a noticeable hesitation to actively engage in these opportunities often surfaces. Drawing from my experiences, I've sought to understand the roots of this reticence and explored strategies to cultivate a more engaging PD culture within educational institutions.   Unveiling the Reticence My observations and interactions with fellow educators have revealed several factors contributing to this reluctance: ·     Time Constraints: The desire to dedicate oneself fully to students often leaves little room for personal or professional development. ·     Perceived Relevance: I've witnessed colleagues bypass PD opportunities that didn't resonate with their immediate classroom challenges or goals. ·     Generic Approaches: A recurrent critique was the "one-size-fits-all" nature of many PD programs, which fail to address the diverse faculty ·     Sustainability and Support: The lack of follow-up and continuous support post-PD sessions emerged as a critical gap. Bridging the Divide: Personal Insights and Strategies Reflecting on these challenges, I've been part of and advocated for several transformative approaches to PD within my institutions: § Personalized PD Pathways: Championing PD that caters to individual teacher's needs and professional aspirations has been a game-changer. § Cultivating a Culture of PD: By weaving PD into the fabric of our school's culture, through initiatives like peer learning groups and mentorship programs, we've made professional growth a collective goal. § Flexible and Accessible PD: Recognizing the diverse needs, we've diversified PD formats and schedules. § Empowering Voices: Involving teachers in the planning and execution, making PD feel more like a collaborative effort than a top-down mandate. § Ongoing Support: Implementing structured follow-up mechanisms, including coaching and reflective sessions, has ensured that PD insights translate into tangible classroom practices, making the PD journey more meaningful and impactful Conclusion My journey has underscored the importance of rethinking PD to align more closely with educators' needs, aspirations, and realities. By addressing the barriers to engagement and creating a supportive, flexible, and personalized PD environment, we can transform professional development into a vibrant, integral part of every educator's career path. The journey towards a more engaging PD culture is ongoing, but the strides made thus far reaffirm the potential for PD to not only meet but exceed educators' expectations, enriching both their professional lives and the learning experiences of their students.

ATTENTION - Do you have experience teaching and learning about democracy inside and outside of University classroom settings? Do you practice innovative pedagogies and approaches that you want to reflect on and share in an open access publication? Do you want to contribute to a community of critical democratic pedagogy scholars and practitioners and develop resources to respond to existing challenges and chart new future directions? If yes, then this CALL is for you! Our special issue will explore the following questions; How do we build classroom communities of co-learners - not basic income units or consumers - that nurture belonging, community engagement, care, and the co-creation of pluriversal knowledge exchange based on non-Eurocentric democratic principles? In what ways are these classrooms and other learning settings, also sites of struggle for democracy and how do we produce democratic practices in classrooms that are located in environments that are anti-democratic? What becomes of the classroom and its possibilities when we live democratically in the classroom? How might we collectively imagine and co-design radically democratic and decolonized futures in education and beyond, given the history and ties of democracy itself with patriarchy and colonization? We seek to engage with an extensive transdisciplinary literature on critical pedagogies, with a specific focus on democratic pedagogies as an emergent subsection of these. We wish to engage with the role of universities as they are and as we wish them to be. Drawn from heterogenous experiences and methods, the collection will highlight epistemic diversity in praxis, providing theoretical interventions and practical strategies/reflections to confront undemocratic educational spaces and curriculums. We welcome theoretical-empirical contributions that engage thoughtfully with democratic pedagogies and their potential, through, but not limited to, the following topics; 1. Teaching democracy inside/outside the classroom 2. Democratizing the classroom 3. Democratic learning outside the university 4. Radical citation and syllabus development 5. Community engaged learning 6. Decolonizing the curriculum and pedagogy 7. Reimagining the University 8. Design justice 9. Pluriversal knowledge production 10. Social justice approaches 11. Anti-Fascist pedagogy 12. Knowledge production and practitioner experience. Interested authors should send a title, 300-word abstract, and brief biographical note to emiljapa@mcmaster.ca and info@participedia.net by January 19, 2024. If you have any questions, please feel free to reach out to any of the co-editors.

I saw in today's "EdDaily by EdNC" some well-deserved praise from Mebane Rash of EducationNC for Dr. Monique Perry-Graves (DPG) of Teach For America / Teach For America North Carolina! I'm proud to be on a team led by DPG! TFA NC strives to make the Old North State the preeminent place for TFA staff, tutors, teachers, and alumni to live, work, and play. And I think we're doing a good job of delivering on that promise. I believe that's in large part due to DPG's ability & willingness to: --travel the state to build, sustain, and grow meaningful relationships with TFA's Network & our external partners, --make tough leadership decisions, -- launch innovative partnerships focused on educational equity, --invest in the leadership development of TFA's Network, --always center our work around what's best for students, teachers, & communities. DPG's leadership has significantly added to TFA's 30+ years of contributions to North Carolina. For example: -->We have trained 4,000+ teacher leaders in our great state, impacting more than 250,000+ students from across North Carolina.     -->This school year, 800+ exceptional TFA educators, including TFA corps members, alumni teachers, and high-impact tutors, will be working with 82,000+ students across North Carolina.     -->Additionally, over one hundred TFA alumni are serving in school and district leadership roles impacting the educational outcomes of 48,000+ students from every corner of the Old North State.     -->TFA’s “Ignite Tutoring Fellowship” provides high-impact tutoring to low-income students to tackle learning loss. There currently are 82+ Ignite tutors serving 208+ NC students. These folks are current college students, who we recruit, train, and support as they tutor 2-4 students for 3-5 hours per week every single week. Last year, 43% of eligible Ignite Fellows applied to join TFA as a corps member (full-time teacher for 2+ years), so we’re excited to leverage Ignite and other programs like it to recruit more full-time teachers too.     -->TFA North Carolina’s Reinvest in Student Excellence (RISE) Fellowship is one of our “Teach Beyond Two” initiatives focused on teacher retention and the ongoing leadership development of TFA alumni in the Old North State. The State Employees’ Credit Union (SECU) Foundation awarded TFA NC a $250,00 grant to help sustain and grow this program. --> And Mebane's "Need to Know" talked about our scholarship with The Aspen Institute / Aspen Institute Executive Leadership Seminars and our new partnership with Toyota Tsusho America. There are several more partnerships facilitated by DPG, including with The Center for Creative Leadership, Charlotte Mecklenburg Library, Western Governors University, Truist, Ama La Vida, et al. I'm proud to be a Teach For America alum for so many reasons. And I'm so excited to serve alongside inspirational and impactful leaders like DPG for all the reasons listed above and so many more. #nced #ncpol #OneDayNC