Legacy: Transformation in Action : simplebooklet.com

Legacy is the official journal of The Worthy Educator, elevating the good work being done by leaders in education who are working to change the narrative on the profession and actively plan for impact that transforms its future to serve the needs of a diverse, decentralized, global society that is inclusive, equitable and open to all people as next generations adapt, evolve and contribute by solving problems and creating solutions that meet the needs of a world we have yet to envision.Submissions are accepted on a rolling basis from educators who are implementing new and innovative approaches in the classroom and at the building and district levels. Information on specifications and instructions to submit can be found online at theworhtyeducator.com/journal.©2024 The Worthy Educator, Inc. Founders: Shanté Knight Content Leadership Walter McKenzie Thought Leadership Gretchen Oltman Coaching Leadership theworthyeducator.com Autumn 2024 TRANSFORMATION IN ACTION LEGACY ContentsBuilding a Positive Leadership Mindset for the New School Year Dr. PJ Caposey Designing for Wonder, Curiosity, and Collaboration: At the Intersection of the Arts with Other Academic Standards Marie Adair, Joanne Kerekes,. Penelope Lattimer, Dr. Adele Macula, and Dr. Mary Reece Why Fix What Isn’t Broken? Challenging Longstanding Assessment Practices in Higher Education Teacher-Training Institutions Shellon Samuels-White The Power of Localized Professional Learning: How State and Local Organizations Enhance Educator Efficacy and Knowledge Brian Kesel Advocacy: Honoring and Empowering Student Voice Dr. Marnie Hazelton Building a System for Joy Apryl Taylor & Dr. Donna Neary Transforming Education Through Student-Led Assessment Starr Sackstein Why Responding to Generational Differences Matters for Renewal of Educational Leadership Silvia Breiburd C 1511153232731Advocacy: Honoring and Empowering Student Voice Dr. Marnie Hazelton 20

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Autumn 2024 TRANSFORMATION IN ACTION LEGACY Welcome to the Legacy Journal We are proud to publish this first issue of Legacy: Transformation in Action as we continue the launch of The Worthy Educator Community this fall. The Worthy Educator is an idea that we as professionals can best serve ourselves and each other. We know what we want and need and we understand the journey each of us is on across the expanse of our careers. It strips away all the layers of complexity that have built up over the years as special interests have encroached on our profession, business models and political agendas that are not in the best interests of us or the students we serve. The Worthy Educator is a belief in the goodwill and altruism of those who choose education as a vocation, not just a job or a paycheck. We are uniquely qualified to chart the course forward for the public institution. To serve society, education must reflect its needs and values. No one campaigns to sell out children and their families for profit. Schools need to be shored up as a safe place for everyone to focus on human potential and holistic development, free of commercial influence. The Worthy Educator is the hope that we can transform the status of public education in response to our quickly changing global community, with new thinking and approaches brought forward by education professionals. We need to come together and come to agreement on what this looks like before we can engage stakeholders on how to make the institution adaptive and responsive for the future, free of the trappings of the industrial age. The Worthy Educator is an investment in each educator in every role as they grow and evolve, pursuing their passion. Each professional’s journey is uniquely their own, and they need a safe place to bring their aspirations, challenges and opportunities to make connections and find answers that serve them in achieving their goals. With an eye on charting a course towards a lasting legacy, everyone in The Worthy Educator community is supported so that they can make impact on our collective vision. The Worthy Educator is a question posed to each of us about what we want for ourselves and our profession. Dig down deep beyond the fear and frustration and exhaustion and reconnect with why we got into education in the first place and find the answer. On that final day of your career, when you close your office door that one last time, what do you want your legacy to be? This is not for the self-serving, self-promoting, faint of heart. It goes to the very core of who we are and who we want to be. In resetting the narrative about education as a profession for all stakeholders, we can reclaim this work and lead the way into the future. Belonging is free! Simply go to The Worthy Educator and click on “Sign Up” in the upper right-hand corner. It takes 30 seconds to complete. Promise! You’ll receive a confirmation email and a link to download our free app, which keeps you in constant contact. Let us know how we can be of support as you continue on your career path. We hope this inaugural issue sets the standard for the quality of our content. Each of these contributing practitioners is doing important work, and we are honored to elevate and amplify their voice through these pages, and across the edusphere. The deadline for our winter issue is December 1, 2024. You can find more information on how to submit at theworhtyeducator.com/journal. As we head into the holidays, we wish you much health and happiness for you and your loved ones! Shanté Knight Gretchen Oltman Walter McKenzie

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Building a Positive Leadership Mindset for the New School Year Dr. PJ Caposey, Superintendent Oregon CUSD 220 and Meridian CUSD 223 If someone were to ask my wife to plain all of my negative qualities, she could probably go on for hours. In act, there's probably nobody more qualified to share my misgivings than her. She could create an amazingly exhaustive list. At the same time, nobody on Earth loves me more. It is this weird phenomenon that we widely accept. For those we love, we can look past their glaring misgivings because we understand their unique strengths, how they make us feel, and the fact that no person or situation is perfect. What is also true is that when I reflect on my life—both personal and professional—the things of which I am the most proud were not easy. Hitting a fitness goal takes extraordinary effort. Leading complex change in an organization can be agonizingly difficult. Falling in love is easy; working to remain a great partner is not for the faint of heart. If you are reading this right now, you may be asking yourself, what the heck does this have to do with education and leadership? The reason for me is clear: it revolves around the mindset shift that I hope many educators will choose to make The bottom line is that the last few years working through COVID and the post-COVID hangover have been, at best, exhausting for educators. with their time over the summer to rest, recharge, reflect, and resolve before we enter school in the Fall. Look, I am not here to hit everyone with a myriad of motivational quips and to tell educators to suck it up. Perhaps the opposite. That said, considering these motivational quotes does reveal that many of them have merit. "The best things in life don't come easy." "Nothing worthwhile is ever achieved without effort." "Success demands sweat and sacrifice." "Hard work is the key to unlocking greatness." "Dreams don't work unless you do." "The road to success is paved with hard work." "Strive for greatness; work relentlessly." "Sweat today, shine tomorrow." "Great achievements require great effort." Boundaries have been broken down, new skills were forced by circumstance to be mastered, and new needs emerged in students that we could not have predicted. Therefore, discussing adult SEL, burnout, and the ever-increasing teacher shortage is an absolutely logical and necessary course of conversation for anyone in the education field. The issue is that far too much in our industry focuses on the negative. We are looking at everything that is wrong, different, or uncomfortable within our profession and then broadcasting that to the world. To extend the analogy used above, the way the collective conversation around our profession has unfolded is akin to the friend that only shares the absolute worst about their spouse. Over the summer, I have worked hard on myself and my mindset. I have realized that I need to be much more proactive and intentional about the language I use, the mindset I exhibit, and the behaviors I model. In the words of my mentor and friend, Todd Whitaker, "if the leader sneezes, the whole building catches a cold." Well, collectively as educators, all we have been doing is sneezing. Education needs champions and cheerleaders right now. We need to remind people of why this is the greatest profession on the planet. Every single day, we have the ability to change the trajectory of a child’s life. Moreover, as a leader, I believe that the same opportunity to impact someone in a drastically positive way extends to our interactions with the adults we have the privilege of serving. This incredible opportunity is a large part of just why the job can be so difficult. That opportunity comes with a massive amount of responsibility. Moreover, it also comes with both internal and external pressures. 1 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Here is the bottom line: No two situations are the same. Some people reading this right now have terrible bosses. Others work in an environment of chaos. Some may be living a charmed professional life but still think it is nearly impossible because they lack context. Still, others understand that they have a great professional working environment and the job is still hard. If we are going to change the narrative around education in our country, it absolutely must start with us. We cannot blame kids for our unhappiness. We cannot expect politicians to do what is perfectly right for schools. We cannot expect this to ever become easy.“Every successful person believes in two things. First, the future can be better than the present. Second, they have agency to help make that future a better place. Let’s remember that and have that passion burning in our bellies as we attempt to make the educational world better every single day.” As someone who attended school in an affluent area, worked in the inner-city, led in an urban area, and now leads a cash-strapped small-town/rural district, I can assure you that every single educational institution has its challenges. No leader is perfect. Every student body presents some level of challenge. But…education is education, and leadership is leadership. We GET to try and make other people’s lives better and more enriched on a daily basis. This we must never forget—even amidst the chaos of the day. I am not asking anyone to stop working for progress or to stop boldly identifying the parts of the system that need to be remedied. Heck, that is quite literally my entire life’s work. What I am asking of everyone (including myself) is to remember the parts of the job that made us fall in love with it in the first place. Remember the great opportunity that lies before us. And lastly, remember the great contribution to our society that we get to play as we help to mold the next generation. Every successful person believes in two things. First, the future can be better than the present. Second, they have agency to help make that future a better place. Let’s remember that and have that passion burning in our bellies as we attempt to make the educational world better every single day. Autumn 2024TRANSFORMATION IN ACTIONLEGACY 2

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Three To-Do's for Every Leader as the New School Year Begins: 1. Set the Tone with Positive Communication: As the school year begins, make it a priority to communicate with your staff in a way that is both uplifting and transparent. 1. Recognize the challenges ahead, but also emphasize the opportunities for growth and the positive impact everyone can have on their students and each other. 2. Consider starting each week with a brief message or email that sets a positive tone, highlights successes, and provides encouragement. 3. Make time to check in with individual team members, offering a personal touch to your communication. Whether through an open-door policy (not my personal favorite), regular one-on-one meetings, or simply stopping by classrooms and offices, these personal interactions can build trust and foster a sense of community. 4. Encourage your staff to adopt the same approach with their students and peers, creating a ripple effect of positivity throughout the school. When everyone feels seen and heard, it sets a foundation for a collaborative and supportive environment that can handle any challenges that come your way. 2. Model Resilience and Flexibility: Resilience is key to leadership, especially in unpredictable times – and every, single day in education is unpredictable. Show your team that while obstacles are inevitable, how you respond to them makes all the difference. 1. Model resilience by remaining calm in the face of challenges, being open to feedback, and adapting to new situations with a solution-oriented mindset. Let your actions demonstrate that setbacks are just setups for future success. 2. Moreover, share your own experiences of overcoming challenges, making it clear that even leaders face difficulties but can emerge stronger. 3. Create a culture where it’s okay to make mistakes, as long as those mistakes are used as learning opportunities. I used to hand out cards that said ‘Feel Free to Fail’ and encourage each person to turn them into me when they tried something new that turned out to be a disaster. After we would meet to debrief, the next week, I put the card back in their mailbox with a note looking forward to our next conversation. 4. Implement reflective practices, such as end-of-week debriefs, where your team can discuss what worked, what didn’t, and how to adjust moving forward. This consistent practice of reflection and adaptation will keep your school agile and ready to meet any challenge head-on. 3. Cultivate a Culture of Gratitude and Recognition: Begin the year by actively recognizing the efforts of your staff and students. Create moments to express gratitude, whether it’s through formal recognition programs or informal shout-outs during meetings. Encouraging a culture of appreciation will not only boost morale but will also reinforce the importance of the work being done. 1. Make it a habit to identify and celebrate small wins regularly, keeping the focus on the positive contributions of everyone in the school community. 2. Implement a peer recognition program where staff can nominate each other for their hard work and dedication. This not only spreads the responsibility of recognition but also highlights the diverse strengths within your team. 3. Celebrate not just the end results but the process—the dedication, creativity, and perseverance that your team demonstrates daily. Regularly share these stories of success with the broader school community, including parents and students, to build a collective sense of pride. 4. The more visible and consistent your recognition efforts, the more they will become embedded in your school’s culture, making gratitude a central part of your daily operations. This ongoing acknowledgment will help sustain motivation and encourage everyone to continue striving for excellence. By incorporating these to-do's into your leadership approach, you not only build on the positive mindset needed to lead effectively, but you also create an environment where educators feel valued, supported, and motivated to give their best each day. This proactive and intentional focus on positive leadership will help ensure that as we navigate the complexities of the school year, we do so with a renewed sense of purpose and a commitment to making a difference in the lives of those we serve. Return to Table of Contents PJ Caposey is the Superintendent of Schools for Meridian and Oregon, Illinois Community Unit School Districts. He is the former Illinois State Superintendent of the Year and a finalist for the National Superintendent of the Year through the American Association of School Administrators. He is a best-selling author of ten books, a dynamic speaker, and a transformational educational leader with an incredible track record of success. 3 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Designing for Wonder, Curiosity, and Collaboration: At the Intersection of the Arts with Other Academic Standards Marie M. Adair, Executive Director Emerita of NJ ASCD, Joanne E. Kerekes, Consultant for Stronge and Associates, Dr. Penelope E. Lattimer, Arts Consultant and former New Jersey State Assistant Commissioner of Education, Dr. Adele T. Macula, Director of Curriculum and Instruction for School Leadership Programs at the Foundation for Educational Administration (New Jersey), and Dr. Mary M. Reece, Director of Special Projects at the Foundation for Educational Administration (New Jersey). As career educators, we always knew to nurture the success of the whole child… ● that there would be a more exciting way to ignite the spirit of curiosity in learners through multi-sensory experiences. ● that live theatre does this best! ● that our goals would include creating programs rich with multicultural content to encourage learners to care about the stories, the characters, their history, and relatable contemporary issues. ● that there would be an emphasis on social emotional learning (SEL) with themes addressing inclusion, collaboration, responsibility, and concern for others. ● that our challenge would be to design programs beyond the textbook that develop passionate, interested learners whose prior knowledge of theatre arts was primarily through television and computer programs. ● that our intention would be to present a menu of programs anchored to a well-articulated unit and lesson template. The Pause Taking time to pause and reflect on what we know is rare anywhere in our lives but particularly in education where the pace is quick, curricular changes occur cyclically, and resources are marketed with intensity. Thoughtful pausing, an intermission in which to breathe and think, is one of the hardest but healthiest things an organization can do. In Spring 2020, born of necessity at the beginning of the COVID pandemic, the pause button was pushed in New Jersey on several mandates—and in the hiatus that followed, there was opportunity for organizations to rethink and reimagine: What should we keep? What should we do differently? What can we do more effectively and efficiently? According to Thomas L. Friedman, in his New York Times editorial (Oct. 20, 2020) After the Pandemic, a Revolution in Education and Work Awaits, he urges us “to fasten our seatbelts” as the era of change will be profound emphasizing that “the most critical role for K-12 educators, therefore, will be to equip young people with the curiosity and passion to be lifelong learners who feel ownership over their education.” Among the educational organizations that took advantage of this time to reset, was a theatre nestled in central New Jersey. Collaborative work took place between the theatre and the schools which enriched and enhanced the core curriculum. However, there was increasing awareness that levers of change were in motion (a shifting culture and new educational mandates, findings, and trends) and a growing recognition that the program offerings needed to more closely address the needs and interests of teachers and students. The Research The Education Committee of the Board of Trustees was concerned that the education program offerings had remained static for too long. The Board commissioned a research-based study to be done by Rutgers University Graduate School of Education’s Center for Effective School Practices, assessing the offerings. The report’s findings underscored alignment with the view of the Board, specifically, that there was a need to redefine the program and incorporate the latest best practices in teaching and learning, ongoing professional learning, classroom pedagogy, while embedding equity, diversity, and inclusion. The Board boldly took action to pause for the purpose of re-imagining and re-designing a new education department to include new leadership and programming. Autumn 2024 TRANSFORMATION IN ACTION LEGACY 5

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The Think Tank The Board’s decision gave way to the convening of a Think Tank, comprised of a select group of accomplished education and arts leaders, charged to: ● conceptualize the “why” and “what” of arts integration. ● help re-imagine a new Education Department with a new vision and clarity of purpose. ● offer experience in designing programs and professional learning opportunities. Fourteen prominent leaders accepted the invitation and met several times to kickstart the transformation. The Board President along with the Education Committee Chairperson, both career education leaders, served as co-chairs facilitating the Think Tank. Participants included former Assistant Superintendents of school districts, an arts professional learning specialist, a former principal, faculty and researchers from universities, professional teaching artists, community outreach specialists, and a Board Member. A first meeting occurred just five weeks after “the pause” was approved by the Board. The Think Tank was tasked with envisioning new education programs to set priority on teacher professional learning and student learning experiences. Using ever-changing interdisciplinary themes, the newly designed programs needed to align academic work with theatre arts teaching methods. These newly designed programs needed to emphasize social emotional learning competencies and prioritize the importance of equity, diversity, and inclusion. At this point, the group agreed that theatre arts integration had to be the primary driver to broaden and uplift culturally responsive learning experiences for all. A New Way of Knowing: Authentic Experiences In time, themes began to emerge: Sustainability. Cultural humility. Shared ties of mutuality. Diversity. Interpersonal relationships. Inclusion. Benevolence. Mistake-making and safe spaces. Immersive experiences. Arts. Points of entry and readiness. Knowing. Choice. Curiosity. Perspectives. Identity. Giving voice to stories. Equity. These themes launched us into a period of reimagining and retooling, and an “artistic way of knowing” formed. Through this lens, we were able to foresee the next generation of American Theatre—the voices, makers, players, and supporters. We identified authentic experiences that would take students beyond the text of a play and immerse them in the community of live, contemporary theater—what was happening on stage, backstage, and in the house itself. Through multimedia reading, viewing, and listening experiences, we envisioned that students would study the rich dramaturgy that provides actors and directors with context for a play. Talkbacks with the playwright and director would give students the opportunity to stand shoulder-to-shoulder with greatness. Students would have meaningful reasons to respond in writing and voice opinion. We visualized training students’ ears to acclimate to new dialects and languages, nudging and nurturing them to lean into new works of contemporary playwrights. Autumn 2024 TRANSFORMATION IN ACTION LEGACY 6

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A four-person team of educators and artists began to meet to move these visualizations into purposeful action. Our mission was to co-design a replicable and flexible theatre arts integration template that activated both arts and non-arts-standards with thoughtful consideration of assessment. As we worked together, we developed a draft that would gel the State mandates with the best practices in the arts. To do this, we leveraged the resources that were available. We anchored to the models provided in the NJ’s Arts Integration Think and Do Workbook (2018, 2020), and we wove in the threads that are embedded in the NJ Student Learning Standards: Career Readiness, Life Literacies, and Key Skills (2020) and themes from the Partnership for 21st Century Learning’s (2009) Framework for 21st Century Skills including the social and cross-cultural skills associated with equity, diversity, and inclusion. We also referenced the NJ Social Emotional Learning (SEL) Competencies (2017) and the big ideas found in The Arts Education and Social and Emotional Learning (SEL) Framework (2020) from the NJ Center for Arts Education and Social-Emotional Learning Network. Core to the project were the NJ Student Learning Standards in Literacy/Language Arts, Social Studies, and the Arts. We identified the student audience as middle and high school learners, and we made direct linkages to the theatre’s main stage seasonal programming. A Template as Exemplar What emerged was a collaborative “template as exemplar” demonstrating refinement, style, and simplicity. At its base are the standards and literacies. In its body are the connections between on-stage, back-stage, and the audience. The focus on older students is maintained throughout, and the big ideas that emerged from the Think Tank are included as undercurrents. The template comes with a richness of engaging, immersive activities based on the dramaturgy which drives the play and an array of effective alternative instructional strategies for meeting the needs of different learners. There is an appendix with related resources such as graphic organizers and a shared drive with multimedia materials including a video that takes students into live theatre etiquette and touches upon the themes of universality, culturally responsive reactions, and audience as participants and their effect on the energy in a theatre. There is also a response to backstage decisions such as casting and stage directions. During the pause, we learned that… ● transformative work can occur in a short timeframe. ● building upon the ongoing work of colleagues manifested in the creation of a new exemplar. ● accomplished and like-minded education and arts leaders came together, and work flowed quickly. ● that “an artistic way of knowing” shifted our view of arts integration. ● that immersive arts experiences are “game-changers” resulting in a new, contemporary program design with exciting and enriching educational offerings. ● that the work would be ongoing and ever-changing as we grapple with sustainability. Autumn 2024 TRANSFORMATION IN ACTION LEGACY 7

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Resulting from this innovative experience in curriculum, collaboration, and leadership: We now know that… ● providing a teaching and learning template as an exemplar gives support and illustrates how to integrate Theatre Arts with English Language Arts and other academic disciplines. ● a Humanities approach to curriculum extends, relates, and personalizes learning beyond the textbook. ● there is beauty and essence in theatre which becomes the artistic lens a viewer uses to connect with the characters, their thoughts, feelings, and actions. ● an integrated arts model holds the best promise to gain new, insightful perspectives causing individuals to change and real growth to occur. ● integrating the arts nurtures the success of the whole child and epitomizes the best of The Humanities! ● this integrated arts model supports global arts efforts including the U.S. Department of Education's Raise the Bar: Lead the World (2024) call to action “promoting academic excellence and wellness for every learner” and by “increasing access to strong arts education” and “expanding access enrichment programs”. In summary, this project/curriculum experience exemplifies the richness of teaching and learning that is created at the intersection of theatre arts and academic standards inspiring the minds and hearts of both instructors and students! Return to Table of Contents References Friedman, T. L. (2020, October 20). After the Pandemic, a revolution in Education and Work Awaits. New York Times. Retrieved August 11, 2022, from: https://www.nytimes.com/2020/10/20/opinion/covid-education-work.html New Jersey’s Arts Integration Think and Do Workbook: A practical guide to think about and implement arts integration. (2nd ed. digital). (2020). http://njpsa.org/images/artsintegrationWorkbook2020.pdf New Jersey’s Arts Integration Think and Do Workbook: A practical guide to think about and implement arts integration. (2018). http://www.artsednj.org/wp-content/uploads/artsintegrationWorkbook2018-1.pdf Arts Ed NJ. (2020) The Arts Education and Social and Emotional Learning (SEL) Framework. NJ Center for Arts Education and Social-Emotional Learning Network. https://artsedsel.org/ New Jersey Department of Education. (2020). New Jersey Student Learning Standards: Career Readiness, Life Literacies & Key Skills. https://www.nj.gov/education/standards/clicks/index.shtml New Jersey Department of Education. (2023). New Jersey Student Learning Standards: English Language Arts, K-12. https://www.nj.gov/education/standards/ela/2023/index.shtml New Jersey Department of Education. (2020). New Jersey Student Learning Standards: Social Studies. https://www.nj.gov/education/standards/socst/index.shtml New Jersey Department of Education. (2020). New Jersey Student Learning Standards: Visual and Performing Arts. https://www.nj.gov/education/standards/vpa/Index.shtml New Jersey Department of Education. (2017). New Jersey Social and Emotional Learning Competencies and Sub-Competencies. https://www.nj.gov/education/safety/wellness/selearning/ Partnership for 21st Century Skills. (2009). Framework for 21st Century Learning. https://files.eric.ed.gov/fulltext/ED519462.pdf US Department of Education. (2024) Raise the Bar: Lead the World. https://www.ed.gov/about/ed-initiatives/raise-the-bar Autumn 2024 TRANSFORMATION IN ACTION LEGACY 8

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Marie M. Adair - is the Executive Director Emerita of New Jersey ASCD and served as a member of the ASCD Board of Directors, authored articles, and developed ASCD position statements on varied topics. She is a retired Assistant Superintendent and is presently an Education Consultant and member of the Think Tank. Joanne E. Kerekes is a consultant for Stronge and Associates where she served as the New Jersey Coordinator, and an Instructor for the NJEXCEL Program at the Foundation for Educational Administration. She is a retired Assistant Superintendent, former principal, contributor to several educational publications, and member of the Think Tank. Penelope E. Lattimer, Ph.D. is a retired educator and an Arts Consultant. Her prior positions include New Jersey State Assistant Commissioner of Education, Assistant Superintendent, and high school principal in an urban district. She is President of George Street Playhouse Board of Trustees, Vice President of Grounds for Sculpture Board of Trustees, former member of Arts Ed New Jersey Board, and the American Repertory Ballet/Princeton Ballet School Advisory Board Chairperson. Adele T. Macula, Ed.D. is the Director of Curriculum and Instruction for School Leadership Programs at the Foundation for Educational Administration in New Jersey. She is a George Street Playhouse Board Member, chairs the Education Committee and co-chairs the Think Tank. She is a retired Associate Superintendent, presenter, and the author of several publications. Mary M. Reece, Ed.D. is the Director of Special Projects at the Foundation for Educational Administration in New Jersey. A former principal, she is a member of the Think Tank. She is the founding Board Chairperson of Arts Ed New Jersey, a founder of Gathering Ground, and a former member of the NAESP Board of Directors. 9 Autumn 2024TRANSFORMATION IN ACTIONLEGACY Celebrate colleagues get-celebrated.com Make a nomination get-celebrated.com/spotlighted View the archive get-celebrated.com/archived

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Why Fix What Isn’t Broken? Challenging Longstanding Assessment Practices in Higher Education Teacher-Training Institutions Shellon Samuels-White, Lecturer and University College Student Assessment Officer, The MICO University College, Kingston, Jamaica It’s a question many seasoned educators ask when the topic of alternative or differentiated assessments comes up: “Why fix what isn’t broken?” After years—perhaps decades—of successful teaching, faculty might wonder why they should rethink their assessment practices. After all, they’ve seen student-teachers earn good grades, complete their teaching practicum, and graduate. But is it enough for students to merely ‘get by’? Or is there room for a shift toward more meaningful, equitable assessments that truly measure learning in ways that empower future educators? For many professionals, changing long-standing habits is no easy feat. These practices have been honed over years and often become a source of pride for teacher-educators who have developed their own rhythm. But what if some of these practices - like an over-reliance on standardized testing, the narrow focus on grades, or the neglect of important ‘soft skills’ - fail to give the full picture of our learners’ abilities? What if assessments could not only evaluate but also promote deeper, more meaningful learning that transcends the classroom? Seasoned educators are therefore in a prime position to challenge the status quo. At its core, the push for alternative forms of assessment is about equity. Rethinking Faculty Professional Development in Teacher Training Institutions Experienced educators have been through countless professional development (PD) sessions. Many have seen trends come and go. New strategies are often presented in theoretical ways, only to fizzle out by the time they return to their classrooms. It’s not that these PDs are useless, but they often miss the mark when it comes to practical application. Research shows that PD programs tend to focus on presenting strategies without much follow-up or support for implementation (Putman et al., 2009). As a result, the impact is often short-lived. For teacher training institutions, professional development needs to be rethought. PD should acknowledge the experiences of career educators, challenge their assumptions, and empower them to design practical tools to use in their own practice. Notice that I said ‘empower’, rather than simply ‘equipping’ them. Traditional PD models often focus on "equipping" educators—giving them new tools, strategies, and techniques to implement in their classrooms. While this approach provides valuable resources, it can sometimes reduce educators to passive recipients of knowledge, assuming that if they are given the right methods, their practice will improve. However, seasoned educators have already honed their craft through lived practice. What they need is not just more tools but the autonomy and authority to reflect on, adapt, and co-create strategies that are meaningful to their unique contexts. This is where empowerment comes into play. This shift from equipping to empowering places educators in an active role, where they aren’t just applying ready-made solutions but are driving change themselves. In the area of assessment, this means helping educators move from simply implementing new rubrics or tests to developing a deeper understanding of how assessments can be reimagined to foster equity and inclusivity. Empowerment also encourages them to experiment with these ideas, share insights with their peers, and engage in communities of practice, where their experiences and reflections can lead to continual growth and innovation. Bearing all this in mind, effective PD must then be grounded in Jack Mezirow’s Transformational Learning Theory, which suggests that real change happens when we critically reflect on our assumptions and beliefs. Transformational learning involves challenging deeply held beliefs about what makes an assessment “good” or “fair.” For educators in higher education, particularly in cases where standardised tests are heavily used, this reflection is crucial. Are we truly assessing what future teachers know, or just what they can memorize for a test? Are we providing multiple pathways for student-teachers to demonstrate their understanding, or sticking to rigid, one-size-fits-all methods? 11 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Of course, it’s one thing to reflect—it’s another to put new ideas into practice. Real change also requires the learning to be grounded in real-world contexts. PD is most effective when it’s embedded in daily work, when we’re part of a community of practice where we can share, reflect, and refine our approaches over time. Experienced educators already have a foundation of years of classroom practice, now, it’s about adapting that expertise to new, more equitable methods of assessment. Equity-Centered Assessment in Teacher-Training So, what does equity-centered assessments ‘look like’ in the context of teacher-training? It starts with acknowledging that traditional assessment practices may not serve all learners equally. Consider the following: Teacher-educators must critically examine their assessments to ensure they do not perpetuate biases related to language, culture, or prior experience. For instance, while academics often take pride in their mastery of English and their ability to switch between language registers, a grading rubric that heavily weights grammar can inadvertently disadvantage students. Sometimes, students who experience strong Creole interference or come from backgrounds with less emphasis on formal grammar instruction may be penalized more severely than their peers. As a result, students with strong grasp of subject matter but weaker grammatical skills may receive lower grades, not because they lack knowledge, but because they struggle with conventions of formal English. Therefore, assessments should be designed to recognize and accommodate diverse linguistic backgrounds and prioritize the assessment of content knowledge and critical thinking alongside grammar. Educators can benefit from treating student-teachers as experts in their own experience, especially those who are already teaching. Many student-teachers, particularly in-service educators, bring valuable classroom experience to their studies. Equity-centered assessments respect and integrate this expertise. Another good way to promote equity in assessments is for educators to give student-teachers the opportunity to aid in defining their learning goals. Rather than rigidly imposing standardized outcomes [though necessary at times], equity-centered assessments empower student-teachers to personalize their learning objectives based on their professional aspirations. For example, I frequently ask in-service part-time teachers how I can tailor course content to better align with their job functions, particularly when they serve dual roles as teacher-leaders in their schools. This approach allows them to integrate their unique experiences and goals into the learning process, ensuring that the assessment is relevant and applicable to their professional development. 12 Autumn 2024 TRANSFORMATION IN ACTION LEGACY Check out Shellon’s speaker’s page at The Worthy Educator Speakers Bureau 1. 2. 3.

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No educator likes to do assessment data analysis as it can be time-consuming. However, it should be noted that aggregated assessment data often masks specific challenges faced by different subgroups of learners. One year, as I reflected on the disaggregated data for my classes I discovered that the aggregated assessment data masked specific challenges faced by student-athletes. While the overall class average was high, a closer look at the disaggregated data revealed that student-athletes, who juggle intense training schedules and academic responsibilities, were consistently performing lower academically and was always on a trajectory of failing or borderline passing the course. Recognizing this, I had to implement targeted academic support and tailored academic advising for student-athletes who I later facilitated, seeking to help them balance their academic and athletic responsibilities, ultimately promoting more equitable learning outcomes. Equity centered assessments also include critically examining how exam results are interpreted and utilized. It is essential to ask whether traditional grades and test scores accurately reflect student-teachers’ growth and learning. For instance, are the grades from written exams or course work assignments providing a comprehensive view of their capabilities, or do they overlook important aspects of their development? Often, there can be a noticeable disparity between scores in coursework and performance in practical experiences. For example, a student-teacher might excel in theoretical knowledge and achieve high grades in written assessments but struggle with practical application during their practicum. This discrepancy can highlight potential biases in how assessment results are used, revealing that traditional grading may not fully capture the nuanced skills and competencies that are crucial for teaching. Moving from Reflection to Action The bottom line is, transforming assessment practices requires more than just reflection—it demands action. Lave and Wenger’s (1991) perspectives complements the reflection process by emphasizing the importance of social interaction and contextual learning. Learning is most effective when it takes place within communities of practice, where educators can share experiences and apply new knowledge in real-world settings. For career-long educators in higher education, PD should not be a one-off event. Instead, it must be a continuous process embedded in their work, allowing them to test new assessment strategies, share feedback, and refine their approaches over time. Seasoned educators are therefore in a prime position to challenge the status quo. At its core, the push for alternative forms of assessment is about equity. Standardized tests and traditional grading systems often fail to capture the full range of skills and knowledge that diverse learners bring to the classroom. In teacher training institutions, this is especially important because the way we assess future educators shapes their beliefs about assessment—and, ultimately, their teaching practices. Equity-centered assessment, therefore, becomes a powerful tool for preparing future teachers to create more inclusive and just learning environments for their own students. The challenge is clear: don’t be afraid to fix what seems to be working. Sometimes, the most meaningful changes come when we question practices we have relied on for years. Professional development in higher education is not just about attending another workshop—it’s about transforming one’s mind-set, challenging long-held assumptions, and creating more inclusive and equitable learning environments for all students. Isn’t that why we became educators in the first place? Return to Table of Contents References Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Mezirow, J. (2000). Learning as transformation. Critical perspectives on a theory in progress. Jossey-Bass. Putman, S.M., Smith, L. L., & Cassady, J. C. (2009). Promoting change through professional development: The place of teacher intentionality in reading instruction. Literacy Research and Instruction, 48 (3), 207–220. Shellon Samuels-White is a Faculty Lecturer and University College Student Assessment Officer for The MICO University College in Kingston, Jamaica. In addition, she is recognized as a Worthy Educator Leader for her strong voice on issues that are of importance to colleagues and stakeholders. She is well-published and well-respected as an author and presenter both in Jamaica and internationally. 13 Autumn 2024 TRANSFORMATION IN ACTION LEGACY 4. 5.

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The Worthy Educator theworthyeducator.com On the final day of your career, when you close your office door that one last time, what do you want your legacy to be? Principles of Educator Agency and Efficacy In an age of societal shifts, educators play a critical role preparing children for the future. Stakeholders can support us by honoring these twelve principles so that we thrive and not merely survive: Vision Work with us to craft a vision for education that matches the needs of this age of digital transformation Impact Demonstrate value for the individual professional impact each of us chooses to pursue across our careers Growth Create contexts that support our learning through sharing, collaboration and action research Dignity Provide the conditions for us to learn, teach and lead without compromising or sacrificing our honor Passion Acknowledge and nurture the reasons we entered the profession and help us fan those flames Support Allocate programs, services and resources that feed our bodies, our minds and our souls Respect Treat us with the esteem, regard and consideration accorded to those who teach our children Integrity Engage us in our work without commercialization, politicization or any other cynical agenda Wellness Prioritize our health and well-being over the endless demands of the institutional status quo Innovation Ensure safe, supportive environments that promote experimentation, rigor and risk-taking Recognition Celebrate our learning, growth and success as we model the journey on which we launch our students Accountability Expect everyone at the table to hold everyone else accountable for the good of the profession theworthyeducator.com/leadership 14

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The Power of Localized Professional Learning: How State and Local Organizations Enhance Educator Efficacy and Knowledge Brian Kesel, Executive Director, New York State ASCD As the Executive Director of New York State ASCD (NYSASCD), I’ve had the privilege of witnessing firsthand the transformative impact of professional learning on educators across New York State. In a profession as demanding and dynamic as ours, ongoing professional development is not just beneficial—it’s essential. Yet, in my experience, the most effective support often comes from those who understand the unique challenges and opportunities within our local contexts. This is why state and local professional learning organizations, like NYSASCD and New York State Teacher Centers, are uniquely positioned to provide the kind of targeted, relevant support that truly advances teacher efficacy and knowledge. While national organizations offer valuable resources and a broad perspective, they sometimes lack the nuanced understanding needed to address the specific needs of educators in our state. Our work at NYSASCD, alongside our partners at NYS Teacher Centers, is rooted in the belief that the most impactful professional learning is that which is tailored to the realities of our classrooms, communities, and schools. By focusing on localized support, we can more efficiently and effectively empower educators to navigate the complexities of teaching and learning in New York State. The Importance of Localized Professional Learning Organizations In my role, I’ve seen the critical difference that localized professional learning can make. National organizations provide a wealth of resources and broad-based frameworks, but state and local organizations like NYSASCD bring something invaluable to the table: a deep understanding of our unique educational landscape. We know our educators, our students, and the specific challenges they face, allowing us to offer professional development that is not only relevant but immediately applicable. State and local professional learning organizations operate within a network that includes school districts, higher education institutions, and other regional stakeholders. This close proximity to the educational landscape enables us to align professional development efforts with state standards, district goals, and the diverse needs of educators. This alignment ensures that professional learning leads to more meaningful and sustainable changes in instructional practice. NYSASCD: A Commitment to Contextualized Leadership and Innovation At NYSASCD, we are deeply committed to supporting New York educators through high-quality, contextually relevant professional development, advocacy, and resources. As an affiliate of the international ASCD since 1947, we benefited from a wealth of national and global insights. However, as ASCD has begun dismantling its 80-year old affiliate program, NYSASCD endures. We remain firmly focused on the specific needs of New York State educators. Our mission at NYSASCD is to inspire and support educators in meeting the needs of all students. We offer a range of programs and services, including conferences, workshops, publications, and online resources, all designed with the unique challenges of New York State educators in mind. These offerings are tailored to address pressing issues such as state-specific curriculum standards, regional equity concerns, and localized technology integration. By grounding our work in the realities of New York State’s educational landscape, educators receive support that is directly applicable to their classrooms, making it easier to implement new strategies and improve student outcomes. 15 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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The Role of NYS Teacher Centers in Localized Professional Learning The NYS Teacher Centers are another cornerstone of professional development in our state. Established by the New York State Legislature in 1984, these centers were created to offer professional development that responds directly to the needs of local educators. With over 125 Teacher Centers statewide, each one serves its community by addressing specific regional challenges and opportunities. Teacher Centers offer a variety of professional development opportunities, including workshops, seminars, coaching, and collaborative learning experiences. These programs are often developed in direct response to the needs of educators in the area, ensuring that professional learning is both relevant and impactful. The focus is on job-embedded learning that teachers can immediately apply in their classrooms, leading to more efficient and effective improvements in instructional practice. One of the key strengths of NYS Teacher Centers is their emphasis on teacher-led professional development. Educators are directly involved in the design and delivery of learning experiences, This localized, teacher-driven approach fosters a sense of ownership and empowerment among educators, further enhancing the effectiveness of professional development. The Advantages of State and Local Partnerships Our collaboration with NYS Teacher Centers and other state and local professional learning organizations demonstrates the power of partnerships. By working together, we leverage our collective expertise and deep understanding of regional needs to provide educators with professional development that is more efficient and effective than what national organizations can offer. One primary advantage of these partnerships is the ability to design and deliver professional learning opportunities that are tailored to the specific needs of educators within the state. NYSASCD and NYS Teacher Centers regularly collaborate to offer joint workshops and webinars that bring together educators from across the state to share best practices and learn from one another. These events provide a platform for educators to engage in meaningful dialogue, explore new ideas, and build professional networks, all within a context that is directly relevant to their work. In addition to joint events, NYSASCD and NYS Teacher Centers collaborate on the development of resources and publications that support educators in their professional growth. These resources, such as a poverty toolkit and the incorporation of civic engagement and discourse into NYS classrooms, are designed to address state-specific challenges and opportunities, making them more practical and immediately applicable than those provided by national organizations. Another important aspect of our partnership is advocacy. In parallel with NYS Teacher Centers, we work to advocate for policies and practices that support effective professional development at the state and local levels. By focusing our advocacy efforts on the specific needs of New York State educators, we can influence state and local education policy in ways that national organizations may not be able to. Impact on Teacher Efficacy and Knowledge The localized support provided by state and local professional learning organizations like NYSASCD and NYS Teacher Centers has a profound impact on teacher efficacy and knowledge. By offering professional development that is directly relevant to the challenges educators face in their specific contexts, we help teachers develop the skills and confidence they need to be effective in the classroom. 16 “The localized support provided by state and local professional learning organizations like NYSASCD and NYS Teacher Centers has a profound impact on teacher efficacy and knowledge. By offering professional development that is directly relevant to the challenges educators face in their specific contexts, we help teachers develop the skills and confidence they need to be effective in the classroom.” Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Research consistently shows that professional development is most effective when it is relevant to teachers’ everyday experiences and directly connected to their instructional practice. The localized approach taken by NYSASCD and NYS Teacher Centers leads to more efficient and effective improvements in teaching practice, ultimately benefiting students. One of the key benefits of localized professional development is its ability to be responsive to emerging trends and challenges within the state. Because state and local organizations are closely connected to the field, they can quickly identify new issues and design professional learning experiences that address these challenges. This responsiveness ensures that educators are equipped with the knowledge and skills they need to navigate the complexities of teaching in the 21st century. In addition to enhancing teacher efficacy, the localized approach of NYSASCD and NYS Teacher Centers also contributes to the development of teacher leadership. By involving educators in the design and delivery of professional development, these organizations help teachers build their leadership capacity. This, in turn, has a ripple effect on the broader education community, as teacher leaders take on new roles and responsibilities that further strengthen the profession. Case Studies of Localized Success Allow me to share some examples of how these localized efforts have made a tangible difference in our state: Case Study 1: New Teacher Onboarding with PLC Associates NYSASCD is partnering with PLC Associates to develop a comprehensive onboarding program for new teachers. Understanding the unique challenges faced by new educators, especially in the first few years of teaching, this program focused on building a strong foundation through mentorship and the creation of educator networks. Through this partnership, new teachers receive targeted support in key areas such as classroom management, working with diverse populations, and student engagement. The program also fosters collaboration among new educators, allowing them to share experiences and strategies in a supportive environment. As a result, participating teachers increase confidence and competence in their instructional practices, leading to improved student outcomes in their classrooms. Case Study 2: The Science of Reading with The Reading League Recognizing the importance of literacy in student success, NYSASCD is collaborating with The Reading League to deliver professional development focused on the science of reading. As the New York State Education Department has begun an emphasis on the science of reading, this initiative is designed to equip educators with evidence-based strategies for teaching and assessing reading, grounded in the latest research on how students learn to read. The webinars and ongoing support allow educators to deepen their understanding of effective reading instruction and apply these strategies in their classrooms. Educators who participate in this professional development gain insight on the anchors to ground decision making when implementing the science of reading including assessing and implementing effective interventions based on data, and the structures and attitudes necessary to make their systems shift to research-based reading instruction. Case Study 3: Managing Conflict with Jen Schwanke In response to the growing need for conflict resolution skills in schools, NYSASCD is partnering with education leader Jen Schwanke to offer a series of workshops on managing conflict. This professional development was tailored to the specific challenges faced by educators in New York State, addressing issues such as student behavior, parent-teacher relationships, and colleague collaboration. The workshops provide educators with practical tools and strategies for navigating conflicts effectively, reducing stress, and fostering a more positive school environment. Participants will develop the skills to manage difficult situations more confidently and constructively, leading to better outcomes for both students and staff. 17 Autumn 2024 TRANSFORMATION IN ACTION LEGACY 1. 2. 3.

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Case Study 4: Integrating Civic Engagement and Discourse in the Classroom with Angela Di Michele Lalor In an era where civic understanding and engagement are more critical than ever, we partnered with Angela Di Michele Lalor to integrate civic engagement and discourse into classroom teaching. The goal of this initiative was to help educators foster a classroom environment where students can discuss and debate complex social issues in a respectful and informed manner. Through a series of workshops, educators were equipped with strategies to promote critical thinking, respectful dialogue, and active participation in civic life. These skills are essential for preparing students (as well as educators) to be thoughtful, engaged citizens in a democratic society. Conclusion As Executive Director of NYSASCD, I am proud of the work we do in partnership with NYS Teacher Centers and other local organizations. Together, we provide professional learning that is not only relevant and responsive but also deeply connected to the needs of our educators. We understand that the most effective professional development is that which speaks directly to the challenges and opportunities of our classrooms, and it’s this understanding that drives our work every day. As the educational landscape continues to evolve, the importance of state and local professional learning organizations will only grow. By continuing to collaborate and innovate, we can ensure that our educators are well-prepared to meet the challenges of teaching in the 21st century and to provide their students with the best possible education. For more information about workshops and webinars, as well as becoming a member of the organization, visit New York State ASCD. Return to Table of Contents Brian Kesel serves as the NYSASCD Executive Director. He has been on the Board of Directors since the 2010s. He served as physics teacher, department chair, assistant principal and Assistant Superintendent for Curriculum and Instruction for the West Genesee Central School District for 32 years, retiring in 2023. Join us at The Worthy Educator – there is no cost to belong! The home of mid-to-late-career educators -original content -leadership supports -relationship building -professional learning -collaborative advocacy -small group and individual coaching at theworthyeducator.com 18 4. Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Honoring and Empowering Student Voice Dr. Marnie Hazelton, Superintendent, Englewood Public Schools, New Jersey The amplification of student's voices flourishes in spaces that provide students with safe spaces to exchange ideas. Surveys are a powerful first step in creating such spaces. A great starting point, surveys enable students to test the waters with initial anonymity. The data from surveys are then used to create student-led councils and advisory boards, with a central focus on concerns flushed out from student surveys. In Englewood, we adopted the recommendation of a small high school cohort of students interested in starting an afterschool program for peer tutoring. They proposed to create programs where students can mentor or tutor their peers was presented to the board of education and approved. As superintendent, I make myself available to students during morning arrival and afternoon dismissal. I ensure that administrators support student-run clubs that focus on various interests, including social issues, arts, and academic subjects, allowing students to take leadership roles. I was intentional when forming my superintendent’s student advisory councils (SSAC) for high school and middle school students. When I left recruitment of students for SSAC in the hands of building administrators, they gave the applications to the high-performing students. My first meeting with those students was rewarding because the students were articulate, kind, and full of ideas. However, the group lacked diversity, and I even felt uncomfortable. “When I left recruitment of students for SSAC in the hands of building administrators, they gave the applications to the high-performing students. My first meeting with those students was rewarding because the students were articulate, kind, and full of ideas. However, the group lacked diversity, and I even felt uncomfortable.” I had to do a hard reset, and I walked the campus looking for students from more diverse academic backgrounds who also had concerns about their school community. I recruited students from each subgroup, those with behavioral issues, and social-emotional challenges. Post-pandemic, I listened to students share stories about their struggles with mental health and feelings of isolation. The beauty of SSAC is that we discuss issues, but then we take actionable steps towards resolution. 20 ADVOCACy Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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As school leaders, we can empower students to express themselves in safe spaces. We must be intentional in seeking out those students regardless of their academic or social standing within the school community. To quote Henry David Thoreau, “It's not what you look at that matters, it's what you see.” Return to Table of Contents Dr. Marnie Hazelton is the Superintendent of the Englewood Public School District in Englewood, New Jersey. She has received numerous awards and recognitions as a leader in education, and has been recognized as a Voice of Influence on LinkedIn. Marnie is a Worthy Educator Champion who is committed to elevating and amplifying student voice. “As school leaders, we can empower students to express themselves in safe spaces. We must be intentional in seeking out those students regardless of their academic or social standing within the school community.” 21 Autumn 2024 TRANSFORMATION IN ACTION LEGACY The outgrowth of our discussion on K-12 mental health challenges facing our students led to a full day of advocacy on Capitol Hill. We took a bold step and decided to research legislation addressing K-12 mental health issues. My students created a one-pager of talking points on Supporting the Mental Health of Educators and Staff Act of 2023 and S.4041 - CARE for Student Mental Health Act. I wrote a mini-grant proposal with our district’s alumni association to take 15 students to Washington, D.C. for a day of advocacy on Capitol Hill. They awarded us funding for an overnight trip to Washington, D.C., which culminated with a tour of The White House. During our trip to Capitol Hill, young people from my district walked the halls of senate and congressional offices, requesting a few minutes with elected officials and their support staff to articulate talking points on the importance of funding K-12 mental health initiatives. Initially, our young people spoke in halting, jarring, and passive patterns. By the time students made it to their third and fourth office, they had gained the confidence of seasoned public speakers. Providing opportunity and space for my students to amplify their voices not only on a local level but in the halls of the United States Capitol feeds my soul.

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Building a System for Joy Apryl Taylor, Social Studies Program Specialist Orange County, Public Schools, Orlando, Florida & Donna Neary, English as New Language (ENL) Specialist for Ooltewah Middle School, Chattanooga,Tennessee It is time to replace superheroes with systems. It has been four years since COVID-19 shut down our schools requiring herculean efforts and extreme approaches to keeping the learning going. As we shift away from crisis-mode we have new opportunities to move beyond the superhero narrative about administrators and teachers and build a system of collaboration that plans for students to regularly experience joy in their learning communities. Abraham Maslow’s hierarchy of need informs the Whole Child framework (ASCD) requiring educators to identify and acknowledge the totality of the children we serve. We believe that by anchoring the Whole Child Framework with evidence-based structures schools can identify which of the tenets - Healthy, Safe, Engaged, Supported and Challenged - need attention. By personalizing and implementing worthwhile tasks tied to standards, skills and dispositions administrators and educators collaborate to bring the system back into balance. In this way, schools can build responsive, personalized and accessible systems for joyful learning. The Whole Child Framework with intentional structures is helping us build a system where students find joy in learning and educators call upon a predictable system to address common concerns. Joy is not elusive or mysterious; it simply needs to be prioritized. Assessing the barriers to joy in a learning community is specific, and is something each school will need to do on their own. However, once that barrier is recognized and the tenet that is out of balance is identified, we can begin designing and implementing solutions in the form of structures. Healthy Healthy kids have energy to learn, ask lots of questions, and come to school. The Whole Child framework connects a child’s physical and mental health with how they interact with their learning environment, just as administrators, educators, counselors and social workers assess and address overall and individual wellness issues and factors. For some students who lack confidence and may lack a sense of agency, building structures to empower them to follow their passions ignites their confidence and encourages student voice. So when Immigrant-origin English learners in Louisville, Kentucky expressed sadness to their teacher at the feelings of isolation in their new community they found an opportunity to combat it by participating in the Aspen Challenge. The competition provided the structure for exploring their problem and designing a solution taking actions that highlighted the issues, and provided agency for themselves and other students in the District. Their proactive, agentic, self-help solution of creating a teen forum to share and problem-solve with peers and community leaders earned them the Best Collaborators prize. “These transformations shift our mindsets from a sense that we are supporting struggling students to the knowledge that we are growing striving learners and encouraging development of the Whole Child.” Safe Planning partnerships with community organizations are structures that can serve to strengthen a sense of safety and belonging for students. A grant from The American Battlefield Trust funded a visit to the Abraham Lincoln Birthplace National Park for urban high schoolers following study of the American Civil War. They were invited to present their projects on Abraham Lincoln in the auditorium. All immigrant-origin, many refugees, and all English language learners, their original work being presented in English showed how much they believed they belonged there as a part of the story of this country. Their reflections following the field trip also reinforced how it felt to be trusted to tell the story of a President and included as historians of our collective past and experienced the joy that results from belonging in an academic setting (Re-imagining Migration, 2024). Autumn 2024 TRANSFORMATION IN ACTION LEGACY 23

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Engaged When standardized test scores indicated that English learners in a suburban Tennessee middle school needed writing support, a structure for daily writing was implemented. Our structure centered on ever-changing visual prompts using symbols (Story Dice, n.d.) giving opportunities to be funny, unexpected and creative in their written responses. Shifting to less predictable and more reactive writing prompts combined with read-alouds brought fun and surprise into the classroom. Their resilience to master the strategy resulted in tangible short and long-term benefits. The majority increased their language proficiency (WIDA ACCESS, 2024) and 30% of the students met criteria to exit ESL accommodations. Supported Once a student can engage with the learning, they have the opportunity for positive momentum and a growth mindset. This is where data comes into play. Data can further humanize students by being a tool for nurturing. When considering data in the context of joy, it is not enough to be engaged in the classroom. When formative data is not being met with ongoing teacher support, the learning is stagnant and the classroom environment is apathetic. How do you create a system to bridge the gap between stagnant and momentous, between apathy and joy? “LPE days” are opportunities for students to Learn, Practice, or Explore content based on data indicators. Students whose data indicate large gaps in knowledge will take on a tutorial “Learn” task, those whose data was inconsistent will be with the teacher at the “Practice” station where their misconceptions can be addressed, and students who consistently demonstrated proficient in their data will “Explore” through an enrichment task. Thus, scaffolds and differentiation are not elements of a journey that end with a formative assessment. Those strategies must also be used to support students after data has indicated their progress with the learning. When persistence leads to accomplishment, “joy in learning is the norm, not the exception.” (Ricci, 2013) Challenged When picturing joy in the classroom, the memories that first pop up are those of the “aha moments.” When leading professional development sessions, from time to time there is a teacher who focuses on the deficiencies of students. Students “cannot” read, they “will not” try, and they “are not” going to pass. When the teacher carries that mentality into the classroom, students miss out on “aha” opportunities. How can we create systems to challenge our students and enhance their joy in the classroom? Productive struggle is involved when students are problem solving and thinking critically. Consider providing students with twenty vocabulary terms and prompting them to sort the terms into three categories. Do not provide the categories to them - instead prompt them to consider what potential categories could exist as they sort through the terms. Alternatively, prompt students to explain a concept in exactly seventeen words. By either removing parameters or placing in new guidelines, students must take their initial understanding and apply it within a new context. Nottingham (2017) explains that students become resilient when they “embrace the challenge and experience the joy of emerging from the [learning] pit.” When students feel the success from applying their learning and exceeding their own expectations, their pride and joy is contagious. 24 Autumn 2024 TRANSFORMATION IN ACTION LEGACY Visit Apryl & Donna on their speakers’ pages at The Worthy Educator Speakers Bureau

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Conclusion Anchored in the Whole Child framework, this systemic thinking shifts mindsets from solely supporting struggling students to the realization that we are growing striving learners by encouraging the development of lifelong skills and knowledge. The joy educators feel when we know that our schools promote effective and accessible systems with students' collective needs at the center supports sustainability of the system. The structures above help us build a system where students find joy in learning and where educators can call upon a predictable system to address common concerns. Joy is not elusive or mysterious. It simply is not prioritized. Locating the barrier to joy is something each school will need to do on their own. However, once that barrier is identified, we can call upon each other to share structures that address the gap in joy and shift the culture of the campus. When an individual structure is implemented successfully, it can increase joy in all areas of the system. These transformations shift our mindsets from a sense that we are supporting struggling students to the knowledge that we are growing striving learners and encouraging development of the Whole Child. That’s the “teacher joy” that we feel. As we move forward in our work with joy, we ought to consider that joy is subjective and temporary. Consider, how do we measure and sustain joy? Return to Table of Contents References ASCD. (n.d.). The ASCD Whole Child Approach to Education. ASCD. Retrieved June 23, 2024, from ASCD. (n.d.). Whole Child Action Plan Guide. ASCD. Retrieved June 23, 2024. Nottingham, J. (2017). The Learning Challenge: How to Guide Your Students Through the Learning Pit to Achieve Deeper Understanding. Corwin Press. Reimagining Migration. (2024). Building Belonging: Harnessing the Power of Education in a Time of Demographic Change. Reimagining Migration. Retrieved June 23, 2024. Ricci, M. C. (2013). Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. Prufrock Press. The American Battlefield Trust Field Trip Grant Apryl Taylor is a dedicated Social Studies Program Specialist for Orange County, Florida Public Schools, known for empowering educators and combating burnout through practical skills and data-driven decision-making. She champions turning frustration into purpose and elevates her staff and students in a highly charged political climate. Currently, Apryl is promoting the "Embracing the Whole Child" framework, which focuses on helping all students be healthy, safe, engaged, supported, challenged, and successful. Donna Neary is a passionate educator with extensive experience in public history and K-12 public education, dedicated to supporting immigrant-origin and multilingual students. Her work focuses on creating equitable learning opportunities for at-risk students, particularly in Title I schools, by integrating inquiry, critical thinking, and community engagement. Recognized by history and education organizations, she has successfully collaborated with historic sites and museums, leading students to produce award-winning projects. 25 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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Transforming Education Through Student-Led Assessment Starr Sackstein, author, Worthy Champion, and PDK Distinguished Educator Fellow Learners inherently know what they need to be successful; they only require instruction with the language to express it in a way that educators can understand. When we build structures in our classrooms that support vocabulary acquisition and promote student agency over what and how they learn, students are capable of reflecting on and participating in their own education. As an educator, I have always been passionate about fostering an environment where students take ownership of their learning. The concept of student-led assessment resonates deeply with what we know to be best practice for learners. The approach emphasizes the importance of putting learners at the center of their academic experiences, empowering them to take charge of their assessments. Let’s explore how student-led assessment can transform who owns the learning. Understanding Student-Led Assessment Student-led assessment is a pedagogical approach that shifts the focus from traditional teacher-centered instruction and evaluation methods to a model where students actively participate in the assessment process. This method encourages learners to reflect on their progress, set goals, and assess their own work, fostering a deeper understanding of their learning journey. This highlights the need for assessments that are not merely a means to an end but integral to the learning process marking assessment as learning as well as for learning and of it. Additionally, when we run a classroom where learners are the ones making the calls, every child gets what they need and teachers are free to support learners in different ways. The classroom is abuzz with curiosity and excitement around exploring topics they are interested in within a framework that also aligns with the necessary skills and content. The Importance of Student Agency One of the core tenets of student-led assessment is the promotion of student agency. When learners are allowed to take control of their learning and assessing, they become more invested in their education. This shift in responsibility encourages them to engage more deeply with the material, leading to a more meaningful learning experience. In my own classroom, I have witnessed firsthand how empowering students to assess their work fosters a sense of ownership and accountability. For instance, I implemented a student-led conference model where students presented their portfolios to their peers and parents. This experience allowed them to showcase their achievements and encouraged them to reflect on their challenges and growth. The pride they took in their presentations was palpable, and the feedback from parents highlighted the positive impact of this approach on student motivation. Fostering Critical Thinking and Reflection Student-led assessment also nurtures critical thinking and reflective practices. When students evaluate their work, they must engage in metacognition—thinking about their thinking. This process encourages them to analyze their strengths and challenges, identify areas for improvement, and develop strategies to enhance their learning. Reflection is an essential part of the learning process. By incorporating self-assessment and peer review into the classroom, I have seen students become more adept at articulating their thought processes and justifying their decisions. This skill benefits them academically and prepares them for future challenges in their personal and professional lives. Additionally, student reflections provide insight into their thinking, making visible the parts of their learning that teachers can’t always see. If you want to see the power of this work, check out this video of a student sharing her learning in a conference at the end of the school year. Autumn 2024 TRANSFORMATION IN ACTION LEGACY 27 Sackstein, Starr. Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences.

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Creating a Supportive Learning Environment For student-led assessment to be effective, it is crucial to cultivate a supportive learning environment. This involves building trust and rapport between educators, students, and peers. It is essential to establish a classroom culture that values collaboration and open communication, where students feel safe to express their thoughts and take risks in their learning. I have worked diligently in my practice to create a classroom atmosphere that encourages vulnerability and respect. By fostering strong relationships with my students, I have noticed an increase in their willingness to engage in self-assessment and peer feedback. When students feel supported, they are more likely to embrace self-evaluation challenges and view mistakes as opportunities for growth rather than failures. The Role of Technology in Student-Led Assessment In today's digital age, technology plays a significant role in facilitating student-led assessment. Tools such as digital portfolios, learning management systems, and online collaboration platforms provide students with the resources to document their learning and share their reflections. Having these technologies make learning accessible from anywhere and in a variety of forms. For example, I have encouraged students to create multimedia presentations of their learning journeys, incorporating videos, images, and written reflections. This allows them to showcase their work creatively and encourages them to think critically about their learning experiences. Technology has transformed the assessment process into a dynamic and interactive experience, further empowering students to take charge of their education. It is important to note, however, that technology isn’t necessary for this paradigm of instruction to work effectively. Challenges and Considerations While the benefits of student-led assessment are clear, it is essential to acknowledge the challenges that may arise during its implementation. Transitioning from traditional assessment methods to a student-centered approach requires a shift in mindset for both educators and students. Some students may initially struggle with self-assessment, feeling uncertain about their ability to evaluate their work accurately. To address these concerns, explicit instruction and guidance on self-assessment techniques are vital. I have found that modeling the process through examples and providing rubrics can help students develop the necessary skills to assess their work effectively. Additionally, regular check-ins and feedback sessions can support students' self-evaluation journeys, ensuring they feel confident in their abilities. Other concerns that often arise have to do with time management. Although it does take a lot of time to make this shift in the beginning as you are setting up structures, once everything is in place, you save a lot of time with feedback and whole class instruction that is no longer happening on a regular basis. 28 “The Student-led assessment can revolutionize education by placing learners at the center of their own learning experiences. As educators, we are responsible for creating supportive learning environments and leveraging technology to facilitate this transformative process.” Autumn 2024 TRANSFORMATION IN ACTION LEGACY

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The Future Student-led assessment can revolutionize education by placing learners at the center of their own learning experiences. By fostering student agency, critical thinking, and reflection, this approach empowers students to take ownership of their education and develop essential skills for their future. As educators, we are responsible for creating supportive learning environments and leveraging technology to facilitate this transformative process. Through my experiences in the classroom, I have witnessed the profound impact of student-led assessment on student motivation, engagement, and learning outcomes. As we continue to explore innovative approaches to education, I am excited about the possibilities that student-led assessment holds for creating a more equitable and empowering learning landscape for all students. Return to Table of Contents Starr Sackstein is the COO of Mastery Portfolio, an education consultant, instructional coach, and author. She has served as a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015) and Making an Impact Outside of the Classroom (Routledge, 2024). Learn more visiting Starr’s website at https://www.mssackstein.com/. 29 Autumn 2024 TRANSFORMATION IN ACTION LEGACY Learn more about Starr, check out her resources and hear her speak at our Worthy

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Autumn 2024 TRANSFORMATION IN ACTION LEGACY Why Responding to Generational Differences Matters for Renewal of Educational Leadership Silvia Breiburd, Professor (Teacher Training College), Universidad Tecnológica Nacional, Instituto Nacional Superior del Profesorado Técnico, Buenos Aires, Argentina In the realm of education, it is becoming increasingly clear that generational shifts are impacting teaching, learning, and, above all, the expectations of all stakeholders. From Baby Boomers to Generation Alpha, each generation brings unique perspectives, perceptions and values that influence practices and policies as well as wants and needs that have to be cared for. Leading with generations in mind is the key. The Gener(AI)tional Panorama in Education The current educational environment is characterized by a diverse mix of generations, each contributing to the dynamic nature of our schools. It is important to note that, although generations share a specific mindset originated in common historical moments, these collective descriptions are based on statistics and research-based data and are not predictors of individual behavior. Individuals may freely adhere to the values and understandings of another cohort or identify with a mix of them. As one of the most generationally diverse work ambits, schools are facing a most intricate scenario. On the one hand, they deal with the coexistence of the procedures and beliefs of generations that no longer populate society, but we still live with the legacy of their organizational structures and rituals. On the other, institutions also face and incubate the perceptions of emerging generations who are still in their formative years, a collective of emerging citizens whose mindsets do not know of the world without the Internet, online activity, service delivery and generative artificial intelligence (genAI). Making room for differences, empathetic understandings and generational potential may prove to be fruitful and rewarding. “The interplay of generational shifts is fascinating and the emergence of new collective perceptions keeps requiring complex systems such as schools to adapt.” Because of events that shape each generation’s unique and collective consciousness, individuals within each generation tend to share idiosyncratic characteristics. Here is a summary of some such widely accepted ones: Traditionalists (Born before1945) Traditionalists, also known as the Silent Generation, have shaped the early foundations of modern education with their emphasis on stability, formality, and respect for authority. They were educated in a system that valued rote learning, strict discipline, and a clear distinction between teacher and student roles. This generation values a strong sense of duty and a structured approach to education, often preferring traditional teaching methods and clear guidelines. Traditionalists have retired. Yet, their legacy continues to influence educational practices, often providing a counterbalance to the more progressive approaches of subsequent generations. Their impact is evident in the enduring respect for educational institutions and, oddly enough, in some activities and hobbies that emerging generations have embraced and made their own due to the emotional connection they experience with their grandparents. Baby Boomers (Born 1945-1964) Baby Boomers has been instrumental in establishing many of the foundational protocols and procedures that guide educational institutions today. They have traditionally valued structured, hierarchical approaches to education that emphasizes discipline, standardized testing, and clearly defined roles within schools. As they transition out of leadership positions, their influence remains and may collide with the perceptions of the more results-oriented generations that follow them. 31

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Generation X (Born 1965-1976) Known for their independence and resourcefulness, Gen X is most often characterized by its pragmatic approach to education. They grew up during a time of significant social and economic change, which has shaped their preference for flexible, results-oriented practices. Gen X educators and parents tend to value work-life balance and are strong advocates for student-centered learning. Their expertise and flexibility is on full display during these times of generative artificial intelligence. Millennials or Generation Y (Born 1977-1995) Millennials, now a significant presence in the teaching workforce, bring a collaborative and tech-savvy approach to education. Having grown up with the internet and digital technologies, they are comfortable integrating new tools into the classroom and are avid proponents of blended learning environments. Millennials value diversity, inclusivity, and experiential learning, seeking to create engaging, interactive experiences for their students. Their collaborative mindset proves to be an asset in creating opportunities for engagement of the full range of education stakeholders. Generation Z (Born 1996-2010) As students and the newest members of the teaching profession, Generation Z is reshaping education with their demand for instant access to information and their preference for visual and interactive learning formats. They are digital natives, accustomed to a world of smartphones, online service delivery, social media, and on-demand content. Generation Z expects education to be fast-paced, personalized, and relevant to their real-world experiences, and they approach the teaching profession in the same way, redesigning social structures with their unique mindset. Education is also being impacted by this Gen Z phenomenon. Generation Alpha (Born 2010 onwards) Though still young, Generation Alpha is already beginning to influence educational practices, particularly in lower secondary education. This generation is expected to be the most technologically immersed yet, with artificial intelligence, augmented reality, and other advanced technologies likely to play a significant role in their learning experiences. Educators are starting to prepare for the challenges and opportunities that Generation Alpha will bring, including discovering the consequences of the COVIS-19 disruption creating the need for even more personalized and adaptive learning environments. Early access to information about national and international political dilemmas and the challenge to discern fake from real in a GenAI-mediated world also color their shared learning needs and require teaching professionals to respond in innovative ways. Juggling GenerAItional Shifts for a Renewal of Leadership Understanding the unique characteristics and needs of each generation is essential for creating an educational system that is both inclusive and successful. As Baby Boomers make way for Generation Alpha, educators, administrators, and policymakers must be prepared to adapt to new ways of thinking, teaching and learning, understanding the reasons behind their choices. This means not only embracing new technologies and methodologies but also fostering an environment where diverse perspectives are valued and both novice and veteran stakeholders have a voice in shaping the future of education. The interplay of generational shifts is fascinating, and the emergence of new collective perceptions requires complex systems such as schools to be responsive and adapt. By recognizing and accommodating diverse generational populations, we can create more dynamic, responsive, and forward-thinking education models that meet the needs of everyone involved by providing the pre-requisites that allow us to try and succeed. Return to Table of Contents Silvia Breiburd is a global teacher trainer and generational action researcher and consultant. She is a professor for teacher training at the Universidad Tecnológica Nacional and at the Instituto Hispano Argentino Pedro Poveda, both in Buenos Aires. Silvia currently serves as Vice-President of Argentina TESOL, a local TESOL affiliate dedicated to advancing the field of teaching English to speakers of other languages. 32 Autumn 2024 TRANSFORMATION IN ACTION LEGACY

Legacy: Transformation in Action

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