Moral Courage                                           Reflective - Practitioners

 

Social Justice                                             Community Engagement

 

Moving the Vision                                 Joyful Learning Environment

 

Healthy Relationships                     Management Through Flexibility

 

 

PRN classes and cohorts offer:

 

Micro Credential Programs at AUNE (Antioch University New England)

 

Transferable Graduate Credits at SNHU (Southern New Hampshire University)

 

Presently classes, retreats and cohorts are available throughout New England and New York City.

 

Stop by again or contact us for programs in your area.

 

                          If you are in the New York City Area : www.prnnyc.org

 

Workshops

 

Professional Renewal Network @Antioch University New England.

 

May 19-20, 2018

 

It Is Time for Educators to Promote Equity and Inclusion in School Communities:

 

Leading and teaching in these turbulent times requires a commitment to uphold the educational rights of all students, regardless of one’s moral, ethical and political beliefs. And it requires a focus on ensuring that school and classroom culture and climate emanates humanity, dignity and respect for all students regardless of race, creed or economic status.

 

Because our children our watching, there are immediate steps that should be taken.

 

School leaders: Create an Inclusive School Culture

 

Multiple times each day, school leaders face decisions that must be made. They talk with parents, support teachers, nurture students—and respond to all that email.

 

The tide of getting through each day, might seem like an overwhelming task.

 

However, to foster the kind of environment that allows for rich teaching and learning, attending to school culture is critical.

 

There are two important pieces to responding to the post-election climate in which we find ourselves. First, we must work to create a supportive, inclusive school community that fosters a sense of belonging. Schools that do this well incorporate five important aspects into their school culture:

 

Steps for School Leaders

 

  Cultivating inclusive school norms and values

  Fostering a sense of belonging for all students

  Embracing age-appropriate conversations about diversity and social justice

  Employ Whole Child, progressive non-coercive, teaching practices

  Supporting positive relationships between students and school personnel

 

While there are no quick fixes to these issues, research confirms that responding to these aspects of school culture can have a positive effect on teaching and learning.

 

Second, while proactively addressing issues of school climate will likely reduce these kinds of incidents, we also need to be ready to respond when they happen.

 

School leaders can develop action plans that outline what the response will look like for a variety of possible incidents. Having a plan in place ahead of time will ensure everyone knows what to do when harassment and discrimination happens.

 

The key in these situations is to be informed and act swiftly and with equanimity.

 

Classroom teachers: Speak Out Against Intolerance:

 

Notwithstanding the incredibly important role of school leaders to establish school-wide norms for civility and mutual respect for cultural difference, classroom teachers stand on the front lines. They are likely the first adults in the school building to hear about incidents of hate, or to witness unjust or prejudiced interactions between school stakeholders. The present sociocultural and political climate compels us to admonish teachers to take an active stance against intolerance and injustice.

 

Our recommendation is simple. Avoid Silence:

 

Steps for Teachers:

 

  Acknowledge incidents of assault in the school community communicating care and concern for, and directly to, those involved.

  Abstain from questioning the merits of a victim’s claim or wholesale dismissing the feeling of marginalization.

  Make teaching tolerance a routine part of the instructional decision-making process.

  Create space and time for youth to discuss world events (e.g. Aleppo, Standing Rock, extrajudicial killing of unarmed Black women and men). Expose youth to evidence of injustice.

  Collaborate with school leaders, support staff and colleagues to create a plan to respond appropriately to trauma at the classroom level.

 

As educators, we know firsthand how uncomfortable conflict and confrontation can feel for teachers. Silence about injustice committed against minority populations is like an ethos of colorblindness. Not pointing out the discomfort, or not seeing race, for example, does not mean the discomfort (or racialized disparity) goes away. If nothing else, the discomfort intensifies and the oppression persists.

 

As a result, the classroom environment—either immediately or over time—feels less safe for individual members of the community. We insist that avoiding silence humanizes the classroom space such that every single young person feels they can rely on her or his teacher to carefully cradle their vulnerability and respond appropriately.

 

Presenters:

Tom McGuire

Tamara Parks

Sarah Gil

Rob Michelin

Mary Gannon

 

July 16 - 20 at Molloy College, Rockville Center

 

It Is Time for Educators to Promote Equity and Inclusion in School Communities: (see description above)

Tom McGuire