​As the school year wraps up and summer nears, I relish the opportunity to spend some quieter time investing in my own professional growth and learning and seek inspiration for the coming year. I often get asked by others doing the same about books or resources have helped inform Unconditional Education or continue to inspire our team. Here are a five of my current favorites that focus on relationship, connection and supporting the well-being of educators. These are important topics essential to building strong and healthy communities of practice. Enjoy!

​Onward: Cultivating Emotional Resilience in Educators by Elana Aguilar
Onward tackles the problem of educator stress and provides a practical framework for taking the burnout out of teaching. Stress is part of the job, but when 70 percent of teachers quit within their first five years because the stress is making them physically and mentally ill, things have gone too far. Unsurprisingly, these effects are highest in difficult-to-fill positions such as math, science, and foreign languages, and in urban areas and secondary classrooms—places where we need our teachers to be especially motivated and engaged. By cultivating resilience in schools, we help ensure that we are working in, teaching in, and leading organizations where every child thrives, and where the potential of every child is recognized and nurtured. Onward provides a step-by-step plan for reigniting that spark.

Culturally Responsive Teaching and the Brain by Zaretta Hammond
To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction, including: 

• Information on how one’s culture programs the brain to process data and affects learning relationships
• Ten "key moves" to build students’ learner operating systems and prepare them to become independent learners
• Prompts for action and valuable self-reflection

While focused on instruction, this book provides valuable information for all!

​Teaching in Context: The Social Side of Education Reform Edited by Esther Quintero
Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve.

​In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization by Deborah Meier
We are in an era of radical distrust of public education. Increasingly, we turn to standardized tests and standardized curricula-now adopted by all fifty states-as our national surrogates for trust. In this multilayered exploration of trust and schools, Meier critiques the ideology of testing and puts forward a different vision, forged in the success stories of small public schools she and her colleagues have created in Boston and New York. These nationally acclaimed schools are built, famously, around trusting teachers-and students and parents-to use their own judgment. Meier traces the enormous educational value of trust; the crucial and complicated trust between parents and teachers; how teachers need to become better judges of each others' work; how race and class complicate trust at all levels; and how we can begin to 'scale up' from the kinds of successes she has created.

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Teaching with Vitality: Pathways to Health and Wellness for Teachers & Schools by Peggy Bennett
Perhaps more than any other experience, conflict in schools and workplaces can zap our energy and steal our vigor as teachers. If we knew ways to minimize conflict and maximize vitality, would we use them? Teaching with Vitality offers specific behaviors and attitudes to reframe conflict by diluting and dissolving it.

Organized into brief topics for busy readers, Teaching with Vitality combines common experiences and practical options for lessening the turmoil that is inevitable in schools. As beneficent stewards of our children, educators are priceless contributors to the quality of our lives. The main goal of Teaching with Vitality is to elevate teachers in their day-to-day lives by deconstructing the major and minor conflicts that sap their peace and dampen their power. School wellness is contagious. And, this book aims to offer daily pathways to health, wellness, and vigor.

​What are some of your favorites and what’s next on your work-related reading list? Share in the comments below!

I wanted to share the essay “Privileged”. The article was written by NBA player Kyle Korver and caused quite a bit of controversy last month. It’s a great read and you’ll be glad that you did, but if you just don’t have the time, here are some points that impacted me:

• It is an intensely personal essay from the perspective of a successful white man. It explores the privilege he's been granted as a such and how much it took for him to “get it”. He admits being unsympathetic for a long time. 
• Kyle discusses his ability to opt in and out of tough conversations whereas people of color cannot.
• Kyle Korver has tasked himself with becoming a "part of the solution" against racism and put forth some of his own efforts, including:

• "I have to continue to educate myself on the history of racism in America."
• "I have to listen. I'll say it again, because it's that important. I have to listen."
• "I have to support leaders who see racial justice as fundamental -- as something that's at the heart of nearly every major issue in our country today."
• "I have to do my best to recognize when to get out of the way -- in order to amplify the voices of marginalized groups that so often get lost."

While the essay is not the solution to all our problems, it is a great start! The article is extremely well written and what really got me is that you can tell the emotional turmoil he was having while writing it. Hopefully, this article creates a domino effect of self-awareness! 

​Every spring, as part of our continuous improvement efforts, staff from our All-in! program reach out to parents to gather their insights on the services their students receive. These phone calls are conducted with parents whose students receive individualized academic, behavioral, and clinical services. This year we spoke with over 100 parents from 22 of our school partnerships! Responses from our four quantitative questions are summarized below:


80% agreed that Seneca Staff were skillful and knowledgeable in their work with their child
78% felt well informed about what their child was working on and how they were progressing
82% felt that with Seneca services, they were supported in meeting the needs of their child
79% felt their child made progress as a result of their work with Seneca


Our program goal is to have 80% of parents agree with these statements. As the data demonstrates, we have hit the mark on two of these questions and have room to improve on our efforts to keep parents well informed about the services their student is receiving and to help parents to understand the progress their student is making. Over the summer, the leadership team will reflect on this feedback and brainstorm programmatic changes that will help us continue to improve in these areas.

In addition to these four questions where we ask for a simple “yes,” “no,” or “I don’t know” response, the survey includes two open ended questions that allow for parents to elaborate on what is going well and where we can do better in supporting their students. Responses help provide insight into the parent’s perspective of success and what is most important to them. Many parents commented on the progress and improvements they have witnessed in their student(s) as a result of the services they have received, and several parents shared appreciation for our communication and collaboration efforts.

Here are some highlights from our open-ended questions:
Student Progress“One of the things is his self-esteem and how he wants to spend more time with his friends. He used to spend a lot of time alone. Now he has more confidence and wants to spend time with his classmates.”

“My daughter stuttered before, and I can tell that she now takes more time to think about what she's going to say, and that's from the speech therapist. I see now that she voices that she's trying to say something if she is getting cut off by somebody. We play games at home, and she tells me how the speech therapist taught her to connect games to her speech.”

They pay attention to him, and talk and listen to him, and see how he is doing. I feel like he is doing well. He comes home calmer and happier, and it's easier to talk with him.

My son can open up more thanks to his therapist and I like the tools she brings in order to engage my child, for example he loves cars and they're building a car in session and that helps him open up to her.

She's more independent on some of her homework. She tries harder. I'm happy with the services that she gets.

Name: Brittany Allinger
Position: Bilingual Outpatient Clinician at Elmhurst Community Prep and Alliance Academy (Middle Schools)
 
What led you to your current position?
I was an intern with Seneca for 2 years before becoming full time. I entered my Master’s in Social Work program with the specific intention to work in schools, so my first year internship with SOAPS was a perfect fit. I loved the people I worked with and the level of support I received. In my second year I interned with All-In and I loved that too! Through both of these internships I discovered my love of working with middle and high-school students. When I graduated I knew I wanted to stay in a school based Seneca position, but I was struggling to decide between All-In or SOAPS. Luckily, they merged and I was fortunate enough to be offered a position with SOAPS that had everything I wanted.
 
Fun Fact/Quote?
I have three grandkids, and I’m also a DJ. Feel free to ask me questions about this in person!
 
What does your average day look like?
I arrive at school at 8am and spend a few minutes walking around to greet my co-workers and any early students. If I have time I get caught up on emails. I see kids individually throughout the school day, and when I’m not with them I engage in collateral conversations, offer in class support, and attend meetings such as IEPs, SSTs, and COST. In the later afternoons I spend time connecting with parents/caregivers and getting caught up on notes.  I try to leave between 4 and 4:30pm and most days I succeed J
 
Why do you do this work?
I love kids. I find them hilarious, ridiculous, brilliant, sweet, creative, and resilient beyond belief.  Also, I had a school counselor who was incredibly meaningful to me in high school, and she demonstrated unconditional positive regard towards me at a time when nobody else in my life had that to offer. I remember vividly how safe I felt in her office. I hope to provide a similar feeling of safety and trust to the students and schools I work for.  These two reasons combined bring meaning and joy to my days and that’s why I love what I do!

At Montalvin, one big goal for this school year has been to celebrate the positives and flip the language heard around the school from “don’t...” to “do...”. Stating expectations in the positive helps to give students a vocabulary about what they SHOULD be doing and conveys that you believe they can. Students need to see themselves as capable of meeting expectations and participating as responsible community members. When everyone throughout the school uses positive language it helps students build that self-perception. You begin to see a mindshift and students can name and show you what “being good” looks and sounds like, how it feels, and why it’s important. Responsive Classroom, a research-based positive approach to education, backs this up, “Our words and tone of voice have a profound effect on children. By tuning in to the language we use with children, day in and day out, everywhere in school, we can empower our students, helping them to learn new skills and become their best selves.”

Here are a few pointers gleaned from PBIS and Responsive Classroom on effective and positive reinforcement:

• Name concrete, specific behaviors - General praise like “good job” or vague feedback like “be good” can be confusing to students. Precise praise lets students know exactly what they are doing correctly and encourages them to keep doing it. For instance, instead of saying “You’re such a good writer!” try, “You’re writing is filled with such colorful details, I can tell you put a lot of thought and effort into it!”
• Use the 4:1 ratio -  A study from Vanderbilt University recommends about a 4:1 ratio of positive reinforcement to redirection. They found that “When used effectively in the classroom, it can increase the social and academic performance of students, as well as improve classroom climate.” This means that the more often teachers notice the good in students, the more good students will do!
• Use a warm, professional tone - This takes some effort and practice on the part of the teacher. Instead of using sarcasm, baby talk, or overly gushy language, be warm & direct. Smile and and give your praise authentically or be firm, without judgement when redirecting misbehavior. For instance, “Should I really still be telling a fourth grader to walk at THIS time of the school year?!” try, “Freeze, go back and walk please.”
• Praise progress - Some students may take longer to learn to meet expectations than others. When we notice and praise a student is making an effort to meet expectations and did something well, make sure to notice it! For instance, a student that continually struggles with shouting out may begin to call out an answer, but catches herself and raises her hand. After class, pull the student aside and privately reinforce this by saying, “I noticed you almost called out, but caught yourself and raised your hand. You’re getting better at waiting until an appropriate time to talk!”

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 seating 
One very concrete way we’ve seen this work at Montalvin is in our cafeteria. Students were struggling to meet expectations of keeping their hands to themselves, walking, keeping a low volume, cleaning up after themselves, eating their food appropriately, raising their hands to get out of their seats, etc. Throughout the year, the admin team and lunch supervisors tried a variety of interventions and consequences like assigned seating, more staff, reteaching and practicing, community service, loss of recess, etc. 

It wasn’t until we brought Class Dojo, a positive behavior tracking app, into the lunch room that we began to see improvement. We also hung up posters and images of Montalvin students following expectations so students can see themselves doing what they should. Now, the lead lunch staff calls out positive behavior and give points generously for all the things they see going well. Other lunch staff circulate from table to table giving points when warranted and reminders when needed. The points are projected in real-time and tables silently cheer for each other when points are earned. Students work together toward earning points as a table for extra play time and, at the end of the year, the ability to participate in a much anticipated water balloon fight!

Vice Principal, Michael Small praises the new system, “Since we implemented Dojo, students have been way more motivated to follow our core values. We have to redirect students less and the cafeteria is a lot cleaner and more fun. It’s really been transformative!”
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