This time together will be a journey through the practice of Vinyasa, Hatha, and Iyengar Yoga. Meditation will be woven into the practice through music, narratives, and listening to singing bowls. This practice will help to ground participants through movement, breath, stretches, and time for self-reflection. Allowing ourselves as educators to be more rooted opens doors for relationships with our students. It also allows us to be more available and present for students and colleagues. Thank you for practicing with me to become more rooted with ourselves, our colleagues, and our students in everyday life. When our bucket is filled wehave so much more to pour out to each other. "If you want 'rest,' you have to take it. You have to resist the lure of busyness. Make time for rest, take it seriously, and protect it from a world intent on stealing it." Soojuung Kim Pang
I have been teaching FH classes at Fiske since 2005. I love being able to bring the fitness field into my classes. My favorite units are: Yoga, Hippity Hoppers and Team Building Games. This year we have introduced new units such as pickleball, outdoor mini trampolining and noodle... Read More →
Have you ever come to the end of a great book and not wanted to put it down? Have your students ever cried out, “Noooo!” when you get to the final chapter? Have you ever wished for a bit more time to savor the journey of a story that you’ve just traveled with kids? Us too! This happens all the time in the classroom, and we have found some creative ways and important reasons to spend one last amazing day with that book you’ve loved. We have taken the charge from Lucy Calkins to “celebrate” the end of her reading and writing units to heart, and you can too! Join us in exploring how to celebrate the end of a novel (or any curricular unit for that matter) across an entire school day and across all areas of the curriculum using creativity, teamwork, student agency, and joy!
Attendees will learn new activities and routines to create a welcoming, engaging start to the day that fosters community, enhances social-emotional learning, and prepares students for productive learning. The session will also highlight ways that related service providers, interventionists, and instructional coaches can participate in and support morning meetings to create a unified, supportive start to each day. Educators will leave with ready-to-implement ideas to make their morning meetings more dynamic and meaningful for students.
Join us as we connect the role of teacher/student relationships to promoting productive struggle in the elementary math classroom. Using readings and videos from Taking Action: Implementing Effective Mathematics Teaching Practices, we will study strategies to engage students in productive struggle as they grapple with mathematics ideas and relationships.
In this engaging and interactive workshop, participants will explore the framework of the 5 Practices for facilitating math discussions. You will leave the workshop equipped with the skills and strategies needed to lead effective and meaningful mathematics discussions that foster deep understanding and engagement for ALL students.What you will do: During this session you will participate in a realistic 3-Act Task using the 5 Practices with guidance from a 2nd grade teacher and a math coach. You will anticipate student responses, watch videos to simulate monitoring students problem solving, select student work from provided samples, and then sequence and connect selected work. What you will learn: how to use the 5 Practices for an Investigations lesson or for another open-ended task ways that using the 5 Practices develops students’ conceptual understanding and confidence how the 5 Practices will increase access and participation for all students how the 5 Practices encourages you to think ahead and pushes you to move students toward essential learning goals What you will leave with: an understanding of how to implement this in your classroom resources to begin using this with your students immediately
In this session we will use data from the health offices across the district to explore how the number of nurse visits can correlate with SEL that impacts many of our learners. We will learn what types of physical symptoms a student presents with, how often, and how many minutes of lost learning time it equates to. We will examine strategies to help students stay in class and get the support they need.
How to support frequent visitors in the nurse's office back to class.What does a physical stress response look like in a student?How do Nurse's use data to support students learning?
Designed for K-2 teachers, this session explores the latest research on equitable teaching practices that promote both meaningful relationships and effective learning. Participants will delve into three high-leverage strategies informed by brain science and the science of reading—approaches that not only build essential literacy skills but also foster stronger, more supportive connections between teachers and students. By prioritizing the relational aspects of teaching, this session helps educators create classrooms where every child feels valued, engaged, and equipped to succeed, regardless of background or learning need.
Join us as we explore the compelling question of what is racial identity development and why does it matter? We'll explore supporting questions such as what is my identity? what is my racial identity? what are some factors that shape racial identity? what are the stages of racial identity, and why does it matter? how do BIPOC students experience racial trauma in PWI districts? what steps can educators take? how do intent and impact differ depending on the state of identity development a student is at and location/positionality/privilege?
Acclaimed author and educator Brandon P. Fleming will facilitate school-level workshop sessions (PreK-5, 6-8, 9-12) that expand on his 2023 Professional Day Keynote about the critical link between social-emotional learning and academic performance. In this year's workshops, he will discuss how relationship-building is the driver to increase student engagement and maximize student learning. Social-emotional and pedagogical techniques to support students' belongingness and success will be shared.
(Math) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Guidance, METCO, Technology) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Visual Arts, Performing Arts, Fitness & Health, World Languages) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Social Studies) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Student Services, Nursing) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(STE) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(ELA, Library, MLL) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In this interactive 90-minute workshop, K-5 educators will explore key strategies to enhance student-student and student-teacher relationships, creating a positive classroom environment where students thrive and relationships flourish. Through engaging activities and reflective discussions, teachers will walk away with actionable tools they can implement to transform their classroom community.
This session will explore how educators can cultivate a strong sense of belonging among themselves to create a supportive and inclusive learning environment for students. We will engage in various interactive activities to explore how to foster a sense of community and shared purpose among adults that can help model positive relationships and create a safe space for students to feel connected and valued.
In this session, we will deep-dive into Jonathan Hait's The Anxious Generation book. We will read and evaluate the information presented and discuss how this impacts our elementary schools and how we can use this information to adjust our practice to support the young minds in WPS. Participants will receive a copy of the book during the session.
This time together will be a journey through the practice of Vinyasa, Hatha, and Iyengar Yoga. Meditation will be woven into the practice through music, narratives, and listening to singing bowls. This practice will help to ground participants through movement, breath, stretches, and time for self-reflection. Allowing ourselves as educators to be more rooted opens doors for relationships with our students. It also allows us to be more available and present for students and colleagues. Thank you for practicing with me to become more rooted with ourselves, our colleagues, and our students in everyday life. When our bucket is filled wehave so much more to pour out to each other. "If you want 'rest,' you have to take it. You have to resist the lure of busyness. Make time for rest, take it seriously, and protect it from a world intent on stealing it." Soojuung Kim Pang
I have been teaching FH classes at Fiske since 2005. I love being able to bring the fitness field into my classes. My favorite units are: Yoga, Hippity Hoppers and Team Building Games. This year we have introduced new units such as pickleball, outdoor mini trampolining and noodle... Read More →
Have you ever come to the end of a great book and not wanted to put it down? Have your students ever cried out, “Noooo!” when you get to the final chapter? Have you ever wished for a bit more time to savor the journey of a story that you’ve just traveled with kids? Us too! This happens all the time in the classroom, and we have found some creative ways and important reasons to spend one last amazing day with that book you’ve loved. We have taken the charge from Lucy Calkins to “celebrate” the end of her reading and writing units to heart, and you can too! Join us in exploring how to celebrate the end of a novel (or any curricular unit for that matter) across an entire school day and across all areas of the curriculum using creativity, teamwork, student agency, and joy!
Attendees will learn new activities and routines to create a welcoming, engaging start to the day that fosters community, enhances social-emotional learning, and prepares students for productive learning. The session will also highlight ways that related service providers, interventionists, and instructional coaches can participate in and support morning meetings to create a unified, supportive start to each day. Educators will leave with ready-to-implement ideas to make their morning meetings more dynamic and meaningful for students.
Join us as we connect the role of teacher/student relationships to promoting productive struggle in the elementary math classroom. Using readings and videos from Taking Action: Implementing Effective Mathematics Teaching Practices, we will study strategies to engage students in productive struggle as they grapple with mathematics ideas and relationships.
In this engaging and interactive workshop, participants will explore the framework of the 5 Practices for facilitating math discussions. You will leave the workshop equipped with the skills and strategies needed to lead effective and meaningful mathematics discussions that foster deep understanding and engagement for ALL students.What you will do: During this session you will participate in a realistic 3-Act Task using the 5 Practices with guidance from a 2nd grade teacher and a math coach. You will anticipate student responses, watch videos to simulate monitoring students problem solving, select student work from provided samples, and then sequence and connect selected work. What you will learn: how to use the 5 Practices for an Investigations lesson or for another open-ended task ways that using the 5 Practices develops students’ conceptual understanding and confidence how the 5 Practices will increase access and participation for all students how the 5 Practices encourages you to think ahead and pushes you to move students toward essential learning goals What you will leave with: an understanding of how to implement this in your classroom resources to begin using this with your students immediately
In this session we will use data from the health offices across the district to explore how the number of nurse visits can correlate with SEL that impacts many of our learners. We will learn what types of physical symptoms a student presents with, how often, and how many minutes of lost learning time it equates to. We will examine strategies to help students stay in class and get the support they need.
How to support frequent visitors in the nurse's office back to class.What does a physical stress response look like in a student?How do Nurse's use data to support students learning?
Designed for K-2 teachers, this session explores the latest research on equitable teaching practices that promote both meaningful relationships and effective learning. Participants will delve into three high-leverage strategies informed by brain science and the science of reading—approaches that not only build essential literacy skills but also foster stronger, more supportive connections between teachers and students. By prioritizing the relational aspects of teaching, this session helps educators create classrooms where every child feels valued, engaged, and equipped to succeed, regardless of background or learning need.
Join us as we explore the compelling question of what is racial identity development and why does it matter? We'll explore supporting questions such as what is my identity? what is my racial identity? what are some factors that shape racial identity? what are the stages of racial identity, and why does it matter? how do BIPOC students experience racial trauma in PWI districts? what steps can educators take? how do intent and impact differ depending on the state of identity development a student is at and location/positionality/privilege?
Discover how Spider Web Discussions can transform your classroom into a hub of collaboration, critical thinking, and student ownership of learning. In this interactive session, we will explore practical strategies to structure and facilitate these discussions, focusing on creating a student-centered environment where all voices are valued. Leave with tools and resources to implement this approach and elevate student engagement in your own classroom.
You'll learn simple, fun ways to incorporate physical activity into your lessons, helping students connect with each other and you, while improving focus and classroom energy. We'll walk through three - four activities designed to foster teamwork, communication, and a sense of community. This workshop is perfect for any subject area and easy to implement right away.
Have you ever wondered how challenging it is for ELL students to engage in a content classroom? Together we will look at real examples of how text can be inaccessible for ELL students. We will also develop classroom strategies you can use to support language learners in your own classroom. This session is open to everyone, especially those with current or previous experience teaching ELL students.
As our school works towards greater student agency in our classrooms, having a toolkit of "look fors" can prove to be useful. The work of author, researcher and practitioner, Anthony Reibel and his training on "agency-focused teaching and learning" serves as a foundation for this workshop. Our time will be spent reviewing the practices and principles that are observable in student-agency classrooms, and then identifying and discussing examples by viewing teacher lesson videos. You will leave with the knowledge of how students can be at the center of their own learning.
Ever found a scored test or paper in your classroom recycling bin? Moi aussi. What's the point of giving feedback if it's never used?! Increase the likelihood that learners will use your feedback to improve future performances by creating a feedback cycle. Save valuable time by adopting a single-point rubric that's easier to read and understand than a traditional rubric. Personalize feedback efficiently with "grow and glow" feedback. Give learners ownership and have them set goals that feed forward in an ongoing reflection cycle.
This session explores how success criteria empower students by providing clear, measurable learning goals. Teachers from all disciplines will learn practical strategies to implement success criteria, fostering students' self-assessment, engagement, and SEL skills. Emphasis will be placed on creating culturally responsive and inclusive environments through transparent assessment practices aligned with CASEL’s SEL competencies and focusing on Social, Emotional, and Academic Development through an Equity Lens.
To support the mental health and wellbeing of students, WMS piloted a mental health screener for 7th graders this fall. The results of the screener suggested potential areas for intervention at Tier 1 and Tier 2. Participants will have an opportunity to learn about some of the trends in data and learn practical, effective interventions to support students in the classroom. Interventions will be focused on supporting students' social/emotional and executive functioning skills.
(ELA, Library, Technology) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(STE) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Social Studies) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Math) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Guidance, METCO, World Languages) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(FACS, Visual Arts, Performing Arts, Fitness & Health) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
(Student Services, METCO) In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
We will explore methods and mindsets that lead to genuine, fruitful, connections with kids and earn adults "social currency." We will examine tools and ways to boost student social, emotional, and academic well-being and then "mix it up" in the name of creating a tool-kit that aims to cash in, or leverage, that social currency for academic ambition and performance. I have some pretty cool thoughts and ideas that I picked up during my twenty eight years of supporting BIPOC students, students receiving support via 504 plans and education plans, general education students, and even campers on a Boston/Brookline Farm. I'll also share points from my thesis on using social emotional faculty to student mentoring to provide academic support. Join me!
Acclaimed author and educator Brandon P. Fleming will facilitate school-level workshop sessions (PreK-5, 6-8, 9-12) that expand on his 2023 Professional Day Keynote about the critical link between social-emotional learning and academic performance. In this year's workshops, he will discuss how relationship-building is the driver to increase student engagement and maximize student learning. Social-emotional and pedagogical techniques to support students' belongingness and success will be shared.
Discover how Spider Web Discussions can transform your classroom into a hub of collaboration, critical thinking, and student ownership of learning. In this interactive session, we will explore practical strategies to structure and facilitate these discussions, focusing on creating a student-centered environment where all voices are valued. Leave with tools and resources to implement this approach and elevate student engagement in your own classroom.
You'll learn simple, fun ways to incorporate physical activity into your lessons, helping students connect with each other and you, while improving focus and classroom energy. We'll walk through three - four activities designed to foster teamwork, communication, and a sense of community. This workshop is perfect for any subject area and easy to implement right away.
Have you ever wondered how challenging it is for ELL students to engage in a content classroom? Together we will look at real examples of how text can be inaccessible for ELL students. We will also develop classroom strategies you can use to support language learners in your own classroom. This session is open to everyone, especially those with current or previous experience teaching ELL students.
As our school works towards greater student agency in our classrooms, having a toolkit of "look fors" can prove to be useful. The work of author, researcher and practitioner, Anthony Reibel and his training on "agency-focused teaching and learning" serves as a foundation for this workshop. Our time will be spent reviewing the practices and principles that are observable in student-agency classrooms, and then identifying and discussing examples by viewing teacher lesson videos. You will leave with the knowledge of how students can be at the center of their own learning.
Ever found a scored test or paper in your classroom recycling bin? Moi aussi. What's the point of giving feedback if it's never used?! Increase the likelihood that learners will use your feedback to improve future performances by creating a feedback cycle. Save valuable time by adopting a single-point rubric that's easier to read and understand than a traditional rubric. Personalize feedback efficiently with "grow and glow" feedback. Give learners ownership and have them set goals that feed forward in an ongoing reflection cycle.
This session explores how success criteria empower students by providing clear, measurable learning goals. Teachers from all disciplines will learn practical strategies to implement success criteria, fostering students' self-assessment, engagement, and SEL skills. Emphasis will be placed on creating culturally responsive and inclusive environments through transparent assessment practices aligned with CASEL’s SEL competencies and focusing on Social, Emotional, and Academic Development through an Equity Lens.
To support the mental health and wellbeing of students, WMS piloted a mental health screener for 7th graders this fall. The results of the screener suggested potential areas for intervention at Tier 1 and Tier 2. Participants will have an opportunity to learn about some of the trends in data and learn practical, effective interventions to support students in the classroom. Interventions will be focused on supporting students' social/emotional and executive functioning skills.
Participants will learn how essential visual art techniques and mindfulness habits can complement each other to promote Social Emotional Learning, academic achievement and engagement in our classrooms. Areas of focus include observation, perception and dexterity, inquiry, memory and creativity.
This session will provide an overview of the different types of anxiety that teachers encounter in the classroom, how to identify and manage those behaviors, and how to equip teachers with strategies that work for all students to lower anxious tendencies in the room. We will specifically reference the PBIS interventions and also provide real-life examples.
Unlock the power of the 3 R’s—Relationships, Responsibility, and Resilience—to create a classroom environment that promotes better learning outcomes for all students. This session examines the impact of stress on the brain and how a trauma-informed framework can help all of our students feel calmer and more open to learning. Grounding our practices in the current research, we’ll explore accessible, actionable strategies to recognize behavior as communication and respond effectively to student needs in ways that develop their capacity to thrive. Join in for a fresh take on classroom dynamics that puts belonging and connection at the forefront of academic success.
Student reflection is a critical component of the learning cycle that empowers learners to evaluate their understanding and experiences. When students take the time to think about what they have learned, they can identify their strengths and areas for improvement. This process enhances their knowledge retention and fosters critical thinking and self-awareness. By reflecting on their learning, students can set personal goals and develop strategies for achieving them, leading to deeper engagement and motivation in their educational journey. During this session, we will share some of the strategies we have used in our classrooms to encourage student reflection. Please feel free to bring your thoughts, questions, and ideas about what student reflection opportunities you are considering (or are currently) implementing in your classroom.
Come delight in Ross Gay’s Book of Delights! In this 90-minute session, we’ll read together and discuss excerpts from Gay’s 2019 collection of mini-essays on daily experiences, encounters, or interactions that bring him delight and joy. We’ll then consider the implications for our work as educators. How can we create more (or more intentional) space for delight and joy in our work with students? In our work with each other? And if Gay is right to assert that the act of “sharing what we love” is an “ethics,” how might we live up to the charge?
This is a seminar for individuals who a) have had an introduction to WPS DE&I work but want to review and ask questions or b) are new to the district and want to better understand our approach to the equity lens we should bring to all our work, especially when it comes to relationship-building. Come engage with my “Best Of” playlist from past PDs and review fundamental principles and approaches of noted authors and activists in equity work such as Paul Gorski, Zaretta Hammond, Matthew Kay, Glenn Singleton, and Robin DiAngelo. You’ll leave with a better understanding of the scope of this work as it applies to relationship-building as well as a list of resources for continued learning.
In this session you will learn about how to implement group assessments as a tool to build classroom community, joint accountability, and foster positive relationships while pushing students to think collaboratively about challenging problems. During the session participants will partake in a group assessment, learn about ways to leverage the learning time to build relationships, and have the opportunity to design an assessment of their own. While open to anyone, this session is run by two math teachers, therefore the content will be primarily math based.
In this 90-minute seminar, we will practice slow, close-reading, shifting our relationship with reading from one of desiring to get to the end—of a sentence, a chapter, an entire work—to one of welcoming the awarenesses and revelations that arise as we savor every word, every phrase, every pause and rush facilitated by punctuation and syntax. In short, we’ll be doing what students whose relationship with reading has thinned to skimming for the gist avoid—but avoid at the expense of strengthening their ability to read with attention to detail and nuance and beauty, and, consequently, at the expense of building confidence in their own capacity to do such mature reading, a confidence that, once kindled, sparkles with the power and possibility of discovery and energizes any reading experience. We will be reading slowly, of course, but, subject to time, we will read selections from The Destiny Thief, a collection of essays by Richard Russo; “The Doctor,” a short story by Andre Dubus; Sula, a novel by Toni Morrison; “Puerto Vallarta,” a short story by Jennifer Egan; 1984, a novel by George Orwell; and The Great Gatsby, a novel by F. Scott Fitzgerald. We welcome you to this seminar if you already know and love the quiet joys of reading slowly and closely; we welcome you if you’ve resisted reading this way (perhaps dating all the way back to those high school English discussions in which the brilliant kids told everybody else what everything really meant) because it always seemed too boring or too out of reach for you. We believe those joys are very much within anyone’s reach. All it takes to touch them, then to grasp them, then to carry them forever, is to begin by reading, slowly, carefully, that first magical word.
In this session, participants will work together to unpack common challenges around student motivation with a focus on relationship building within the classroom. There will be a mix of hands-on activities, discussion, and reviewing some resources to both build shared perspectives and provide some relevant classroom strategies.
In this session, participants will work in groups to talk about common challenges of practice in regards to assessment and giving quality feedback. Mike Travers will facilitate conversations about a range of topics and participants will share their struggles and provide ideas to one another. The goal is to learn from one another and see the value in seeking peer feedback.
Acclaimed author and educator Brandon P. Fleming will facilitate school-level workshop sessions (PreK-5, 6-8, 9-12) that expand on his 2023 Professional Day Keynote about the critical link between social-emotional learning and academic performance. In this year's workshops, he will discuss how relationship-building is the driver to increase student engagement and maximize student learning. Social-emotional and pedagogical techniques to support students' belongingness and success will be shared.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
Danielle Silverman has worked as an educator for more than 20 years. She is in her seventh year at Wellesley Public Schools and previously worked for Wayland Public Schools and Boston Public Schools in a variety of roles. She has worked as a math coach, special education teacher and... Read More →
In these school staff and department sessions, the Center for Leadership & Educational Equity (CLEE) will discuss the research on how students' feelings of belongingness can increase with a connection to even at least one adult in their school experience. As a strategy to help achieve this, CLEE will introduce relationship mapping, which is one way of ensuring students are connected with staff to help expand their academic and social-emotional well being.
Participants will learn how essential visual art techniques and mindfulness habits can complement each other to promote Social Emotional Learning, academic achievement and engagement in our classrooms. Areas of focus include observation, perception and dexterity, inquiry, memory and creativity.
This session will provide an overview of the different types of anxiety that teachers encounter in the classroom, how to identify and manage those behaviors, and how to equip teachers with strategies that work for all students to lower anxious tendencies in the room. We will specifically reference the PBIS interventions and also provide real-life examples.
Unlock the power of the 3 R’s—Relationships, Responsibility, and Resilience—to create a classroom environment that promotes better learning outcomes for all students. This session examines the impact of stress on the brain and how a trauma-informed framework can help all of our students feel calmer and more open to learning. Grounding our practices in the current research, we’ll explore accessible, actionable strategies to recognize behavior as communication and respond effectively to student needs in ways that develop their capacity to thrive. Join in for a fresh take on classroom dynamics that puts belonging and connection at the forefront of academic success.
Student reflection is a critical component of the learning cycle that empowers learners to evaluate their understanding and experiences. When students take the time to think about what they have learned, they can identify their strengths and areas for improvement. This process enhances their knowledge retention and fosters critical thinking and self-awareness. By reflecting on their learning, students can set personal goals and develop strategies for achieving them, leading to deeper engagement and motivation in their educational journey. During this session, we will share some of the strategies we have used in our classrooms to encourage student reflection. Please feel free to bring your thoughts, questions, and ideas about what student reflection opportunities you are considering (or are currently) implementing in your classroom.
