The Middle Update 3/14/21

 ALL kids can learn at high levels

ALL PMS kids will learn at high levels because of what WE do

Resource of the Week

From the DPI website, "American Indian Studies in Wisconsin (often referred as Wisconsin Act 31) refers to the requirement that all public school districts and pre-service education program provide instruction on the history, culture, and tribal sovereignty of Wisconsin’s eleven federally-recognized American Indian nations and tribal communities."  The article this week is intended for the Elementary School classroom, but after giving it a read anyone will see the relevance to all of us.  The authors provide a perspective that is relatable and makes so much sense.  Learning to understand the implicit bias that we all have, and how using certain resources and materials may be perpetuating long-standing stereotypes and beliefs is a process that we will all be undertaking to help improve our practices along our journey to becoming an equitable learning environment for all.

"Authentic Voices: Advice for Incorporating American Indians and Alaska Natives in the Elementary School Curriculum" - Francis V. Rains & Karen Gayton Swisher

PD Day Recap

It felt like a great day, with much accomplished on Friday.  Thanks for your participation on Friday morning, and I believe our Culture Playbook is off to a great start, identifying the words/actions that are present or absent from high performing schools.  The brain is a fascinating thing...Take a look at the start of our playbook below:

I'll be sharing a compiled rough draft with you, and we'll work to put a polished version together.  Our beliefs drive our actions, and all daily actions make up our culture.

The Weeks Ahead...

As we look ahead, it's hard to believe that we have only 11 weeks of school remaining.  We'll look to continue improving what we do and working to make the most out of each day we have with our kids.  Like I mentioned in our meeting, as the High School makes some adjustments, we too, may have to adjust some things in our schedule...all with the goal of helping kids learn better.

Culturally Relevant Practices

The past year has sparked many conversations around diversity and equity.  Becoming a truly equitable learning environment for all is a process.  It's a process that we'll begin to uncover and grow in the months and years ahead.  Anna and Katie have offered a PD session coming up here soon, and I have linked an article with video that also does a great job of outlining the important work that must be done for all kids. 

A major part of being an anti-racist educator is making sure that all of your students feel represented. Some White educators may feel overwhelmed, and maybe even nervous, when trying to create a space where students  feel that they’re being seen and heard, because you want to make sure you ‘get it right’. You may think, “What if this is the wrong book?” or “I don’t want to say anything wrong or inappropriate, so maybe it’s best I don’t say anything at all.”

But discomfort is good, and it’s part of the growth that needs to happen on your journey to becoming an anti-racist educator. BIPOC students don’t have time for White educators to get comfortable, and it’s on White educators to take those first steps.

In this video, we talk to educators Gail Bertram and Marguerite Penick-Parks about the things you can do immediately to begin creating anti-racist learning environments, from the books you read to your students, to the physical spaces in which learning takes place. 

https://pbswisconsineducation.org/akateacher/anti-racist-education/?fbclid=IwAR0wVy-fiyO8rXx1WRr65pOlKPZfGTBfP878cOR6S852RRo7TEAYZo4HQro