Community Room Podcast

This is PART 2 of our compilation of experts! Today we look at the themes of: family engagement, community involvement, enriching curriculum, relationships with kids and the community and on LOVE. So, get settled into your favourite podcast-listening routine: get your cup of coffee and get comfortable, or get your earbuds in and start walking, or get out in the sunshine and sit back and relax -- we think you will really enjoy this SECOND compilation of a rather joyful wisdom from our expert panel, on flourishing schools.

RESOURCES:

communityroombc.com

On this episode, we have taken some of the insightful and informative stories, experiences and findings our guests have shared, on some of the critical elements of schools and schooling and we pulled them together around several of the prevalent themes that continue to emerge when we look at effective pedagogy, school culture and student success. We think having these excerpts grouped around the topics that most engage, inspire and even challenge us as educators, will allow you to savour, sift and reflect deeply.

Today we look at the themes of: the role of school, staff wellness, student success, equity and creating space. Sound good? So, get settled into your favourite podcast-listening routine: get your cup of coffee and get comfortable, or get your earbuds in and start walking, or get out in the sunshine and sit back and relax -- we think you will really enjoy this first compilation of a rather joyful wisdom from our expert panel, on flourishing schools.

RESOURCES:

communityroombc.com
acebc.ca

Today we are going to talk about how to support newcomers as they settle into our communities, and help them to get connected, build a sense of belonging and move into a place of strength and leading. As the Community Schools’ strategy has, as one of its pillars, to actively engage families and the community, Community Schools have some structures and systems that focus on this and we will find out more, as we talk to a Community School Coordinator and a Settlement worker on the episode today.

RESOURCES:

https://www.ilctr.org/engage-families-to-support-immigrant-students/

https://www.ilctr.org/wp-content/uploads/2019/05/Four_Stages_Immigrant_Parent_Involvement.pdf

https://www.researchgate.net/publication/260380070_ATTEND_toward_a_mindfulness-based_bereavement_care_model


QUOTE:

"Schools and districts that take steps to proactively engage immigrant families will find their students more successful, their schools more vibrant and their community enriched. All immigrant parents deserve to be actively involved in their children’s schooling, and every school deserves to have the diversity of its community represented in decision-making."

- Megan Rosenberg, Immigrant Learning Centre

BIO:

Souad Hage-Hassan has volunteered and worked in community schools for over 15 years and currently holds the position of settlement worker in a lower mainland school district. Souad was born and raised in a small town in Lebanon surrounded by extended family and a close-knit community. She describes that growing up, everyone was considered her uncle or aunt. She immigrated to Canada in 1994 at the age of 18. As a settlement worker, she hopes to use her immigration story to inspire her clients with their settlement journey as they navigate the many barriers she once experienced as a newcomer. Besides her work as a settlement worker, Souad enjoys spending time in nature and watching movies with her husband and three children.

John Nanson was born and raised in BC and has also lived in Quebec, France and Manitoba. He grew up on a hobby farm, a ranch, and in urban landscapes. When John was a child he shares that he was raised by a single parent and was on social assistance for a number of years. He says through those experiences, he learned the importance of family, community and relationships. John’s education is varied and broad – ranging from studies in English Literature, Political Science and also studying and working in architecture. John first taught in North Manitoba, where he learned best practices for community engagement and the importance of traditions, perspectives and values. He says he has had the privilege to work, live and play here on the traditional territories of the Squamish, Musqueam and Tsleil-Waututh Nations, and now works as a Community School Coordinator, working with people from all around the world, and together he says, they share the richness and civic love for community, family and futures for the generations to come.

Today our episode’s theme is that of “Student Voice”. For years we have known that giving students voice and choice in schools has many benefits to their experience, their level of engagement, their ability to learn deeply and their ability to feel connected to their school. Students, as we all do, want to feel a sense of autonomy and agency in how and what they learn, and have an active role in their education – and in their lives – and in what they see going on around them.

“It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students and that is why meaningful student involvement is vital to school improvement”. We will explore these themes with our guests today Effie Aadland and Ervin Cadiz.

RESOURCES:

https://press.uchicago.edu/ucp/books/book/chicago/E/bo4034411.html

QUOTE:

"In a curriculum that encourages student questioning, the teacher avoids unilateral transfer of knowledge. She or he helps the students develop their intellectual and emotional powers to examine their learning in school, their everyday experience, and the condition of society.
Empowered students make meaning and act from reflection, instead of memorizing facts and values handed to them." - Ira Shor, "Empowering Education": Critical Teaching For Social Change

BIO:

Effie Aadland has worked in education for over 25 years in two, large lower mainland school districts. She has had a variety of roles in Secondary schools: English teacher, Learning Support Teacher, Counselor, Vice-Principal and currently is the Principal of Byrne Creek Community School and is in her 4th year in that role. Besides her work as an educator, Effie loves to travel and spend time with family and friends.

Ervin is a grade 12 student at Byrne Creek Community School. From the very beginning, he's been deeply involved within the community; from being involved in his school's student government to founding his own clubs and initiatives, Ervin's experience in being involved at a community school gives him a unique perspective on the definition of community.

Today we chat with Devon LaRosa, the current Deputy Chief of Schools in Chicago. Our podcast is obviously about care and connection in schools, and when we speak about Social Emotional Learning we always must consider equity and justice in that project. Schools can be a site for oppression and the cultural reproduction of that oppression but we believe they can also be sites of liberation and justice. There are a number of reasons for this and we are looking to explore those reasons with Devon today, and we cannot wait for you to enjoy this great conversation!

RESOURCES:

https://www.nationalequityproject.org/
https://www.linkedin.com/in/devon-larosa-40253518/


QUOTE:

“The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.” Pedro A. Noguera, "The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education".

BIO:

Devon LaRosa is currently the Deputy Chief of High Schools in Chicago, Illinois. Devon has led an extensive career in education with over 14 years of service. He is committed to equity, excellence, academic rigor and the teaching of social responsibility through developing the capacity of others to achieve district and school goals.

Devon's goals center on developing long term, transformational relationships that will impact 21st century learners, leaders, educators, families and the community. This has led him to his more recent, professional learning journey's as a National Equity Project Fellow serving families and children who have been historically under-served by our institutions and systems. Devon is also currently a Doctoral Candidate in Educational Leadership at the Aurora University, Aurora Illinois.

Today, we will explore another model of a community schools’ approach. We have an episode today where we welcome two people deeply involved in the community schools approach in the province of Manitoba. We know many folks in the US and Canada are hoping to expand and enhance community schools in their districts, and definitely in the US, funding has increased as the effectiveness of this researched-based approach is becoming more widely known, so we have invited our guests today to talk about the unique model in Manitoba.

RESOURCES:

https://www.edu.gov.mb.ca/csp/index.html


QUOTE:

"Research shows that integrated student supports are associated with positive student outcomes. Students receiving school-based supports often show significant improvements in attendance, behavior, social well-being, and academic achievement....It is important to note, however, that the presence of these supports alone does not automatically make a school a 'community school'. Key differentiating factors include the way in which site-based needs are identified, how the services are provided and coordinated, and their integration with the other community school pillars, especially active family engagement and collaborative leadership and practices. For example, some integrated student supports focus on case management and determine the provision of student services through a top-down approach. In contrast, comprehensive community schools start with a meaningful process for engaging students and families in identifying needs and assets and connecting with potential service-providing partners."

- Quote from the Community Schools Playbook, from the Institute for Educational Leadership and communityschools.org website

BIO:

Dawn Wood has a Bachelor of Social Work degree from the University of Manitoba. She worked in Portage La Prairie, as the Outreach Facilitator for the Portage La Prairie School Division before joining the Indigenous Inclusion Directorate, as the Community Schools Coordinator.

Shari Block has Masters Degree in Social Work from the University of Manitoba. Before joining the Manitoba Department of Education and Early Childhood Learning she worked in areas of family violence, mental health and disability services in non-profit, hospital and government. In 2008 she became the Consultant for School Social Work for the province of Manitoba, and was thrilled to join the Community Schools Unit in 2020 as Community Schools Coordinator with a focus on Mental Health and Well-being.

Welcome back to Community Room! Today’s guest has been a Vice-Principal, and a Principal in two different community schools in the Lower Mainland - David Starr has an insiders view on the what the possibilities of community schools can be. In this episode will pick his brain about not only community schools, but on the power of stories and story telling, on the potential healing benefits of narrative, and how writing and story-telling can play a role in building community.

RESOURCES:

https://www.amazon.ca/Colour-Glass-David-Starr/dp/1553806506/ref=sr_1_5?keywords=david+starr&qid=1651812350&sr=8-5

https://www.amazon.ca/Bombs-Books-remarkable-children-exceptional/dp/1552778606/ref=sr_1_1?keywords=david+starr&qid=1651812350&sr=8-1


QUOTE:

“All that we are is story. From the moment we are born to the time we continue on our spirit journey, we are involved in the creation of the story of our time here. It is what we arrive with. It is all we leave behind. We are not the things we accumulate. We are not the things we deem important. We are story. All of us. What comes to matter then is the creation of the best possible story we can while we’re here; you, me, us, together. When we can do that and we take the time to share those stories with each other, we get bigger inside, we see each other, we recognize our kinship – we change the world, one story at a time…”


BIO:

Dave Starr is a principal with 25 years of educational experience at both elementary and secondary. He is also a prize-winning writer and the author of multiple books including “From Bombs to Books", "The Nor'Wester", "Golden Goal", “Golden Game”, “The King’s Shilling” and “Empty Net”. David is also a co-author on "Insider's Guide to K-12 Education in BC". His book "The Colour of Glass" comes out June 3!

He is proud to publish with Canadian publishers Ronsdale Press, Lorimer Publishing and UBC Press.

Welcome back to our second episode is Season Four! Today we have an SEL expert with us – Dr. Lorea Martinez-Perez: she is a researcher, author and educator. We are going to talk to her about why schools need to focus on more than just the academics, and how we can do that. We want to, of course, equip our students for this complex world they face, and help them develop the skills, knowledge and processes to feel strong and healthy, to reach their goals, to care for themselves and relate to and care for others, and to make responsible decisions. We will talk with our guest today about her book: “Teaching with the Heart in Mind”, as well as her thoughtful and informative observations and learnings regardings SEL in students, in schools and in educators.

RESOURCES:

"Teaching with the Heart in Mind" on Amazon: https://www.amazon.ca/dp/B08R87F5SS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-humanitas-report

https://buffettinstitute.nebraska.edu/-/media/beci/docs/7-27-20-lorea-martinez-heart-in-mind-bridges.pdf

https://loreamartinez.com

QUOTE:

“As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced. Affirmation and rapport are really about building trust, not self-esteem.”

― Zaretta Lynn Hammond, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

BIO:

Dr. Lorea Martinez-Perez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities. Dr. Martinez is an educator who has worked with children and adults internationally, and she is currently a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. Previously, she was a special education teacher and administrator.

Today’s guests are currently working in roles with Pre-service teachers at Simon Fraser University, in their Professional Development Program. They are teachers in a lower mainland city and, as is the model at SFU, have been seconded from their district. We are looking forward to hearing about what they plan, what the students do, to look at, and feel prepared for, this broad, rich role of teacher and how we facilitate the deep learning of our students.

QUOTE:

"Caring school communities that promote empathy and social cohesiveness have benefits for both teachers and students (Battistich et al., 1997, Battistich et al., 2000). Strong relationships between teachers and communities facilitate all stakeholders’ ability to participate and engage with each other as partners and understand each other’s backgrounds (Pais et al., in press). To create caring and supportive school communities, these relationships must be intentionally nourished."

- Teaching in Community Schools: Creating Conditions for Deeper Learning (Julia Daniel, Karen Hunter Quartz, Jeannie Oakes) (https://journals.sagepub.com/doi/full/10.3102/0091732X18821126)


BIO:

Giovanna (Jovanna) Malito has been a teacher in BC at the primary (Grades K-3) level for the past 23 years. She has a Masters degree in Language and Literacy Education, with a focus on early literacy and family literacy. Most of her classroom teaching experience took place teaching kindergarten and working closely with families in BC’s Community Schools. She has also worked as an instructor at Oregon State University, with student teachers preparing for certification as early childhood educators. Giovanna has been working in Preservice Professional Programs at Simon Fraser University for the past 6 years, both as a faculty associate in one of the Professional Development Program’s community based modules, and currently as a Program Coordinator, supporting Faculty Associates in their work with student teachers. Relationships and connections remain at the heart of her work with colleagues and students, early learners and adult learners alike.

Niki Allcock has been a teacher in BC for over 20 years. The bulk of her experience has been in Community Schools teaching early primary. She has worked as a Mentor with SFU graduate diplomas, supporting practicing teachers with field-study research. She is currently working as a Faculty Associate with SFU in the Faculty of Education Pre-service Professional Studies, supporting student teachers. She has a master’s degree in Educational Practice – focused on learning from Indigenous ways of knowing and being to foster strong classroom community. Niki has a heart for people of all ages and her passion is in building safe and rich learning communities.
(*Please note that the opinions expressed by Giovanna and Niki are their own and are not shared on behalf of SFU.)


This is episode is produced by Corbin Castres.

We talk with Tauheedah Jackson, Director of Place-Based Strategy and Community Initiatives at the Coalition for Community Schools and the Institute for Educational Leadership. Community Schools are so much more than extra programs and wrap-around services. These are some of the fruits of the solid foundation that is built on trusted relationships, cross-sector partnerships, the voices of all stakeholders, at all levels. The Coalition for Community Schools is a “grass roots to grass tips” organization. We talk with Tauheedah about this exciting time for Community Schools in the Us, what the Coalition does, and how folks looking to grow and enhance community schools can move forward to ensure sustainability.

RESOURCES:

https://www.communityschools.org/about/who-we-are/
https://iel.org/


QUOTE:

"I love to garden, and gardening serves as a good metaphor for how we should think about creating conditions in our schools that foster equity and promote learning for all children. If I want to grow big, beautiful cantaloupes, I know that the key is getting the conditions just right. They need sunlight, fertile soil and the right balance of water. If the cantaloupes don’t grow, I don’t blame the cantaloupes.

Gardeners – like schools – cannot control everything. Weather and pestilence may undermine my melon harvest. Likewise, schools cannot undo a child’s trauma or provide him or her with a stable home life.

But educators do have the power to create the conditions that will make it more likely for that child to feel supported so that she can learn and thrive. By focusing upon conditions they can control, educators are more likely to make a difference."

- https://holdsworthcenter.org/blog/equity-isnt-just-a-slogan/

BIO:

Tauheedah Jackson is the Director of Place Based Strategy & Community School Initiatives. She partners with local, state, and national leaders to build sustainable community ecosystems through the development of the Community Schools strategy.

Tauheedah brings to IEL over 22 years experience working in youth development, local government, philanthropy, school districts and out-of-school time organizations. As the Director of the Hartford Partnership for Student Success, Tauheedah provided strategic direction for a collaborative partnership that founded and funded the community schools initiative in Hartford, Connecticut. Under her leadership, Hartford Community Schools became locally and nationally recognized as an exemplar for its systems-building work. Before joining IEL’s team in 2019, Tauheedah served as a member of the steering committee and the co-chair for the Coalition for Community Schools’ Leadership Network.

A native of Bridgeport, Connecticut and first-generation college graduate, Tauheedah has a background in government and secondary education. She will complete her master’s degree in Education and Policy and Management, at the Harvard Graduate School of Education in May 2022. She is a sought-after presenter and facilitator and serves as a member of several local and national boards and advisories. She resides in Connecticut with her family, including her 3 sons.