Preparing all students for college and 21st century careers can no longer be the sole responsibility of K-12 educators. Increasingly, district administrators need to add another task to their already long checklists—forging partnerships with organizations that can supplement and enhance the education being provided by local schools.
Presented by Jaime Harris, Ed.S., NCSP, School Psychologist, Co-Founder of eduCLIMBER, Illuminate Education
Presented by D. Lacy Asbill, Founding Director, Reading with Relevance
Moderated by Terrie Noland, CALP, Doctoral Candidate, Ph.D. in Literacy
Presented by Dr. Barbara Nemko, Superintendent, Napa County Office of Education (CA); Olivia Martinez, English Language Development & Biliteracy Director, Pharr-San Juan-Alamo ISD (TX); Jennifer Jelavich, Colusa County District Administrator, Colusa County Office of Education (CA); and Pinky Jelavich, Jennifer’s Assistant, Colusa County Office of Education (CA)
Moderated by Ilene Rosenthal, CEO, Footsteps2Brilliance
Presented by Dr. Flavia E. Iuspa, Assistant Teaching Professor, School of Education and Human Development, Florida International University; Dr. Elizabeth Cramer, Professor and Graduate Program Director, School of Education and Human Development, Florida International University; and Dr. Maria Tsalikis, Associate Teaching Professor, School of Education and Human Development, Florida International University
As schools reckon with learning equity, they’re often focused on academic progress. During the edWebinar, “Leading for Equity: Academic Development Through an Equity Lens,” hosted by AASA, The Superintendents Association and AASA’s Leadership Network, the presenters talked about the important role social-emotional learning (SEL) plays in the process. In fact, they argued that schools must connect academic equity with SEL if they’re going to reach their goal of serving all students.
Presented by Geoffrey Canada, President, Harlem Children’s Zone®
Moderated by Ray Paul Biron, NexGen Education
Even before the COVID-19 pandemic led to changes in the traditional education model, there was widespread recognition that schools alone could not do everything needed to provide an equitable education for diverse students because so many factors that determine students’ success were being affected or determined outside of school.
With so many issues for school and district leaders to deal with during this difficult time, staying focused on students’ learning experiences may not always seem like the top priority. But district officials from Alabama and Minnesota, who are determined to provide an equitable education for all their students, recently explained how listening to students and taking action based on student input is a key factor in achieving successful outcomes.
Presented by Terrie Noland, CALP, Doctoral Candidate, Ph.D. in Literacy