The coronavirus won’t stop us from learning growing sharing
As the coordinators of the New England Secondary School Consortium and the annual School Redesign in Action conference, it broke our hearts to cancel our largest gathering of educators from around the U.S. due to the coronavirus.
However, we are here today to share some of what would have been at that conference. Our goals are simple. First, we want to announce and recognize the 2020 Champions—a group of noteworthy individuals and organizations from around New England who have had profound impacts over the last year.
We also want to share some of the exciting information, learning, and tools our senior associates and school coaches would’ve shared at the conference in the form of presentations. Why are we providing these sessions in digital form? Because it is thus preserved, and accessible when you’re ready for it; times now are busy and stressful, so we wanted to provide a venue of learning that is and will continue to be available at your convenience.
Thank you to all who registered for the School Redesign in Action conference. We were sorry not to see you in person, but are excited to share our knowledge, our resources, and our passion for educational equity.
Hello. My name is David Ruff and I’m the executive director at the Great Schools Partnership. One of our roles is to coordinate the New England Secondary School Consortium. And I’m proud to announce our 2020 Champions. In this time of great difficulty, we could easily be recognizing a great number of teachers, students, and parents and guardians who have embarked on new learning journeys using a variety of digital means. The transformation in learning across our country has been profound. I’m inspired by the many, many learning stories we are hearing across New England. And know that we will not only continue this work, but figure out ways to thrive. This reality underscores the incredible work of the 2020 Champions.
2020 NESSC Champions
The Regional 2020 NESSC Champion is the Task Force on Diversifying the Educator Workforce.
In October 2019, the New England Secondary Schools Consortium convened 40 classroom, school, district, university, community, professional organization, and state leaders from all six New England states to identify possible strategies and options our region needs to consider to ensure our students’ race and ethnicity is reflected in our teaching and administrator workforce. Over the course of six months, this group met virtually and in-person. They shared their deeply personal stories and perspectives, reviewed research, explored best practices, and developed an organizational framework and grounding principles outlined in a forthcoming report. Their recommendations call on leaders at all levels to engage in open conversations about race, acknowledge the harms our past action (and inaction) have caused, and create the conditions that will lead to a more racially, ethnically, and linguistically diverse educator workforce.
Accepting this award on behalf of the task force are its two co-chairs: Jess DeCarolis, Division Director at the Vermont Agency of Education, and Ventura Rodriguez, Senior Associate Commissioner at the Massachusetts Department of Elementary and Secondary Education. Jess and Ventura provided constant and steady leadership, ensured the task force’s work was enriched by the experiences and perspectives of its diverse members, and worked to create a safe space for members to speak their truth.
GSP Online Sessions from SRIA 2020
Below you will find blogs and tools from GSP presentations on data and equity, community engagement, the intersection between personalized- and proficiency-based learning, grading, and the inequities inherent in tracking our students. We know you’re all busy taking care of your students; that’s how it should be. This content will be here when you’re ready for it.
by Great Schools Partnership COVID-19 has forced schools across the world to rethink overnight how to teach and grade their students. Yes, this is a herculean task;
by Hayley Didriksen, Reed Dyer, and Arielle Sprotzer After reading this blog, don’t forget to check out our new resource: Using Data to Inform Instruction.Flash back
by Dan Liebert and Courtney Jacobs Both proficiency-based learning and project-based learning have gained much attention over the years for the potential they offer to improve
by Moises Nuñez and Glennys Sánchez Equitable community engagement—an ongoing and intentional process of building trusting relationships, sharing power, and working collaboratively with all stakeholders toward