Workshops for The Tribe

My philosophy about teaching is grounded in my belief that every day offers a new opportunity to learn–for all of us. After teaching for 2,000+ students and mentoring 22 student and new teachers, it’s safe to say there’s been a whole lot of learning going on. Combine that with the blessing of the most amazing colleagues and mentors a teacher could ever ask for, I’ve learned (and continue to learn) from the best. My intention is to now start sharing those lessons with others.

I donate 15% of my workshop fees directly to one of three organizations supporting teachers (your choice!):

  • Alameda Education Foundation (Adopt-A-Classroom) — This is my local education foundation, doing one of the best jobs supporting teachers of any local organization I’ve seen. 166 classrooms were adopted last year and I’d like to see that number be higher, particularly on the West end of town where the needs are greater.
  • Donor’s Choose — 94% of donations go directly to teachers and their classrooms. Any teacher who’s wanted something for their classroom they could not afford to buy or could not ask parents to provide knows the great value of this organization.
  • Camfed (Teacher Training) — Camfed uses 91% of its donations on programs and services it provides. Camfed focuses on educating girls on the continent of Africa and has a unique track for interested young women to be trained as teachers when they are finished with their formal secondary schooling.

For more information about the organizations I support or any of the following workshops, please drop me a note through the Contact page.

Offerings include individual, team, or full-staff engagement on the following topics:

  • Differentiation for Equitable Access to Opportunity (NEW!) — No one needs to be convinced that differentiation is something they should be doing. What we do need, is to develop an appropriate urgency with regard to the connection between differentiation and educational equity as well as some tools for how to make it happen more often and with more intention in our classrooms. Designed as a year long series that can be broken up into stand alone pieces depending on budget and goals, offerings include a whole-group workshop, quarterly follow up workshops, and online support for individual/team-based inquiry.
  • Culturally and Linguistically Responsive Teaching–A Thought Partner for the Work of Outrageous Love Best done in small groups or one on one, this is an individualized experience for teachers or small school teams who want to explore the foundations of responsive linguistic and cultural pedagogy (based on the work of Dr. Sharroky Hollie and other before him) in order to think deeply about who their students are and how to leverage their existing skills and knowledge in order to improve relationships, increase engagement, decrease academic disproportionality. Best done over the course of a school year, but can be done over a semester or quarter if desired. Provided online, in person, or a hybrid of both.
  • Culturally and Linguistically Responsive History/Social Science Classrooms History and other social science classes are uniquely positioned to respond to the languages and cultures students bring with them to your classroom. Participants explore the foundations of responsive linguistic and cultural pedagogy (based on the work of Dr. Sharroky Hollie and other before him) and how doing some real detective work around your students’ rings of culture can create a shift in your mindset and skillset that will position you to move your students from compliance to engagement when it comes to their learning. Best done over a period of time within the school year with monthly check-ins but can be done “launch party style” as a one time workshop and consultation for how to grow the work over time . Provided online, in person, or a hybrid of both.
  • Using Socratic Seminar to Assess what your Students Really Learned  A scantron test can’t show you what students are thinking, essays are cumbersome to grade, and the quality of oral presentations are varied at best. Use the Socratic Seminar Method instead, teaching students how to engage in the kind of high level conversation they are going to need in college and the workforce. (Workshop can be modified to include and/or focus on other modes of formal/informal discussion.)
  • Teaching Research and Writing to Prepare Students for College We know we need to teach our students critical research and writing skills to prepare them for college; we also know that we already have more content standards than we can possibly cover and grading full research papers for 180 students at the end of the school year is a horrifying prospect. This session offers a way that is do-able and effective. (Workshop can be modified to include year-long scaffolding with common vocabulary and writing assessments to prepare for the research paper as culminating assessment.)
  • Using Rubrics and Targeted Skills so you can Teach Writing More Often Target one specific skill at a time and assess it quickly, whether the assignment is one page or five. Save your students and yourselves, while still getting them writing every day.
  • Get your ACTS Together: Classrooms need leadership as much as management  Participants explore the big themes of Authenticity, Connection, Teamwork, and Support Structures in order to realize that leadership is key to inspiring students to take risks in their learning.

Interested? Visit the Contact page for more information.