Teach out Project Proposal

 

The Teach Out Project Proposal

 

This is the first step in brainstorming your final project in this class.  Please post this document to your blog and bring this document to class on March 26.  This is just the planning stage – no formalities!

 

CHOOSE A TEXT: Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life?    The text that has stuck with me a lot is Shifting the Paragdigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools by Shannon Renkly and Katherine Bertolini. The article by Shannon Renkly and Katherine Bertolini argues that schools should shift from a deficit-oriented mode, which focuses on students’ weaknesses, to an asset-based model that highlights students’ strengths, skills, and potential. The authors emphasize that focusing only on problems leads schools to react rather than proactively support student growth. An asset-based approach encourages educators to recognize and build on what students can do, helping reduce fear of failure by promoting small, achievable goals and celebrating success. This shift not only empowers students but also fosters stronger collaboration among educators, families, and communities. The reflection highlights how educators often default to problem-solving and “fixing” weaknesses, but adopting an asset mindset can lead to more positive outcomes. By maintaining high expectations, supporting students in reaching them, and valuing their existing strengths, schools can create an environment that promotes confidence, growth, and collective success.

 

WHO DO YOU WANT TO SHARE WITH? Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children? I would like to share this text with my colleagues at work.  I work in a K-4 elementary school setting and think this will be a powerful piece to share.  As educators, we have great influence on how students view themselves. I would also like to potentially interview a colleague to gain their perspective around this piece.

 

WHAT FORMAT MIGHT WORK FOR YOU? Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc? I am thinking of a few different ideas as of now.  I am thinking of creating a brochure to share in our professional development space, and also conducting and interview or two with colleagues.  I would also like to interview my husband as he works in a different field and I would like to see what his perspective is surrounding this piece as well as how it can connect to other areas in the workforce and in life in general.

 

Queering our Schools, PPSD Policy, and Rhode Island Department of Elementary and Secondary Education Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

 

Queering our Schools by The Editors of Rethinking Schools

The authors of this text argue that even though progress for LGBTQ rights have been made, schools are still often unsafe for queer students.  It calls for moving beyond basic anti-bullying efforts to address deeper issues like homophobia and sexism. Schools should build inclusive communities, support LGBTQ staff, and integrate LGBTQ topics into everyday curriculum.  The authors emphasize that creating safe, inclusive schools requires building strong communities rooted in empathy, open dialogue, and respect for differences. This includes changing school structures (e.g., gender-neutral policies, inclusive forms, diverse representation) and encouraging honest conversations about gender and sexuality.

A key point is that schools cannot be safe for LGBTQ students unless they are also safe for LGBTQ teachers and staff. Support from unions, parents, and the broader school community is essential.

The chapter also advocates for “queering the curriculum,” meaning integrating LGBTQ people, histories, and perspectives into everyday teaching across subjects and not just treating them as special topics.

Overall, the text argues that while progress has been made, schools still have significant work to do to become truly inclusive spaces where all identities are valued and supported.

PPSD Policy

The PPSD Policy for non-discrimination- transgender and gender expensive students states that schools must provide a safe, non-discriminatory environment for all students, regardless of gender identity, expression, or sexual orientation.  Schools should review policies and activities to ensure they are not gender-restrictive and are inclusive of all identities.  Training and implementation includes that staff must receive training on gender identity issues, prevention of bullying, and inclusive practices.  This text also states that schools must make the policy visible and make sure that privacy is protected in all communications.  Students’ gender identity and personal information must be kept private, and disclosure requires consent or legal necessity.

Rhode Island Department of Elementary and Secondary Education Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

The guidance argues that schools must actively create safe, inclusive, and supportive environments for all students- especially transgender and gender nonconforming youth by reducing discrimination, protecting privacy, and promoting understanding.

This text states that all students need a safe, supportive environment to succeed academically and socially, schools must be free from discrimination based on sex, sexual orientation, gender identity, or expression. It also states that there must be cultural competence and professional training for educators.

Reflections and Connections:

After reading these texts, I couldn't help but wonder if schools are actually following through with these policies.  At a school level we can say we follow these policies but is it truly what students experience?  These policies have strong guidance and outline protections and norms but in reflection, I wonder if all schools and districts adhere to these policies.  Publishing policies doesn't necessarily mean that schools follow these with fidelity.  I know that in the part about teacher training and professional developments, that my school definitely doesn't talk about these topics other than in the beginning of year and during pride month.  I think this does a disservice to students because are they really feeling seen, heard, valued, included and supported? 

Lisa Delpit's The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 The author Lisa Delpit argues that: there are five aspects of power within the "culture of power".  This culture of power is present in our current day classrooms.  There are inequities in our education system including a dominance in one culture over another and that some voices and perspectives are left out in educational systems.

Three Talking Points:

Beginning: 

-"1. Issues of power are enacted in classrooms.

2. There are codes or rules for participating in power; that is, there is a "culture of power.

3. The rules of the culture of power are a reflection of the rules of the culture of those who have power. 

4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.

5. Those with power are frequently less aware of- or at least willing to acknowledge-  its existence.  Those with less power are often most aware of its existence" (page 24).

-"These issues include: the power of the teacher over the students; the power of the publishers of textbooks and of the developers of the curriculum to determine the view of the world presented; the power of the state in enforcing compulsory schooling; and the power of an individual or group to determine another's intelligence or "normalcy" (page 24).

-"When acknowledging and expressing power, one tends towards explicitness... When deemphasizing power, there is a move toward indirect communication" (page 27).

There are sets of rules and norms in educational settings that those in power may not recognize.

Middle:

-"To deny students their own expert knowledge is to disempower them" (page 33).

End:

-"The dilemma is not really in the debate over instructional methodology, but rather in communicating across cultures and in addressing the more fundamental issue of power, of whose voice gets to be heard in determining what is best for poor children and children of color" (page 46).

Reflections and Connections:

This reading made me think about how we set up our classrooms on day one of the school year and how there is a sense of hierarchy and order within a classroom where there are lines of difference, for example, teacher needs to maintain order of a classroom and meet the needs of a diverse population of students with a vast range of needs.  When setting structures and norms in place in a classroom, a good opportunity for making the classroom a home away from home and a place where students can learn, grow, and thrive is to have them come up with an explicit list of norms or a charter or agreement in which they all sign off on.  Having discussions related to the norms and allowing students to express the reasoning behind the norms they created fosters a sense of collaboration and teamwork but also a learning space that is hopefully co-created with the teachers and students so that everyone can see themselves as active participants in their learning community. 

This reading also connected back to the "Privilege, Power, and Difference" reading and how these dynamics are present in classrooms.