Teaching Today: Recent Episodes
Center for Professional Education of Teachers
Teaching Today is brought to you by The Center for Professional Education of Teachers (CPET) at Teachers College, Columbia University.
In conversation with teachers, researchers, and school leaders, we’re dedicated to breaking down the problems, policies, and promising practices that define teaching. Uniting theory and practice, CPET promotes rigorous and relevant scholarship, and is committed to making excellent education accessible worldwide.
and why the burden of piecing together fragmented curricula shouldn't fall on individual teachers. A candid, research-grounded conversation for anyone who's ever watched a child struggle to read and wondered why. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
— a framework built on four reasons we talk: to build relationships, play with ideas, argue, and report out. Tia shares how naming these purposes for students transforms classroom conversation from chaotic to intentional, why low-stakes talk is the on-ramp to deeper discourse, and how classroom culture and student dignity make it all possible. A practical, energizing conversation for any educator trying to move beyond surface-level discussion and toward real communication skills that last a lifetime.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In our milestone 200th episode, CPET founding director Professor Ruth Vinz returns to Teaching Today for a conversation about what endures in teaching—and what she’s learned along the way. Joined by Dr. Roberta Lenger Kang and Dr. Cristina Compton, Ruth reflects on 25 years of CPET, the porousness of spaces that invite real learning, and why teachers need principles they can name and stand behind. From pandemic pivots to scripted curricula to the quiet power of silence in a classroom, this episode is a call to teach with courage, stay honest about what works, and never do it alone. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In 199, we explored Teaching Today's origin stories with hosts and co-hosts who got things started and kept them going! Next time, we'll celebrate our 200th episode with Dr. Ruth Vinz, the founding director of the Center for Professional Education of Teachers (CPET). This episode is a callback conversation from episode 100, where Ruth, Roberta, and Sherrish discuss building reciprocal partnerships, cultivating a culture of collaboration, and keeping curiosity and imagination alive in the work of teaching and learning.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: cpet.tc.columbia.edu/giving.html
and what it means to keep showing up for educators in turbulent times. Pull up a chair — listen in on the conversation — you're exactly who this was made for. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
of intentional practice. Listen in for a vulnerable and insightful conversation about how these principles work recursively to elevate the humanity and expertise of every educator.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
What does it really mean to reflect — not just on what happened, but on why it matters and what comes next? In this episode, Dr. Roberta Lenger Kang reunites with three of CPET's original team members — Courtney Brown, Dr. Cristina Compton, and Dr. Marcelle Mentor — to revisit 3 of the 6 principles that have grounded CPET's work for over a decade. Together, they look back at the messy, generative process of naming what they were already doing, and make the case for why Critical Reflection, Cycles of Inquiry, and Communities of Practice are not relics of the past — but essential tools for navigating the present. Pull up a chair. This is one of those conversations you'll want to eavesdrop on.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Have you ever said or heard), I'm just not a math person? You're not alone — and according to our guests, that belief didn't happen by accident. In this episode, Dr. Gregory Benoit and Dr. Erin Barno join us to explore what it really means to teach mathematics ambitiously and equitably — moving beyond procedures and correct answers toward classrooms where meaning-making, multiple approaches, and every student's thinking are at the center. If you've ever wondered how to disrupt traditional math instruction without losing the room, this conversation is for you.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
This episode is about changing that. Join us for a conversation with Dr. LaToya Byrd and Dr. April Mouton of Illustrative Mathematics — on problem-based learning, what effective professional development looks like, and why access to high-quality math instruction belongs to every student, teacher, and community member.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Seventy-one years after Brown v. Board of Education, our schools are still grappling with segregation — not by law, but by the weight of history, housing, and systems that were never built with equity in mind. In this episode, host Dr. Roberta Lenger Kang sits down with Dr. Maria Luisa Underwood, CPET's lead professional development advisor, to talk about what it takes to prepare early career teachers for the racially diverse classrooms they step into every day. Drawing from her doctoral research on anti-racist pedagogy and K–5 teachers in New York City, Dr. Underwood shares what her study revealed — including what surprised her most — and offers a framework that any educator can use to reflect, grow, and take action.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
For many teachers, parent-teacher conferences rank among the most nerve-wracking moments of the school year. But what if they didn't have to be? In this episode, host Dr. Roberta Lenger Kang sits down with New Teacher Network leaders Courtney Brown and Pam McGowen to talk about what makes family engagement so challenging — and rewarding. From that first anxious phone call home to navigating multilingual families and emotionally charged conversations, they share real stories, hard-won lessons, and practical strategies that work. Whether you're heading into your first round of conferences or looking to strengthen the family relationships you've already built, this conversation will leave you feeling more prepared, more empathetic, and maybe even a little excited to pull up a chair.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
The question is—are we ready to truly listen?We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
intimidating texts, stories that seem far away become personally relevant and accessible to all learners.Participate in this year’s institute: https://cpet.tc.columbia.edu/literacy-unbound-2026.htmlWe’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Join Dr. Roberta Lenger Kang, Dr. Cristina Compton, and G. Faith Little for a conversation that challenges us to look honestly at our classroom practices. In this episode, you'll hear a refreshing reframe of Project-Based Learning that moves beyond surface-level activities to authentic, real-world application where students and teachers discover answers together. The conversation deepens as we explore the Touchstone Texts for Equity course, where educators engage in shared reading and inquiry to uncover their own implicit biases and create meaningful action plans for their schools. This isn't about guilt or judgment—it's about growth, self-awareness, and recognizing that we can't separate our identities from our teaching.Whether you're looking to make one small evidence-based shift in your practice or ready to fundamentally rethink who your students' work is for, this conversation offers practical wisdom and honest reflection.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Co-teaching is now standard practice, but making it work takes intentional effort. This course offers practical tools for building shared ownership, establishing communication protocols, and transforming two teachers in a room into an effective team.Both courses are available on-demand or in cohorts. Both bridge theory and practice. Both meet teachers exactly where they are.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
—but what does that actually look like on a Tuesday morning in your classroom? In this conversation, Dr. Roberta Lenger Kang and Dr. Kelsey Hammond go beyond buzzwords to explore why discussion isn't as intuitive as we think, how our classrooms haven't kept pace with how the world actually works, and most importantly, what we can do about it. While the gap between what students are learning and what they need is widening, you don't need 3D printers or fancy AI tools to close it—just clarity on what 21st century skills really are and how to weave them into the curriculum you already have. Let's figure it out together.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Welcome to our annual wrap-up episode of Teaching Today! We're excited to bring you a special compilation featuring our three most-listened-to conversations from the past year plus a special thanks for our international listeners. Thank you again for these discussions: Colleen Keating-Crawford, Izzy Fitzgerald, Sydney Tweedley, Courtney Brown, Elizabeth Clay Roy. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
joins us to explore how student skepticism—about literature, interpretation, and even their own belonging—can become a productive starting point for learning. In this conversation, we tackle the tensions teachers face daily: wanting students to question everything while also needing them to engage, building authentic community in transactional educational systems, and reclaiming face-to-face discussion as essential human practice in an age of AI and instant information. Whether you teach third grade or college freshmen, you'll walk away with concrete strategies for lowering barriers to participation, transforming doubt into curiosity, and creating classrooms where every voice matters. Explore the book: https://carlorotella.com/We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
What if strategies designed to support students with disabilities could transform learning for everyone? In this episode, Dr. Rhoda Bernard, Founding Director of the Berklee Institute for Accessible Arts Education and author of Accessible Arts Education, shares how predictability, structure, and universal design principles make arts education accessible to neurodiverse learners—and benefit all students in the process. From visual schedules to advance notice, discover practical strategies that apply far beyond the arts classroom and learn why we can't separate a student's identity from their individuality when creating truly inclusive learning spaces. Dr. Bernard's book: Accessible Arts Education: Principles, Habits, and Strategies to Unleash Every Student's Creativity and Learning – https://www.solutiontree.com/accessible-arts-education.htmlWe’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
educators can help students develop discernment instead of just follow rules. This conversation invites each of us to shift how we think about AI, writing, and what it means to be human.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Why is systemic change at the high school level such a challenge? In this episode, we sit down with Jenny Curtin, Director of Education at the Barr Foundation, to explore what real transformation looks like—and why adding more programs isn't the answer. Jenny shares how listening deeply to students reveals gaps between current reality and what's possible, and why pairing excellence with equity creates the conditions for meaningful change. Whether you're a teacher, administrator, or education advocate, this conversation offers a practical framework for moving beyond quick fixes to address the root causes keeping high schools from serving all students well.A framework for quality in high schools that Barr uses with school partners: https://barrfdn.issuelab.org/resource/indicators-of-school-quality.htmlWe’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
every community wants for graduates (but rarely teaches), why intrinsic motivation matters more than grades, and actionable strategies teachers can implement tomorrow—no permission required.The future of learning starts with asking better questions.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
teachers who went from AI-skeptics to enthusiasts, and why innovation happens when you put student learning above everything else. If you're wrestling with how to use AI ethically in your classroom, this conversation will change how you think about what's possible.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
—when classroom control completely evaporates and you have to make split-second decisions while somehow pretending you're not destabilized. Learn why disruptions can be opportunities, how to de-escalate without taking it personally, and why the most flexible teachers create the most expansive learning spaces for students. Based on his book Teaching in the Riptide: Anchoring Pedagogies for Soulful Practitioners.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Feeling overwhelmed by Gen AI in education? You're not alone. Dr. Julianne Ross-Kleinmann and Yaa Yaa Whaley-Williams from Ulster BOCES join us to discuss the real digital divide, why banning AI doesn't work, and what technology can never replace—the human heartbeat of teaching. Whether you're AI-curious or AI-cautious, this conversation offers practical guidance for navigating this revolution while keeping students at the center of teaching and learning. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.htmlEpisode Correction: AAS degree pathways are for computer systems technology or electromechanical engineering technology, not for cybersecurity.
Too little curriculum or too much? Most teachers have experienced one extreme or the other. Dr. Jacqui Stolzer joins us to discuss her research on curriculum ideologies—four frameworks that help teachers identify the values embedded in their curriculum work, navigate professional tensions, and ask the critical question: What am I not seeing? A must-listen for anyone trying to bridge the gap between curriculum mandates and classroom reality.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
What can the iconic movie "Ferris Bueller's Day Off" teach us about student engagement? This episode explores the critical disconnect between students and educators, examining why students mentally and physically check out of their education. Guests Colleen Keating-Crawford, Sydney Tweedley, and Izzy Fitzgerald from The Reinvention Lab at Teach For America share personal stories that reveal a startling truth: many students are physically present but mentally absent, highlighting a deeper crisis in our education system. Our conversation emphasizes that creating meaningful connections and relevant learning experiences is crucial for keeping students engaged. We also share practical strategies teachers can implement immediately to make a difference right where they are. Learn more about the people and research they discuss att: https://www.reinventionlab.org/We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
🌟 Join us for an inspiring conversation about creating inclusive classrooms where every voice can shine! In this episode, our guest Katherine Hamilton, Vice President of Programs at Ensemble Learning, joins us as we dive into the complex and rewarding world of supporting multilingual learners in the classroom. We celebrate the incredible value of multilingualism in our classrooms and explore how ALL teachers—not just language specialists—can embrace simple techniques to help English language learners thrive across every subject. Don't miss this uplifting and practical episode that will leave you energized and equipped with fresh ideas for your classroom. Subscribe now and be part of the conversation! 🎧✨We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In this episode, we continue our discussion focused on multilingual learners, diving deep into why linguistic mobility isn't just academic—it's the key to true community inclusion! Maria Underwood, Senior Professional Development Advisor at CPET, and Vince Moua, CPET Professional Development Coach, and Teachers College Zankel Fellow, join Roberta to discuss:-Why multilingual teaching creates explosive learning opportunities for ALL students-How understanding language history can revolutionize your classroom-Practical, ready-to-use strategies for celebrating language diversity-The hidden social dynamics that make or break multilingual learners' successThis isn't just talk—it's a vital addition to your toolkit for creating a classroom where EVERY language is valued and EVERY student can thrive!We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Did you know it takes 2-3 years to see real results from educational innovation? How can teachers and leaders invest in the time needed for long-lasting change? This enlightening episode, featuring Dr. Annalies Corbin, founder of the PAST Foundation, uncovers the essential ingredients that make educational changes stick. From overhead projectors to modern teaching methods, we explore how education must evolve to meet today's challenges. Tune in to discover how you can be part of the educational evolution that truly prepares students for tomorrow's challenges!We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Writing projects can feel like a distraction, unless we look at the ways in which projects increase learning for students, and the ways we can integrate them into our calendars without losing teaching time for skills or content that we need to cover.Today, we revisit our conversation with participants from one of our Student Publication Initiative (SPI) projects last year: participants from all levels — Meg Davis, SPI coach; Vicky Beswick, NYC DOE teacher; and Juan Filan & Deylin Pena-Rodriguez — two 9th grade students who established their voices as student authors throughout the writing process.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Teachers struggle to implement social justice pedagogy due to limited support, restrictive laws, and scarce training—all while trying to build student advocacy skills! In this episode, Maria Luisa Underwood unpacks findings from quantitative research with teachers based on their experience implementing the framework "Equipping Educators to Nurture Student Civic Advocates Through Social Justice Pedagogy.” You’ll find Underwood’s chapter on the topic in NCTE/Routledge's "Practicing Civic Futures" (Vol. 3). Listen in to discover practical solutions to the pressing challenges facing educators today! We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In this episode, we dive into the art of creating captivating, immersive experiences that bring texts to life in any classroom setting—especially for multilingual learners!Join our inspiring panel of educators: Adel Bruni Ashley, Gregory Petershack, Jen Gowers, Shenhao Bai. They reveal the behind-the-scenes magic of their groundbreaking workshop with students and teachers visiting from Shanghai, sharing practical strategies that will revolutionize your teaching approach. ✨ Connect brain to body through energizing prereading activities✨ Awaken the senses with multisensory engagement techniques✨ Spark creativity by empowering participants to become creators. Listen to how this transformative methodology works in:-Immersive all-day workshops-Bite-sized sessions that build progressively-Regular classroom routines woven throughout the school weekVisit https://cpet.tc.columbia.edu/ to learn about the Literacy Unbound summer program and apply for our next session.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In this episode, we discuss how the study of the brain can help us better support our students to learn. We are joined by Brooklin Williams, Katherine Elam, and Malik Bolden who share the importance of empathy and understanding in teaching and learning, the need to recognize and support students' emotional responses, rather than just managing their behaviors, and the crucial role teachers play in shaping students' ability to self-regulate.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Ever wonder why speaking your native language feels like putting on comfortable house clothes? This fascinating episode dives into the transformative power of affinity spaces - environments where people connect through shared language, culture, and experiences. Dr. Marcelle Mentor and Dr. Roberta Lenger Kang discuss how these spaces serve as crucial safe havens, particularly for individuals navigating predominantly English-speaking institutions. Through powerful analogies and personal experiences, they illustrate how these spaces enable individuals to truly be themselves. Listen to this episode to understand why affinity spaces aren't just nice to have - they're essential for building stronger, more inclusive communities for all.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
What role do schools and administrators play in supporting teachers to engage students in discussions about civic issues? How can structured curricula and coaching help educators facilitate constructive dialogue across political and social differences? In this episode, Elizabeth Clay Roy, the CEO of Generation Citizen, shares her passion for fostering social justice and community engagement through project-based civics. We discuss the importance of civic education, experiential civics, and relationship building in democracy, and share simple, effective ways of integrating civics education across content areas and grade levels. Explore Generation Citizen's Navigating Social Issues: A Toolkit for Educators https://connect.generationcitizen.org/home We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
This episode features Dr. Katie McMullen and Jonathan Beltran Alvarado sharing their experiences teaching in Singapore, Lebanon, and Colombia. They explore how educators can successfully navigate cultural differences and work with diverse student and teacher populations in international schools. The discussion covers practical considerations for teaching across different settings - from urban to suburban to rural environments. Our guests provide guidance on evaluating potential schools and building meaningful connections within new teaching communities. Throughout the episode, we emphasize the fundamental importance of providing quality education for all students, regardless of location. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In this episode, we discuss the importance of recognizing and valuing multilingual learners, with a focus on the connection between language and identity. Maria Underwood, Senior Professional Development Advisor at CPET, and Vince Moua, CPET Professional Development Coach, and Teachers College Zankel Fellow, share origin stories of their personal and professional passion for supporting multilingual learners. Alongside Teaching Today host, Roberta Lenger Kang, they explore the challenges faced by students whose primary language at home is not English, the need for educators to create safe spaces for linguistic mobility, and practical ways educators can use available tools and resources to connect with students who may have language barriers, emphasizing the need for ongoing conversations to better support and affirm multilingual learners in classrooms.We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Selecting a curriculum is a big decision for any school or district. In this episode, we define curriculum and discuss the challenges and benefits of adapting and implementing new curriculum in educational settings. We welcome Courtney Brown back to the conversation as we address the importance of understanding the time and effort required for such changes, as well as the potential limitations of professional development programs. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Welcome to our annual wrap-up episode of Teaching Today! We're excited to bring you a special compilation featuring our three most-listened-to conversations from the past year, plus a bonus clip that captured international attention. Thank you again for these conversations: Nona Ullman, Melissa Payette, Lisa Dughi, Collette Smith, Dr. Padhu Seshaiyer, Dr. Laura Rigolosi and Jacqui Stolzer. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
In this episode, we dive into the Integrated Co-Teaching (ICT) model and its impact on educational practices. We are joined by CPET colleagues, and co-teaching dynamic duo, Jacqui Stolzer and Dr. Laura Rigolosi as we dig into various co-teaching models, their effectiveness depending on the type of student engagement activity and learning goals, and the challenges of implementing these models in different teaching scenarios. We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
Secondary literacy isn’t confined to ELA classes—it spans all content areas, requiring a shared understanding and commitment from teachers across disciplines. Matthew Mazzaroppi, Deputy Superintendent at New Visions High School District joins us to discuss the importance of collaboration, expertise, and community engagement in improving learning systems. With a focus on the role of district-level administrators and the need for patience and persistence in implementing change, we dig into the questions we face along the way of transformative change: How do we move the big barriers? Who are we talking about when we say we need to hear from “experts” in our district? How will we know if the work we’re doing is creating the change students need? We’re proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html
What does it mean to shift the cognitive load from the teacher, empowering students to grapple with content and develop their critical thinking skills? Where can we find authentic moments of writing in every classroom from math to physical education? In this episode, Dr. Alice Lee shares her experiences championing a district-wide focus on writing across the curriculum, emphasizing that writing is essential for learning in any subject area. We also discuss the value of customizing district support to address the unique needs and dynamics of individual school communities, including learning walks as a valuable tool for teachers, administrators, and coaches.
Moving from Q&A to Q&D is both an art and a science. In this episode, CPET coaches Dr. Jen Gowers and Kelsey Hammond, join us to think out loud about what makes vibrant discussions a challenge to facilitate, how we can meet that challenge, and how we might handle surprising moments in our classroom discussions. The team shares what "invisible skills" are, why they are crucial for helping students participate in meaningful discussions, along with practical steps we can take to teach these skills to children of all ages. Your voice matters! After you listen, let us know your thoughts, questions, and reflections on fostering engaging dialogues in the classroom.
Public education should both equip and empower students to be successful in their lives and contribute to their communities, but how is the current system delivering on this promise? In this episode, we welcome Mr. David Adams, CEO of the Urban Assembly, a nonprofit that promotes economic and social mobility by innovating in public education. Our thought-provoking discussion ranges from the purpose and promise of public education to Social Emotional Learning and Career and Technical Education to the need to redefine the goals and measures of success in the public education system. We discuss not only what needs to happen, but also how teachers can take a small step toward a big future for their students.
The complexities of navigating the teaching profession go beyond delivering content or curriculum and require a deep understanding of students' perspectives and diverse needs. In this episode, Hunter Gehlbach, Professor & Director of the PhD program at the Johns Hopkins School of Education, invites us to consider how intellectual humility coupled with curiosity can support us to channel our inner detective in the classroom and outside of it. Through powerful examples and research-backed insights, this episode empowers educators to move beyond surface-level assumptions and toward a more student-centered approach to teaching and learning.
Teachers are socialized to view themselves as "superhuman.” They are celebrated when they work long hours, sacrifice personal time, and go "above and beyond" in their roles. In this episode, Dr. Shamari Reid, Assistant Professor of Justice and Belonging in Education at New York University and Dr. Marcelle Mentor, Director of Educator Preparation and Assistant Professor in the College of Education and Human Development at UMass Boston join us to discuss Dr. Reid’s book Humans Who Teach: A Guide for Centering Love, Justice, and Liberation in School. Together we explore how celebrating the diverse identities and experiences of teachers and acknowledging their full humanity creates supportive environments that foster the growth and well-being of teachers and their students.
Questions come naturally to young children: Why is the sky blue? Where do butterflies go in winter? As they grow older, students need invitations to cultivate curiosity and teachers who are able to teach the skill of questioning. The Question Formulation Technique builds this lifelong learning skill, teaching students how to ask their own questions.In this episode we're taking a journey into our podcast archives to a conversation with Dan Rothstein, Luz Santana, and Sarah Westbrook from The Right Question Institute to discuss how the QFT works and what we can do to cultivate curiosity through questioning.
The start of the school year can be full of hope and optimism, but our experiences as teachers highlight the need for flexibility and adaptability as we navigate the unpredictable nature of the classroom. Our guests, instructional coaches Maria Underwood and Dr. Laura Rigolosi, discuss the challenges of managing competing priorities, particularly in the beginning of the school year. They share how they struggled to balance getting to know their students, assessing their needs, and completing administrative tasks, all while trying to deliver effective lessons.
Establishing and forging meaningful relationships with students at the start of the school year can be challenging — students often have diverse backgrounds, needs, and personalities, and they need to feel a sense of trust in order to be vulnerable about their learning needs, their personal opinions, and their challenges.In this episode we're taking a journey into our podcast archives to a conversation with Kelsey Hammond, a former ELA teacher and Lead Professional Development Coach, and Victoria Fernandez, a former Math/Special Education teacher and Lead Professional Development Coach about the importance of building relationships that foster a positive learning environment.
Understanding the day-to-day experiences and challenges faced by teachers in their classrooms is crucial for providing relevant and effective professional development. At the end of every episode, we say, “Your voice matters, send us your education questions, concerns, and promising practices and we’ll address them!” Today, we discuss the importance of starting with a clear unit plan as the foundation for effective lesson planning, especially in co-teaching environments, the ways a lesson planning toolbox of proven strategies can leverage precious time, and how complex questions engage English language learners in our classrooms.
Understanding the day-to-day experiences and challenges faced by teachers in their classrooms is crucial for providing relevant and effective professional development. At the end of every episode, we say, “Your voice matters, send us your education questions, concerns, and promising practices and we’ll address them!”In this episode, we explore the challenges, benefits, and power of project-based learning (PBL) in the classroom by responding to questions from PBL workshop participants like, “How can we shift our mindset from grading to genuine exploration and learning as a collaborative process between teachers and students?”
Graduate students in education often leave the educational domain with less confidence and a fractured sense of self. Our guest in this episode, Dr. Emily Affolter, shares from experience and recent research the importance of respecting individual needs, fostering flexibility, and moving away from rigid, binary thinking in education in order to nurture student confidence and creativity. We discuss practices educators can adopt to maintain their well-being and sustain their passion for teaching, and strategies that can be implemented in graduate education programs to enhance the confidence and self-efficacy of future educators.
The episode explores Literacy Unbound — an initiative at the Center for Professional Education of Teachers (CPET) — which aims to reimagine traditional approaches to teaching reading and writing through play, creativity, and multiple modalities.Our panel discusses how to bring the practices of an arts-infused, project-based curriculum developed around shared texts to increase student engagement and build empathy, to your classroom, particularly for students in challenging circumstances like those at East River Academy (ERA) on Rikers Island.Special thanks to ERA's Principal, Tonya Threadgill, Dr. Jen Gowers, and Dr. Jameon Moss for your voices!
We explore the daunting challenges faced by early-career teachers as they strive to teach young children to read. Despite their formal education, many feel ill-equipped to meet the diverse needs of their students, especially with the added complexity of the science of reading.LaMonica Williams, the Senior Director of Programs and Services at Teaching Matters, joins us to share how her organization is empowering these teachers with the necessary skills and resources to tackle these challenges head-on.
Understanding the day-to-day experiences and challenges faced by teachers in their classrooms is crucial for providing relevant and effective professional development. At the end of every episode, we say, “Your voice matters; send us your education questions, concerns, and promising practices and we’ll address them!” Today, we dig into questions posed by teachers from New York's New Visions High Schools about collecting student feedback, using formative assessments to inform next steps for teaching and learning, and bridging meaningful classroom writing and high-stakes assessment.
In this episode, we delve into the transformative power of writing and the importance of fostering authentic learning experiences for students. Diego Medina and Scarleth Tejada — students and published authors at the Global Learning Collaborative in New York City — join the podcast to discuss their experience with the Student Press Initiative and this unique writing experience. Their teacher, Sandra Woods, shares the power of student-led writing projects and why this process was one the highlights of her professional career.-----Check out this year's publication from the students at Global Learning Collaborative: https://bit.ly/glc2024
Stress and anxiety is on the rise — and schools often can’t or don’t know how to address stress and promote the health and wellness of teachers and students, for many reasons. In this episode, we welcome our guest, Pamela Gunther, who shares her inspiring journey of starting a company that creates engaging, active learning environments to support the overall wellbeing of teachers and students. We discuss ways districts can foster a sense of community and shared responsibility in making health and wellness a top priority for all, and we explore the ways movement is essential to learning — for teachers, administrators, and students alike.
In today's rapidly evolving world, the skills required for success are constantly shifting. The 21st century demands a new set of durable skills — critical thinking, communication, collaboration, creativity, grit, and curiosity. Today, we welcome Dr. Padhu Seshaiyer, Professor and Director at George Mason University, to discuss the challenges of teaching in the 21st century and the ways he is responding to this challenge in his work with educators.
Most educators, if not all, would answer the question, “Should education be equitable?” with an immediate, “Of course!” Most educators also face barriers to creating a truly equitable space for all students. What steps can educators — from custodians to school secretaries to librarians to teachers to administrators — take to determine their individual and collective values? How can they work together to implement those values with fidelity? Today, we welcome Dr. Delores Lindsey, from the Center for Culturally Proficient Educational Practice, to discuss concrete solutions that foster equity in education.
Teachers possess the remarkable ability to ignite curiosity, nurture potential, and empower students to take steps toward their goals. With unwavering patience and a deep understanding of each student's unique strengths and struggles, they tailor their approach to ensure every student has a way to stretch and grow in their classroom. Teachers’ influence goes beyond academics, as they serve as role models, mentors, and guides, helping students navigate the challenges of personal growth and self-discovery. Their tireless efforts, often unacknowledged, leave an indelible mark on the lives of their students, inspiring them to become the best versions of themselves and contribute positively to society.This week, our guests are teachers who share why they were inspired to teach and what they've learned on their own teaching journeys.
Arriving in an entirely new place after fleeing dangerous or unstable circumstances in their home countries, newcomers and asylum-seeking students are navigating a complex set of obstacles. From dealing with past trauma to acculturation struggles, gaps in formal education, taking on family responsibilities, and simply meeting basic needs like food and shelter, the demands can seem overwhelming. Our guest, Gicel Adon, has made it her mission to create an environment where these incredible young people can thrive. As Principal of the International School for Liberal Arts, she is committed to collaborating with her team to equip students with the tools and support system they need to succeed academically, socially, and emotionally. In this episode, Principal Adon shares practical guidance based on her experience serving this vibrant student population.
Math teachers are pulled in several directions as they plan and implement their lessons — how do they divide their precious, limited teaching time between teaching discrete and necessary skills, empowering students to use math in the real world today and in their future, and preparing students for “the test?"In this episode, we’re talking with Bob Janes, Supervisor of Secondary Mathematics at East Hartford Public Schools, about what math literacy looks like and how he coaches teachers to infuse literacy in their classrooms. He also recommends tools and practices for teachers to find their balance in this challenging and exciting world of math literacy.
Questions come naturally to young children: Why is the sky blue? Where do butterflies go in winter? As they grow older, students need invitations to cultivate curiosity and teachers who are able to teach the skill of questioning.The Question Formulation Technique builds this lifelong learning skill, teaching students how to ask their own questions. In this episode, we’re joined by Dan Rothstein, Luz Santana, and Sarah Westbrook from The Right Question Institute to discuss how the QFT works and what we can do to cultivate curiosity through questioning.
Educators have an important job: getting students — the next group of leaders — ready for the future. Our guests this week — Lisa Dughi, CEO of NAF, a national education non-profit that works to prepare students for a life of upward mobility and success; and Collette Smith, Founder of Believe N You, which works with schools in underserved communities to encourage students and inspire positive change — bring their personal and professional experience as changemakers to the pod to discuss how we can best support tomorrow's leaders.
Engagement is a lever for achievement — when students are highly engaged, they are more likely to learn and persevere through challenges. How can educators effectively measure and assess student engagement in the classroom?We're joined by Nona Ullman and Melissa Payette of LessonLoop — an organization that guides better instruction and transforms learner engagement — to talk about the innovative practice of using student feedback to measure engagement and increase joyful learning.
Station teaching can transform traditional classrooms into dynamic learning environments — the key is to familiarize yourself with the promising practices and potential pitfalls of this approach. In this episode, we're talking with co-teaching specialists Dr. Laura Rigolosi and Jacqui Stolzer about how educators can make station teaching work in their classrooms.
Adopting and adapting a new curriculum is a complex and multi-faceted process. It can pose a significant challenge as it involves navigating various competing needs, such as state standards, standardized exams, district and school-specific goals, and the diverse needs of students. The question arises: which of these priorities takes precedence? How do you do it all? Today we are Courtney Brown, Senior PD Advisor, NTN@TC Initiative Leader, and Secondary Ed. Specialist and, someone who has worked closely with a variety of schools to support curriculum, and ELA and ENL specialist, Lauren Midgette, who has been involved in various curricular projects with CPET.
Establishing and forging meaningful relationships with students at the start of the school year can be challenging — students often have diverse backgrounds, needs, and personalities, and they need to feel a sense of trust in order to be vulnerable about their learning needs, their personal opinions, and their challenges. In this episode, we’re talking with Kelsey Hammond, a former ELA teacher and Lead Professional Development Coach, and Victoria Fernandez, a former Math/Special Education teacher and Lead Professional Development Coach about the importance of building relationships that foster a positive learning environment.
Happy New Year! It’s September, and we're celebrating the start of a new school year — a time for reflecting, goal setting, and anticipating our new students. With the return to school, we teachers often return to the advice and wisdom passed down to us about how best to start the school year:
"Don’t smile until Christmas." "Never let them see you sweat!" "Fake it ‘til you make it."
Sometimes these words of advice feel mythic, especially to newer teachers. But, this so-called wisdom, for the most part, comes from a time when the culture valued a teacher-centered and dominant force in the classroom.
Today, we're talking with our team about all things back-to-school, including debunking some of these teaching myths about how teachers should begin the year now that we are in the 21st century.
Project-based learning can be an overwhelming approach to teaching and curriculum design, and transforming practice requires time, which is one of the most difficult resources for teachers to come by.
In this spotlight episode, we're talking with Dr. Cristina Compton, about one of her signature courses, The Power of Project-Based Learning, and how she offers effective and practical strategies for bringing this work into your classroom.
Since its release, ChatGPT has provoked discussion within the arena of the classroom and beyond. ChatGPT is a revolutionary AI language model in many respects, capable of advanced and human-sounding prose. As a result, many teachers and administrators expressed concern when the AI-bot was first released, with many schools banning access to ChatGPT on their school or district internet.
Today we are talking to Dr. Cristina Compton, an elementary education and project-based learning specialist at CPET; Chelsey Barber, a current PhD student at Teachers College whose research interests include the effects of 21st technology on learning & teaching; and Kelsey Hammond, a professional development and literacy coach at CPET, about all things ChatGPT.
Our classrooms are made up of students with diverse linguistic and cultural backgrounds. In some cases, our students are learning a new language in addition to discipline-specific content.
Multi-language learners require intentional support to improve their fluency both reading and writing. What do those strategies look like in teachers’ planning and instruction, especially when teachers do not speak their students’ home language?
We are talking to Marcia Garcia Underwood, founder and CEO of M Ideas Consulting Services, and Lauren Midgette, a professional development coach at CPET. Both of our guests today will be sharing their most effective strategies to support multi-language learners based on their years of classroom and coaching experience.
In a time when students are inundated with media and technology all around them, it can be difficult for teachers to engage students in reading a book that takes place almost 80 years ago.
Teachers are often looking for the best approaches to spark students’ interest and their understanding of the importance of storytelling about world events and the human experience. In this episode, we’re talking with our colleague Courtney Brown and Mike Epperson, an ELA teacher at AECI-2 charter school in the Bronx, about the innovative annotation strategy he's been using to help students connect to texts in his 10th grade classroom.
As school districts respond to the concerns about a literacy crisis in the U.S., many are rolling out big initiatives to increase reading performance. This often comes with big changes to curriculum, expectations for educators, and a lot of pressure to implement concepts they may not understand. In this episode, we’re continuing our conversation about the Science of Reading with Dr. Cristina Compton and Kelsey Hammond as we explore the implications of new policies being enacted across New York City public schools.Listen to Part 1 of our conversation here: https://soundcloud.com/user-556918646/the-science-of-reading
Books have the power to introduce us to new places, cultures, and perspectives. But right now students across the country are facing empty bookshelves in their classrooms and school libraries, as books that fairly address issues of race, gender, and culture in age-appropriate ways are at risk of being banned from classroom and library shelves by state or local officials.This week, we're joined by Dr. Heather Harding, Executive Director of Campaign for a Shared Future (https://www.campaignsharedfuture.org/), to discuss what we can do in our local communities to ensure that all children have the opportunity to access inclusive content.
Let’s be real: teacher appreciation week should be EVERY week. In this special episode, we want to honor and to celebrate the challenging work that teachers do every day to educate and to inspire their students. We’ve brought our CPET colleagues together to share stories about the teachers who have had a profound impact on us as individuals.
What is the best way to teach children to read? This question has plagued teachers, administrators, and literacy specialists for decades in the K-12 space. This question is often a highly controversial one, as literacy issues can become caught up in politics — both within the field of education and depending which expert or company or program one is aligned with. This week, we're talking to Dr. Cristina Compton, a former elementary school educator and the Director of Program Development at the Center for Professional Education of Teachers (CPET), and Kelsey Hammond, a former middle school English Language Arts’ educator and professional development coach, about the science of reading.
As teachers juggling many expectations, we may struggle to know whether our students are understanding what they are reading — unlike writing, reading comprehension is an entirely internal process. We may also struggle to keep up with the research surrounding best practices for improving our students’ reading comprehension. In this episode, we're joined by Dr. Judy Willis, author of Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension. Blending her experience as a board-certified practicing neurologist and a classroom teacher, Dr. Willis applies neuroscience research to successful teaching strategies, helping teachers bridge theory and practice.
Because the classroom space encompasses so many routines and expectations, it can be daunting to begin conversations around implementing and sustaining positive change. Making a change — whether it's required or voluntary — can be difficult for both teachers and students. We can often become creatures of habit, comfortable with the status quo, even when we're aware that our habits could be improved. Today, we are talking to Jen David-Lang from The Main Idea about the book Atomic Habits, by James Clear, which examines tiny changes we can make to remarkably improve our habits and routines in the classroom and beyond.
Designing projects for an individual class can be a daunting experience, but about for a whole district, and in the wake of the pandemic?At the height of exhaustion, many school and leaders within the Scarsdale Public Schools district were looking for ways to reignite a passion for learning in students and teachers. But how could teachers collaborate across disciplines, across grade levels, and across schools to develop curriculum that re-engaged their students?Three school and district leaders from Scarsdale join us in this episode to examine their project-based learning district initiative — SPARK — and its impact on students and their larger community.
Writing projects can feel like a distraction, unless we look at the ways in which projects increase learning for students, and the ways in which we can integrate them into our calendars without losing teaching time for skills or content that we need to cover. This week, we're joined by participants from all levels of our signature writing projects — Meg Davis, one of our K-12 coaches; Vicky Beswick, an NYC DOE teacher; and Juan Filan & Deylin Pena-Rodriguez — two 9th grade students who established their voices as student authors throughout the writing process.
Connecting real-world scenarios to classroom content creates wonderful learning opportunities for students — but it also requires that teachers make many decisions about how to organize, sequence, and assess their instruction. Dr. Adele Bruni Ashley and Dr. Cristina Compton — both of whom lead CPET's project-based learning initiatives — talk with us this week about what sets project-based learning apart from traditional assessments, and how to build relevant instruction for students.
How can you locate effective teaching tools without spending hours combing through the internet? With website after website of education resources, it can be hard to tell which have been vetted and will be most useful for your practice. This week, we're chatting with two members of our coaching team — Dr. Cristina Compton and Lauren Midgette — about the resources they're currently using, and how they navigate the world of online teaching tools without becoming overwhelmed.----------Resources discussed in this episode:Making the Case for Project-Based Learning (https://cpet.tc.columbia.edu/news-press/making-the-case-for-project-based-learning)The Believing Game: Fostering Empathy in the Classroom(https://cpet.tc.columbia.edu/news-press/the-believing-game-fostering-empathy-in-the-classroom)Engagement is Everything: Three Pillars of Student Engagement(https://cpet.tc.columbia.edu/news-press/engagement-is-everything-three-pillars-of-student-engagement)What Makes a Rigorous Question?(https://cpet.tc.columbia.edu/news-press/what-makes-a-rigorous-question)
Coaching for equity is personal, and more complex than simply providing new information about a teaching strategy or protocol. At CPET, we ground this important work in four entry points that allow for educators to create a cultural shift within a community toward diversity, equity, and inclusion. Dr. Sherrish Holloman joins us this week to discuss the focus and potential challenges of each entry point, approaches to culturally relevant professional learning, and the recommendations that emerge as we coach toward change.
Given its complexity, conversations about grading for equity often dwell in highly theoretical spaces. Although these spaces can be conducive to nuanced discussion surrounding equity, they can also become distanced from practices used in real classrooms.To achieve more equitable grading practices, theory and practice must come together — how can we implement culturally relevant, responsive, and sustaining pedagogy in our schools and with our students? We’re talking with Michael Fram — Principal of New York City’s Repertory High School — about how they’re bringing grading for equity to life.
Cultural and language diversity have an impact on how students are able to demonstrate what they know and understand — but how do implicit or institutional biases impact how we interpret and evaluate student learning? Dr. Sherrish Holloman returns this week to talk with us about the importance and complexity of culturally responsive grading.
Teachers have a lot of power to determine what and how they’re developing grading systems that reflect students’ knowledge, skills, and progress — but the process is complicated, and can sometimes cause harm. In this episode, we’re talking with Ashlynn Wittchow about systems of grading, and assessing the benefits and drawbacks of different models.
Whether you entered the spring semester with the same students and staff, or are starting fresh, developing and maintaining a positive community is critical to maximizing the potential of students and adults.If you haven't been focusing on communities of practice, you may feel it's too late — or you may have communities of practice in place and are wondering what you can do to move to the next level. G. Faith Little, CPET's Initiative Director for 21st Century Learning, joins us to talk about the challenges and possibilities of creating and supporting these essential community groups.
Whether it’s the result of a single traumatic event, or one that's prolonged, the impact of stressful situations can spread to students' cognition, emotional regulation, and ability to connect with others. In this episode we’re talking with Adam Wolfsdorf and Kristen Wedlock, authors of the book Navigating Trauma in the English Classroom. What is trauma, and how does it show up in school? How can we create space to process trauma together?----------To further explore how theorists and therapists approach trauma, please see below for references and resources that are mentioned in this episode: • Peter Levine, PhD: Somatic Experiencing & Pendulation: https://traumahealing.org/• Bessel van der kolk: PTSD and Memory; The Body Keeps the Score: https://www.besselvanderkolk.com/• Stephen Porges, PhD: Polyvagal Theory & Neuroception: stephenporges.com• Jon Kabat-Zinn, PhD: Mindfulness Based Stress Reduction: https://www.mindfulnesscds.com/• Arielle Schwartz, PhD: Somatic Therapy & Post Traumatic Growth: https://drarielleschwartz.com • Nkem Ndefo: Resilience Tool Kit: lumostransforms.com• Staci K. Haines: Politics of Trauma & Trauma and Social Justice: www.thepoliticsoftrauma.com, www.generativesomatics.org • Scott Lyons: Founder of the Embody Lab: https://www.theembodylab.com/• Elizabeth Dutro, PhD: Trauma and Pedagogy: https://elizabethdutro.com/• Naropa University Faculty: Contemplative Pedagogy: https://www.naropa.edu/the-naropa-difference/mindfulness-and-contemplative-education/• The Association for Contemplative Mind in Higher Education: professional development opportunities: https://www.contemplativemind.org/programs/acmhe
Whether we’re starting from scratch or resetting expectations, the new year always presents an opportunity to embrace the humanity of our students and the important goals we’re aspiring to. This week, Roberta and Cristina share their experiences of returning to school after a holiday break, and the strategies they’ve found effective for connecting with themselves and their students at the start of a new year.
We look back at some of the best shortcuts, insights, motivations, and aha moments that we published to help educators meet their professional goals this year. Mentioned in this episode:Centering Students for Literacy Engagementhttps://cpet.tc.columbia.edu/news-press/centering-students-for-literacy-engagement-student-voice-choice-and-identityWhat Makes a Rigorous Question? https://cpet.tc.columbia.edu/news-press/what-makes-a-rigorous-questionWhat to Do When Kids Aren't Workinghttps://cpet.tc.columbia.edu/news-press/from-off-task-to-on-what-to-do-when-kids-arent-workingAdapting Packaged Curricula: Making It Your Ownhttps://cpet.tc.columbia.edu/news-press/adapting-packaged-curricula-promising-practices-for-making-it-your-own
One of the biggest challenges when it comes to assessment for learning is the degree to which we’re able to gather information that accurately reflects what our students know and can do in the moment. It takes practice and careful planning to design meaningful assessments, and use the information in the moment to adjust instruction. This week, we’re talking with two members of our coaching team, Dr. Cristina Compton and Lauren Midgette, about promising practices for assessment for learning.
Interesting books are coming out every day, but we don’t always have the time to read everything that’s worth knowing about, and it's hard to know which books to invest in. As founder of The Main Idea, Jenn Lang tackles this challenge by distilling the most important information about a book — in only eight pages. Jenn returns this week to break down Priya Parker's book, "The Art of the Gathering: How We Meet and Why It Matters", and discuss how it can act as a resource for designing authentic, productive time in school communities.
Class discussions are dynamic spaces for students to be meaning makers and critical thinkers, and offer unique opportunities for processing ideas, building new concepts with peers, and internalizing key learning points. But the ephemeral nature of discussions is a challenge, because although discussions ends, the learning components within them should be transferable in future reading and writing practices. In this episode, we’re talking with Brian Veprek, a Strategic Curricular Solutions Architect at NewsELA about the connections between reading, writing, speaking, and listening, and how literacy is a bridge to cognition.
Highly effective discussions require a host of invisible skills that students may or may not pick up organically over time. Without careful instruction or scaffolding, class discussions are often more like Q&A sessions than they are a thoughtful exchange of ideas. We’re talking with Dr. Sherrish Holloman and Kelsey Hammond this week, two of the facilitators who’ve led our Keep the Kids Talking online course. They’ll share what they’ve learned about the art and craft of teaching towards discussions and the lessons they’ve learned from their own classroom experiences.
Conflicts that emerge with young people can be emotionally, physically, and academically harmful. When adults are in situations where they are responsible for resolving conflicts, it’s easy to slip into classic power dynamics that reinforce bias and oppression, making it even harder to seek true resolution. In this episode, we’re talking with Rahul Patel, a Restorative Justice Coordinator with the NYCDOE to learn more about how Restorative Justice represents an alternative to traditional discipline models — and so much more.
Despite what the media may depict, teaching is not all about summer vacations and chatting it up in the lounge between classes. It’s challenging day in and day out, so much so that after the pandemic, we’re seeing educators leave the field in record numbers. Today we’re talking with Alison Cohen, a former high school teacher and professional development coach who now specializes in mindfulness including developing a personal mindfulness practice, mindful communication, and mindful classroom spaces.In our conversation we’ll explore how we can reframe feelings of overwhelm, tease out the difference between stress and distress, and use mindful practices to center our hearts and minds and to avoid burnout.
There is a deep divide between selecting a high-leverage curriculum and implementing it. This divide is professional learning. We can’t just assume that anyone can pick up a packaged curriculum and implement it with fidelity on their own. It takes time, energy and support to analyze, adapt and adjust for your students. Today we’re talking with Molly Gurny and Grace McCarty from the Center for Public Research and Leadership about their recent research and publication about Curriculum-Based Professional Learning.
Cooperating teachers volunteer to host a student teacher, but many discover that teaching through modeling, giving feedback, and collaboration with their apprentice, usually over the course of a semester, is not as easy as it looks. In this episode, we’re talking with Dr. Marcelle Mentor and Dr. Kelly DeLuca — the Teachers College, Columbia University faculty members responsible for identifying cooperating teachers and placing student teachers all across New York City.
Teachers go through years of education and hundreds of hours of internships to become certified or licensed to teach in their area of study, but there’s often very little training that goes into becoming a teacher leader. Teacher leaders often jump — or are thrown — into their roles without realizing how much support they need to develop the nuanced skills needed to lead adults on teams or in coaching relationships.In this episode, we’re talking to our CPET crew — Courtney Brown and G. Faith Little — about the benefits and challenges of becoming a teacher leader.
Culturally relevant, responsive, and sustaining education includes cultivating a welcoming and affirming environment for student learning. This sounds good on paper, but can be difficult to bring to life in the real world. This week, we’re talking to our colleague Dr. Cristina Compton and Dr. Sherrish Holloman, Director of Diversity and Institutional Equity at Saint Ann's School about how to create an environment consistent with the values in our Centering Students Framework.
The start of the school year can be overwhelming for anyone, but especially for new teachers who are experiencing the heavy weight of their responsibilities for the first time. New teachers have to balance building relationships with students, short and long term planning, navigating professional responsibilities, and finding their way in a new professional environment.
In this episode, we’re talking to the New Teacher Network at Teachers College to learn about the pressures new teachers are facing at the start of the school year, and hear the advice they have to offer this fall.
In 2002, Dr. Ruth Vinz, founded the Center for the Professional Education of Teachers with the help of a generous donation. Her vision to bridge the gap between theory and practice in a manner that perpetuates the professionalism of educators has endured for 20 years and impacted countless teachers, leaders, and students.
The Teaching Today podcast is an extension of the Center. In this celebratory episode, we are joined by Ruth as Teaching Today celebrates its 100th episode in conjunction with the 20-year anniversary of the Center for the Professional Education of Teachers.
In this episode we’re joined by Garrett Peters and Anna Tabet, two New York City school leaders, who discuss the academic, social, and instructional implications for the upcoming year. As school launches in full force, this conversation focuses on how schools are preparing new students, new teachers, and new learning.
We’ve been in school, out of school, online, and working with blended models of learning over the past few years. The upcoming school year is poised to be the return to “normal” school, and educators are preparing differently. In this episode, our colleague Dr. Cristina Compton joins us along with educators Leah Clark and Dr. Phyllis Harris to discuss the joys, concerns, and excitement surrounding getting back to "normal".
Creating your own curriculum gives you more flexibility, including the ability to create assignments that are hands-on and relevant to your students. But as with any process, there are pros and cons. In this episode, we're joined by Amanda Murphy and Annie Ward, who share their experiences with curriculum design and offer advice on where to begin when embarking on this process.
Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources. Many schools receive a pre-packaged curriculum from their district or state. The challenge may come with implementation and trying to make the curriculum your own. In this episode, we are joined by Courtney Brown and Bina Clifford who offer strategies to adapt, adjust, and adopt pre-packaged curriculum.
We have turned a corner in education, and some things are beginning to look like they did pre-pandemic — is that a good thing? What have we learned about teachers, students, academic loss/gain, and social-emotional learning over the past few years? How can we apply these lessons learned to the upcoming school year and beyond? In this episode, we’re joined by educational leaders Darius Adamson, Chris Mastrocola, and Dr. Valerie Wanza, who share insights and perspectives for the path forward.
We’re back with the second set of our upcoming professional learning courses, chatting with the designers themselves — both of whom are accomplished coaches and tuned in to the most pressing issues facing educators today.
Here they discuss the inspiration for their courses and what educators need to know about infusing writing across grade levels and content areas, and how busy professionals can deepen their understanding of equity when they don’t have time to read all the research on their own.
Opportunities featured in this episode: • Expanding Essential Writing Practices with Dr. Sherrish Holloman • Touchstone Texts for Equity with G. Faith Little
Head to tc.edu/cpet to learn more and reserve your spot at an upcoming course!
Dive into the first set of our upcoming professional learning courses and hear from the designers themselves — all of whom are accomplished coaches in our school and district partnerships across the world and tuned in to the most pressing issues facing educators today. Here they discuss the inspiration for their courses and what educators need to know about learning loss, 21st century literacy, and becoming a reflective practitioner.
Opportunities featured in this episode: • Mind the Gap with Dr. Cristina Compton • Expanding Essential Reading Practices with Dr. Sherrish Holloman • Teacher As Researcher with Courtney Brown
Head to tc.edu/cpet to learn more and reserve your spot at an upcoming course!
How can we support teachers in the early years of their career? Targeted support increases the likelihood that new teachers will stay the course long enough to become more effective educators, which becomes a winning scenario not only for teachers, but for students, school districts, and the teaching profession.
After we attract talented teachers, the best way to sustain and support them is through a network of mentorship, collaboration, and community belonging. Danette Hardy of Memphis-Shelby County Schools and Ashlynn Wittchow of the New Teacher Network at Teachers College, Columbia University join us to discuss innovative ways to provide dynamic support for new teachers.
School Principals lead teachers and staff, set goals, and ensure students meet their learning objectives. They oversee day-to-day operations that range from handling disciplinary matters, to managing a budget, and hiring instructional staff.
In the final installment of our A Mile in My Shoes series, we’re joined by Principals Paul Gumina (Renaissance High School for Musical Theater & the Arts), Candace Hugee (The Urban Academy School for Collaborative Healthcare), and Vanessa Williams (IS141, The Steinway School), who share the challenges and joys of the principalship and offer advice for anyone considering this role.
Teacher leaders guide a broad range of efforts, from modifying school-wide or content area curriculum, to supporting teachers in collecting and interpreting student achievement data, to improving instructional efficacy throughout a school.
This week, we’re joined by three teacher leaders — Jennifer Castillo, Rachel Cerlen, and Garett Peters — who walk us through this complex role and reflect on their paths to becoming teacher leaders.
Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and cultivating the learning environment. However, teachers fill a complex set of roles, which vary from one society to another and from one educational level to another. Do we fully understand their roles? We’re joined by three teachers this week — Tanesha Cager, Chloe Chapel, and Leah Clark — who share their journeys and allow us to walk a mile in their shoes.
Educators often feel burdened by mandates and frameworks, as they usually signal changing expectations and a revolving door of initiatives. Can a new framework actually reduce this burden and help teachers to synthesize expectations in practical ways?
In this episode, we’re joined by Leticia Pineiro, a Director of Teaching and Learning within the NYC DOE, to discuss the launch of our CR-SE guidebook — Centering Students: A Guidebook for Implementing Culturally Relevant and Sustaining Education — and how it’s making CR-SE clearer for teachers and school leaders.
In part two of our Exploring Equity series, we look at two additional books our community studied as we challenge ourselves to incorporate CRSP in our daily lives and work. Listen to our senior leaders discuss key takeaways from Cultivating Genius by Gholdy Muhammad, and Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces, by Detra Price-Dennis and Yolanda Sealey-Ruiz.
Our community has been exploring equity and culturally relevant, responsive, and sustaining pedagogy through shared reading as a form of professional development throughout the school year. In this week’s episode, we explore two of the four texts we studied as we challenge ourselves to incorporate CRSP in our daily lives and work.
Tune in to hear our senior leaders discuss key takeaways from How to be an Antiracist by Ibram X. Kendi and Culturally Responsive Teaching and the Brain by Zaretta Hammond.
Education policies directly impact teaching and learning, but often missing in policy decisions is the voice of educators. How can they become more involved and affect the trajectory of policies? Two former classroom teachers — Jasmine Bowles of Georgia’s Clayton County Public School Board and Mikayla Arciaga of the Intercultural Development Research Association — weigh in on the path to influencing policy.
In the third installment of our education policy series, we're joined by elected local leader Ethan Ashley and education advocate Justin McCorkle as we discuss the role school boards play in representing community needs in public education, setting hyper-local education policy, and defining the future of education for students.
Policies impact every aspect of education, but they’re often established with input from a limited number of voices. What role do educators play in interpreting and implementing policies that trickle down from the national level? Rani Corak of Teachers College, Columbia University and Dr. Basil Smikle, Director of the Public Policy Program at Hunter College, continue our policy series this week as they discuss the connection between national politics and the local impact of policies.
Our policy series kicks off with a look at the challenges involved when people with limited educational experience drive decisions that dictate what teaching and learning looks like. While we can believe these policymakers may be well-intentioned, we must also acknowledge the unintended consequences that arise in our classrooms as a result of their choices. Rani Corak joins us this week as we examine the gap between intent and impact when it comes to the myriad policies that surround educators today.
Across the country, we’re seeing a new wave of literary censorship as parents, outside interest groups, and even politicians are attempting to regulate what students are allowed to read. Dr. Marcelle Mentor returns to the podcast this week to offer her perspective on where censorship stems from, as well as the connection between the censorship of books and the censorship of critical thinking.
After a two-year pause, standardized testing has returned. What have we learned about our instruction, our students, and our methods in the absence of these tests? Dr. Rommie Vasser, Principal at Rose Park Magnet Middle School in Nashville, TN, joins us this week to reflect on how his past experiences with testing have informed his current work as a school leader, and the challenges that lie ahead if our practices around high-stakes testing stay stagnant while our world and our students continue to evolve.
Our team is back together this week to shed some light on data — a topic that often inspires fear and resistance. And for good reason — without the tools to make data meaningful for instruction, it can feel like a purely evaluative measure that restricts and reduces all the work you do as an educator. How can we make the most of the data we have? Listen in as we talk through the obstacles and opportunities we’re witnessing when it comes to data collection and analysis in schools.
An equitable approach to assessment is critical for planning curriculum and instruction, and for authentically documenting what students know. Dr. Monica White of the NYC DOE Innovation Zone and Dr. Tangela Williams of Charlotte-Mecklenburg Schools join us this week to speak on how equitable assessments can broaden our understanding of student knowledge, and how schools and districts can address their own assessment practices.
As essential workers, teachers and healthcare professionals have been among the most impacted groups throughout the pandemic. In this episode, we're joined by Dr. Ademola Adewale, an assistant clinical professor of Emergency Medicine at AdventHealth Hospital, and Darius Adamson, Executive Area Director with Orange County Public Schools, to discuss the intersection of education and healthcare and the long-term social-emotional implications of prolonged trauma.
School counselors lead, advocate, and collaborate to promote equity and access for students of all ages. As the realities of our world have shifted, their roles have expanded, playing a tremendous and crucial part in bridging the social, emotional, and academic needs within schools. We're joined by three school counselors — Dr. Jenan McNealey, John Nwosu, and Channelle Joseph-Nwosu — who discuss the misconceptions, challenges, and opportunities within their work.
When it comes to social-emotional support, school leaders support teachers. Teachers support students. But what about the school leaders — who's supporting them? Cheryl Green returns this week to discuss the stress of being a leader coupled with the stress of leading during a pandemic.
Social-emotional health plays an integral role in education, and continues to impact both teachers and students as we navigate various stages of the pandemic. In this week's episode, we're joined by school leaders from New York, Connecticut, and Georgia who discuss how they're offering social and emotional support to their school communities.
Being a leader comes with tough challenges, and leadership in difficult times certainly brings its own unique set of obstacles. In this episode, The Main Idea's Jenn David-Lang joins us for a conversation about the diverse and complex skills needed for 21st century leaders.
We're back! This week, we're sharing the promising practices we'll be leaning on in 2022 to help make the year more manageable and restorative for our team and our school communities.
During an(other) unpredictable year, our team and community of schools have remained dedicated to breaking down the problems, policies, and promising practices that define teaching today, continuing to expand our creativity and innovations to meet fellow educators and students where they are.
In our last episode of 2021, we look back on how developments in areas like technology, social-emotional learning, and flexible instruction have impacted the year and will continue to impact education in the future.
As school districts have returned to in-person teaching and learning this fall, district leaders have continued to make tough calls, balancing a number of safety and instructional concerns within their communities. This week we continue our New Normal series with two district leaders — Dr. Michelle Aquino of New Jersey's North Plainfield District and Dr. Roderick Richmond of Shelby County Schools in Memphis, TN — who sit down with us to discuss the strengths and struggles of resuming in-person instruction.
Experienced instructional coaches Melissa Bryant and Ashlynn Wittchow revisit our New Normal series — in which we take a look at the instructional interruptions and innovations that have surfaced over the past two years — and explore the successes and challenges of returning to in-person classrooms this fall.
Questioning is a key formative assessment strategy that helps students digest the content they're being taught and generates useful feedback for teachers. When used effectively, questioning can inform adjustments to your instruction, and identify necessary supports for students who may be struggling. 21st century learning specialist G. Faith Little is back this week to discuss this critical assessment tool and identify effective questioning strategies.
Discussions are an important component of 21st century learning in all disciplines; they help students process and communicate information, and help teachers better understand which concepts students are connecting with. 21st century learning specialist G. Faith Little joins us this week to unpack the benefits of classroom discussions, and how they can be a simple, authentic way to assess student learning.
When teachers work together in teams, they coach each other, learn from one another, and increase their expertise. This team dynamic — in which everyone plays a role and is valued — provides educators with a safe space to refine their practices and in turn, improve teaching and learning. But how do schools structure and support these teams? How do they measure and achieve success? Experienced team leader Courtney Brown joins us this week to discuss the joys and challenges of teams.
There is a natural — and often overlooked — link between leadership development and adult learning. Effective leaders recognize that adults are practical, hands-on learners who come equipped with prior knowledge and many years of experience — and adjust their leadership and professional development accordingly. This week, The Aspen Institute's Cheryl Green returns for a conversation around how leaders can better connect with the adult learners in their school communities.
Our colleagues Courtney Brown & Dr. Cristina Compton are back to unpack leadership and teacher teams, and offer their strategies for maximizing teamwork in school communities. Teams don't just appear — they're the result of effective leadership, trust, and a collective commitment to student success. The feelings of inclusion and interdependence that stem from teamwork can bolster teachers as they evolve to meet students' needs.
Dr. Yolanda Sealey-Ruiz returns to share her insight on engaging scholars at all levels. Designing authentic and engaging instruction is challenging, but essential — when done well, intellectual engagement creates a ripple effect that helps develop students' creative and critical thinking skills. How can you capture, retain, and maintain engagement in your classroom?
Darius Adamson is back to shed insight on how teachers and school leaders can effectively engage students in the learning process — something research shows leads to an increase in attention and focus, motivates students to practice higher level critical thinking skills, and promotes meaningful learning experiences.
Dr. Anissa Moody joins us to discuss the importance of social-emotional intelligence when dealing with trauma, how to re-establish relationships with students, and strategies for recognizing and addressing student needs.
The need to engage — and re-engage — students has never been more present. This week, we're delving into the crucial role student engagement plays in building 21st century skills, how engagement practices have been impacted by the pandemic, and suggestions for approaching engagement in the new school year.
In the final episode of our series exploring core coaching principles, we're focusing on culturally relevant and sustaining pedagogy — a crucial practice that explores the cultural implications and power dynamics present in education, and requires mindfulness and vulnerability from educators as they work to unpack and undo inequities in their school communities.
In part five of our series exploring core coaching principles, we're looking at cycles of inquiry — a powerful component of transforming and improving professional practice. As educators, we must maintain a commitment to the inquiry process — identifying challenges, posing questions, implementing interventions, and monitoring for improvements. It is this quest for understanding that helps us evolve and meet the changing needs of our students and school communities.
In part four of our series exploring core coaching principles, we're looking at the process of cultivating strengths, which stems from the belief that improvement in growth areas increases when we leverage areas of strength first.
In part three of our series exploring our core principles, we're looking at critical reflection — a crucial practice that encourages metacognition and self-awareness, and results in action that uses past successes and missteps to transform professional practice.
In part two of our series exploring our core coaching principles, we're looking at contextualized practice — a way of working that allows us to design each project to the culture, context, and concrete goals of unique individuals and communities.
We're kicking off a six-part series exploring our core principles — communities of practice, contextualized practice, critical reflection, cultivating strengths, culturally relevant and sustaining pedagogy, and cycles of inquiry — which inform, define, and shape our K-12 coaching practices.
In this first episode of the series, we unpack communities of practice — a collaborative approach to discourse and decision-making that cultivates relationships, honors individual perspectives, and encourages working together toward a common goal.
Data provides a blueprint for what our students know, what our students need, and what our students bring to the classroom. Data allows teachers to provide instruction that ensures their students are learning necessary skills, and it allows school leaders to better understand and support the teachers in their community. How can we support educators at all levels in understanding and applying data in ways that enhance student success?
The word “data” can be a trigger for many educators. However, data that tracks student engagement and academic progress gives us a picture of what’s happening, so we can create what’s possible. We're joined by educators from Crosstown High School, a project-based learning school in Memphis, Tennessee for a look at a non-traditional approach to collecting and understanding student data.
It may seem like a new development, but single-sex education is actually a throwback to older curriculum systems that date back to before the 19th century. Are single-sex classrooms beneficial to students today? We're joined by a panel of educators who weigh in on the benefits and drawbacks of same-sex classroom environments.
Data is much more than test scores — it can also be a powerful tool that informs, engages, and creates opportunities for students. On a practical level, data can refocus and improve instruction, make connections that lead to insights within curriculum, and help us build upon individual student strengths. Although the past two school years have been non-traditional when it comes to data from standardized tests, we can still lean on alternative forms of data to continue learning about our students.
In the wake of Black Lives Matter protests, educators and schools across the nation are navigating anti-racist, anti-bias (ABAR) work. Often used in concert and sometimes interchangeably, by definition, these terms represent an activist approach to educational curricula that attempts to challenge prejudices, including racism, sexism, ableism, and ageism.
We're joined by Columbia University graduate students for a discussion on cultivating an anti-bias, anti-racist pedagogy, the process of developing an ABAR framework, and the lessons they are learning along the way.
Our panel of K-12 principals returns for a look at how their schools have been evolving since we last spoke with them in the fall, their predictions about what instruction will look like in the coming year, and their thoughts on what pandemic practices should remain even as we shift to the next normal in education.
Throughout our New Normal series, we've been following K-12 district leaders from across the country as they grapple with the challenges of leading educators and students through a pandemic. In this episode, we look ahead to the next normal and imagine what school might look like for the 2021-22 academic year.
Today’s students use their digital expertise and the power of their voice to respond to issues of inequity in society. Therefore, it is essential that teacher educators develop their own racial literacy skills — and those of their pre-service and classroom teachers — in order to support students' digital activism. Authors and Teachers College, Columbia University faculty Detra Price-Dennis and Yolanda Sealey-Ruiz join us for a look at how educators can cultivate these skills, and how to promote equity in digital spaces.
Beyond the functional level, literacy plays a vital role in transforming students into socially engaged citizens. How do we teach literacy in a way that is both culturally and socially responsive? We hear from our K-12 coaching experts as they unpack the importance of literacy and discuss the evolution of literacy instruction.
Project-based learning (PBL) has been credited with revitalizing education for students, creating opportunities for them to use real-world scenarios, challenges, and problems to gain crucial skills that support their intellectual and emotional development. What role can professional development organizations play in supporting schools with this type of teaching and learning?
Project-based learning isn’t just a vocabulary term or a buzzword — it’s a way of approaching the entire process of teaching and learning. In this episode, we speak with Dr. Liza Bearman, who serves as the Director of the Wildwood Institute for Social Leadership at Wildwood School in Los Angeles, CA, about how students at Wildwood (referred to as members) develop and execute real life projects in response to community needs.
Project-based learning embraces the belief that students must cultivate their own knowledge, and helps make learning sticky through real-world experiences, personal reflection, and peer-to-peer collaboration. We're joined by New York City teachers — from the Charter High School for Architecture, Engineering, and Construction Industries and the Urban Assembly School for Collaborative Healthcare — who share their expertise and experience with making projects practical in classrooms.
Project-based learning encourages collaboration, critical thinking, and communication skills, and helps boost student engagement and ownership. But it can be complicated to balance student choice and agency with effective learning outcomes.
Our K-12 coaching leaders are here to discuss the benefits and drawbacks of project-based learning, as well as practical ways to implement this work in classrooms.
Pre-existing disparities in access to adequate technology have been exacerbated by a shift to remote and blended learning environments over the past year, placing Black children at a further disadvantage. Black parents have worried about accessing resources or supplies that will help keep their children on track academically, and have voiced concerns regarding the safety of their children when returning to schools.
Educators from the Black Education Research Collective at Teachers College, Columbia University — Sonya Douglass Horsford and Phillip Smith — join us to connect these concerns to relevant research and discuss the implications these disparities have for the future of education.
This week, we're talking with parents — Rashan Ali from Atlanta, GA; Laura Rebell Gross from Brooklyn, NY; and Tswelo Kodisang from Johannesburg, South Africa — about how they've supported their children academically and emotionally over the past year as they've adapted to learning during a pandemic.
Equity in education requires that teachers and leaders offer every child an equal chance for success — but what does this success look like when it comes to testing? We’re joined by educational leaders Tangela Johnson and Laura Meili for a powerful and thought-provoking look at equity and assessment.
How has the pandemic impacted assessment practices in K-12 schools? We're joined by teachers from New Jersey, New York, and Texas as we unpack assessment experiences from the past year and discuss how testing informs teaching.
Depending on your perspective, the postponement of standardized tests can be seen as a blessing or a curse. For many educators, this reality presents a chance to unpack the connection between testing and teaching, and examine how we might ensure excellence, equity, and accountability in the absence of standardized testing.
Dr. Frank Barnes, Chief of Equity and Accountability at Charlotte-Mecklenburg Schools in North Carolina, joins us as we consider the meaning and effectiveness of testing in the wake of a global pandemic.
Teachers don't just teach subjects, they teach students. From tiny to tall, students are actual human beings with independent identities, personal autonomy, and a will of their own.
Experienced educator Joshua Laub joins us for an in-depth conversation on how to support our students through the current crisis by creating a compassionate classroom culture and understanding behavior as a form of communication.
This week, we're joined by educational leaders — including AFT President Randi Weingarten and faculty from Teachers College, Columbia University — to discuss the causes of and solutions to the biggest challenges facing education today.
Traditional ways of teaching and learning have been disrupted around the globe — for the moment, and perhaps forever. What does this mean for the future of education — the way we teach, the manner in which we teach, and the way we train and support teachers?
In this episode, we're joined by the Provost and Vice President for Diversity and Community Affairs from Teachers College, Columbia University, who share insightful reflections and projections on the current state of teaching and learning, and the implications for higher education.
Special guests: -- Stephanie Rowley; Provost, Dean and Vice President for Academic Affairs at Teachers College, Columbia University -- Janice Robinson; Vice President for Diversity and Community Affairs at Teachers College, Columbia University
It has been said that teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together. As we kick off 2021, we are joined by teachers with 1 to 15+ years of experience as they talk about their love of teaching today. In the midst of the pandemic, these teachers provide powerful insights on social-emotional learning and strategies for themselves and their students.
Special guests: Christopher Carron, Ayoluwa Parham-Hunter, and Deborah Spencer
As 2020 comes to a close, we're looking back on this challenging year and reflecting on what we've learned, what questions still remain for educators, and what new opportunities for growth await us in 2021.
Our panel of school principals joins us again to reflect on what they've learned since our last conversation, when they were preparing to reopen their schools for the 2020-21 school year. Amidst shifting regulations and rising COVID-19 numbers, principals have not just been tasked with maintaining safe, socially distant environments, but have entered into a cycle of reopening and closing their schools, all while being responsive to their communities. What lessons have they learned during this unique time?
SPECIAL GUESTS: Ryan Goble — Benton Harbor, Michigan; Candace Hugee — Brooklyn, New York; Tamala Boyd Shaw — Greenwood, Mississippi
Earlier this year, we had the pleasure of speaking with district leaders from around the country as they were developing and implementing plans for returning to school. Now, we're revisiting the conversation to see what has transpired over the past few months — how these leaders are continuing to navigate uncharted territory, what new challenges they're facing, and how they're responding to the social-emotional needs of their communities.
Special guests: -- Darius Adamson; Orlando, FL -- Michelle Aquino; North Plainfield, NJ -- Miska Clay Bibbs; Memphis, Tennessee -- Mark Madson; Nazareth Pennsylvania
Politics, protests, and the pandemic have dominated headlines and contributed to what has been an extraordinary final stretch of 2020. Communities across the country are continuing to wrestle with COVID-19, which has reached frightening rates of infection; the aftermath of a historic presidential election with an unprecedented response from the current administration; and continued social/political unrest in the wake of the election and additional reports of police brutality.
In this episode, we’re continuing the conversation from our Racism & Education episode, and exploring the impact that current events have on education. How are schools addressing inequities during the pandemic? What lessons have we learned? Both new and familiar voices from New York, Tennessee, and Florida share their perspectives in this critical conversation.
Special guests: -- Darius Adamson, Orange County Public Schools -- Cheryl Green, Coplexity -- Yolanda Sealey-Ruiz, Teachers College, Columbia University
Creating a positive classroom culture at the beginning of the school year is an essential component of our work as educators. But this year, returning to school has been anything but typical, and the notion of building culture has become more complicated. How can we help students feel safe, accepted, and included?
Special guest: -- Matthew Mazzaroppi, Principal at the Morris Academy of Collaborative Studies
In a matter of weeks, COVID-19 changed how students around the world are educated, and challenged many long-held beliefs about teaching and learning. What new opportunities and challenges can we anticipate for students as a result of COVID?
Joining us for this discussion is Judy Dimon, Founding Chair of HERE to HERE (@heretoherebx)and Chair of the James and Judith K. Dimon Foundation. For over 30 years, Judy Dimon has focused on cost-effective, cross-sector, scaled solutions to help young people overcome the challenges poverty imposes on their lives, learning, and futures.
In the third part of our New Normal series, Randi Weingarten, President of the American Federation of Teachers (AFT), joins us to discuss the challenges and opportunities surrounding the reopening of K-12 schools.
Schools across the country are approaching the reopening of schools with many deliberations and caution, and the challenges surrounding these efforts are on the minds of everyone from public health officials to parents. In the second part of our New Normal series, we’re chatting with school principals about their plans to manage teaching, learning, safety, and social-emotional health for their students & faculty.
Special guests: -- Ryan Goble | Benton Harbor, Michigan -- Candace Hugee | Brooklyn, New York -- Tamala Boyd Shaw | Greenwood, Mississippi
The COVID-19 pandemic has affected educational systems worldwide, leading to continued closures of schools, universities, and colleges. These closures have created social and academic disruptions for nearly 58 million children in the US alone.
Without an end to the pandemic in sight, leaders are approaching the reopening of schools with extra caution. In between the pandemic and the politics is the pedagogy — how are district leaders leveraging opportunities and putting students & families at the forefront of the decision-making process?
Special guests: -- Darius Adamson | Executive Area Director; Florida -- Michelle Aquino | Superintendent of Schools; New Jersey -- Miska Clay Bibbs | Chair, Shelby County School Board; Tennessee -- Mark Madson | Assistant Superintendent of Secondary Education; Pennsylvania
Blended learning — and eLearning as a whole — has seen rapid changes in the past two decades, beginning in 1998 with the first generation of web-based instruction. In 2020, the COVID-19 pandemic made blended learning a household term as schools around the world transitioned their teaching and learning practices. With so much uncertainty still ahead of us, the 2020-2021 school year will be unlike any other that we’ve experienced. What does blended learning look like, and how can educators prepare themselves for the year ahead?
Special guest: -- Dr. Robert Monson | Associate Professor at Manhattanville College & Adjunct Professor Teachers College, Columbia University
In education, one of our greatest shortcomings is ignoring widely available research that confirms optimal learning experiences can be achieved by implementing multi-sensory activities, pursuing meaningful tasks, and exploring a variety of skills using real-world applications.
Instead of traditional learning that focuses on reciting and reiterating content, our students would be better served by learning opportunities that tap into their full capacity. How can teachers identify and create authentic curriculum that supports this type of learning?
Special guest: Dr. Jacqueline Simmons | Vice Chair, Department of Curriculum & Teaching; Teachers College, Columbia University
Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching (commonly known as The Danielson Framework) has become the most widely used teacher evaluation tool in the United States. But is the framework being used in the way it was intended?
We're joined by Charlotte Danielson as we unpack the framework, explore its origins, and examine how it's being used today.
Special guest: Charlotte Danielson | Author of Enhancing Professional Practice: A Framework for Teaching
Meeting the needs of our students is the totality of our role as educators. To do so, we must know our students, know our curriculum, and know ourselves.
What happens when we find that a curriculum isn't working for us? How can we maintain autonomy and creativity while using materials that are aligned to academic standards? How can we include challenging content and activities for students?
Special guest: Dr. Monica White | Senior Director at the New York City Department of Education Office of Innovation
Research increasingly shows that the academic performance of students of color often suffers due to differences between curriculum and culture. Culturally responsive and sustaining curriculum is a critical element in reversing this trend.
How do we integrate culturally relevant material into traditional curriculum? How can we provide students with a curriculum that recognizes and celebrates their identities, lived experiences, and cultures?
Special guest: Dr. Marcelle Mentor | Teachers College, Columbia University
Curriculum plays an important role in students becoming global citizens, critical thinkers, and caring advocates. Yet educators and policymakers continue to grapple with the concept of curriculum — identifying its components, determining the content to include, or evaluating a curriculum purchase.
What considerations should schools make when determining whether to purchase a curriculum or design their own?
Special guest: Darius Adamson, Orange County Public Schools
In his 2011 New Yorker article, "Personal Best", Atul Gawande said, “No matter how well trained people are, few can sustain their best performance on their own. That’s where coaching comes in.”
In education, we’ve seen the role of professional coaching shift from presentations, to workshops, to one-on-one and small group professional development.
What's the difference between coaching and teaching? How does a coach support a teacher in being vulnerable, self-reflective in their practice, and open to taking new risks?
In the past, teaching and learning was centered around finding information and remembering it. But advances in technology have fundamentally changed our relationship to information, allowing us to have it at our fingertips, and we must consider how this shift impacts the focus of education. What skills do students need in order to succeed in the future — especially one that's increasingly unpredictable?
Special guests: - Clarinda Choh | Director of Staff Development, Hwa Chong Institution, Singapore - Dr. Edgar McIntosh | Assistant Superintendent of Curriculum, Instruction and Assessment for Scarsdale Schools - Ken Bonamo | Principal, Scarsdale High School - Dr. Ruth Vinz | Professor of English Education, Teachers College - Dr. Suzanne Choo | Assistant Dean & Associate Professor, National Institute of Education, Nanyang Technological University, Singapore
Part professional development, part artist collaboration, and part non-for-profit publisher, the Student Press Initiative (SPI)'s mission is to revolutionize education by advancing teacher leadership in reading and writing instruction. Through publication, SPI raises the bar for what, how, and why students write.
What makes the SPI approach to writing instruction so powerful, and how does it impact students and teachers?
Special guest - Michelle Demeroukas, NYC ENL Department Leader and ELL Coordinator
Predicated on a belief in the power of play in the secondary classroom, Literacy Unbound seeks to unbind traditional approaches to the teaching of reading and writing, troubling the divide between critical and creative thinking, and demonstrating that intellectual rigor ultimately requires both.
How can you use Literacy Unbound approaches to support students in moving their reading experiences beyond the book, and allow their creativity to flourish?
Special guests: - Dr. Adele Bruni Ashley, Teachers College, Columbia University - Colin Russell, New Visions Charter High School for Advanced Math and Science II - Dr. Marcelle Mentor, Teachers College, Columbia University
Developing literacy skills is a challenge for students of all ages. But students with special needs, and those who are new to speaking English, experience obstacles in literacy that impact their ability to learn even more than their counterparts.
What are the best ways to include English language learners (ELLs) and students with special needs into academically diverse classes? What unique challenges do these students experience?
Special guests: Dr. Laura Rigolosi, Curriculum & Literacy Specialist Jacqui Stolzer, Senior Professional Development Coach
The New York City Department of Education recently integrated the philosophy of Advanced Literacy into their Instructional Leadership Framework (ILF), which focuses on teaching in linguistically diverse communities and instruction across content areas — all centered around four literacy hallmarks.
How is this different from other approaches to literacy? How are schools adopting Advanced Literacy, and are their efforts making an impact?
Special guest: Selin Alicanoglu, Flushing High School
For years, it’s been said that we need to have a serious discussion about race in this country, but that discussion is often put on hold until another tragic incident is discovered by the media. All the while, schools across the country are wrestling with generations of racial inequality.
How do events like the murders of George Floyd, Breonna Taylor, Ahmaud Arbery, and countless others impact students and educators? How do educators deal with explicit and implicit bias in school? What does equity in education look like?
Special guests: Darius Adamson, Orange County Public Schools Dr. Beverly Cross, University of Memphis Cheryl Green, Coplexity
Accessing academic vocabulary can either be a student's greatest strength or their greatest struggle, and as they move into high school, command over content-specific vocabulary has a major impact on performance.
What does academic vocabulary entail? Why is it difficult for students to expand their vocabulary? And is literacy in different disciplines really all that different?
Special guests: Kate Moore, Science/Special Education Content Specialist Christian Wu, Mathematics Content Specialist
We often see students begin to struggle with reading as expectations shift from learning to read, to reading to learn. Struggling with this shift can have implications on a student's ability to meet learning demands across all content areas, especially as they move into middle and high school.
How can you recognize a struggling reader? What prevents students from becoming more fluent readers? What can parents do to support and motivate their students' reading?
Special guest: Dorothy Barnhouse, Author & Educational Specialist
Teachers confront students' emotional responses to reading on a daily basis, particularly as more complex texts are introduced.
We're unpacking the idea of a "complex text", reflecting on why reading can elicit such emotional responses, and focusing on how teachers can support readers of all ages.
Special guest: Dr. Laura Rigolosi, Curriculum & Literacy Specialist
Early childhood language acquisition, paired with foundational literacy instruction in elementary school, provides students with the skills they need to learn how to read and write.
What happens when this learning is interrupted? How can we utilize early childhood literacy practices when teaching older students? And how can teachers and families support basic reading and writing skills during a period of remote learning?
Special guest: Katie Harlan Eller, Elementary Literacy Specialist
It can be easy to slip into simplifying your instruction during hard times, but students are more likely to maintain engagement when their tasks are intellectually engaging, highlight curiosity, and offer student choice.
Special guest: Dr. Adele Bruni Ashley, Teachers College, Columbia University
Culturally relevant curricula plays an essential role in capturing student interest and increasing engagement — especially during COVID-19, when the distance between students and teachers is greater than ever.
Special guest: Dr. Marcelle Mentor, Teachers College, Columbia University
Student-to-student discussions are an essential aspect of the learning process, but how are they possible during a time of remote or distance learning?
Special guest: Dr. Marcelle Mentor, Teachers College, Columbia University
Outreach, engagement, and age-appropriate ways to stay connected with students and families during a period of distance or at-home learning.
Special guest: Lauren Ardizzone, ELA Teacher
Using one of our favorite protocols, we’ll look at the What, So What, and Now What of COVID-19 and its impact on education spaces around the world.
Special guest: Veronica Thomas, Office of Digital Learning at Teachers College, Columbia University