Higher Achievement’s Post

Over the past weeks, we’ve been working on clarifying some of the key ANCHORS of our team and work at SELF - Special Education Leader Fellowship. From that work, here is a list of the DRAFT Mindsets we're working to embrace while we continue to workshop!) ⭐ We have an unwavering commitment to equity - even though we don’t have it all figured out and are oriented towards learning with self-awareness, vulnerability, curiosity, and empathy. ⭐ We understand that ableism is real and pervasive and that our journey towards these principles is lifelong, so we engage in ongoing cycles of self-reflection to check our own biases and do better when we know better.  We also know that it is essential to lift every human’s multi-faced identities - and to recognize pervasive systemic racism and the effects of poverty impacts every part of our system. ⭐ We have the collective responsibility for ensuring the students at the schools we support achieve their highest potentials - and for the vast majority of students, this means performing on grade-level standards. ⭐ We anchor our work in systems change, which requires us to interrogate our interpersonal beliefs and intrapersonal interactions.  When leading this work, we believe in designing solutions “with not for” - this means listening to/prioritizing the voices and perspectives of students and families/caregivers. ⭐ We know that systems change happens through deep trusting relationships with educators - and it’s our work to support the development of mindsets, the cultivation of skills, and the creation of systems to create equitable and accessible schools for all students.

Research shapes educational equity, and the fundamentals are clear: ➡️ School integration produces academic, social, and civic benefits for all students ➡️ School funding matters: Increased funding leads to increased student achievement ➡️ School integration and school funding are interconnected While these principles are clear, much of the supporting research is based on 1960s-era desegregation reforms, implemented at a time when segregation was newly illegal, and resource inequities between schools were MUCH more dramatic than they are today. It is crucial to update the research to fit today’s context, and to understand how today’s patterns of school segregation impact inequities in the quality of our current education system. Read our detailed research agenda at https://lnkd.in/gwwtePpx

Reflecting on April... Began the month in NOLA for National School Boards Association and heard keynotes from Ruby Bridges and Tim Shriver, traveled to Lockport (IL) where the EOS partnership has supported a year-1 increase of 24% participation in AP, and heard Jason Green ('solutions must be future-forward') keynote the Multicultural Student Achievement Network's Institute, in Madison. Takeaways: ~Relying on past practices and outdated models only serves to perpetuate existing inequities and limit the potential of students.   ~To impact educational equity, we must embrace a 'future-forward' approach that breaks away from traditional and outdated teacher practices and assumptions about students’ academic potential.   ~By looking forward, we can envision a more inclusive and equitable educational system that meets the needs of all learners, regardless of their background or circumstances.   ~It is essential that we challenge the status quo, rethink our assumptions, and explore new ways of approaching education that are more responsive to the diverse needs of students.   ~By embracing a 'future-forward' mindset, we can create a more dynamic and inclusive educational landscape that empowers all learners to thrive and succeed in their post-secondary pursuits. It's not too late to engage with Equal Opportunity Schools and join our dynamic cohort of high schools for the 2024-25 school year.

We have spoken to a LOT of Massachusetts teachers in the past few years, and as you might imagine, there are a lot of different concerns. Something that stood out, however, was how isolated teachers committed to creating more equitable spaces for their students can feel. District-led initiatives often don't provide authentic opportunities for teachers to lead, and there's also a lot of pressure to maintain the status quo. That's why The Teacher Collaborative has committed to our Equity Leaders Co-Lab, a free PD opportunity that also serves as community of practice for teachers hoping to make a difference. One participant last year said: “The biggest impact for me as an educator was to listen to the other peers in the Co-Lab. It was comforting to know that across the state , other educators are working towards equity in different ways and in different levels of education. I really also was impacted positively by having the constant support from my facilitator, and her positive feedback and constructive observations I received throughout the Co-Lab. This made me feel secure and that I had more guidance.” We also heard, "“Building community with like-minded educators committed to change really helped me to feel confident as I thought through the existing situation and the changes I wanted to make." They've convinced us that this program is worth repeating. So we are launching our second Equity Leaders cohort, a space for a small, diverse group of teachers from across Massachusetts to learn, innovate, and lead change, with both big and small steps. Participants earn PDPs, a stipend, and optional graduate credit, not to mention the best benefit: access to each other. Learn more or apply by October 25th at https://lnkd.in/ehEM7hWG - and if there's a teacher you think could benefit from this program, tag them here!

𝐓𝐇𝐄 𝐈𝐌𝐏𝐀𝐂𝐓 𝐁𝐄𝐘𝐎𝐍𝐃 𝐁𝐎𝐑𝐃𝐄𝐑𝐒 𝐌𝐄𝐍𝐓𝐎𝐑𝐒𝐇𝐈𝐏 𝐏𝐑𝐎𝐆𝐑𝐀𝐌 - 𝐀𝐃𝐎𝐋𝐄𝐒𝐂𝐄𝐍𝐓𝐒 The program is centered on purpose discovery for adolescents, above all else. By instilling a sense of purpose, they are empowered to navigate their society harness their potential for meaningful impact. Enabling young individuals to make valuable contributions to society.

Community engagement and youth mentorship are close to my heart because they empower young people to reach their full potential while strengthening the communities they are part of. Through community engagement, we can address key issues together—like mental health, education, and social well-being—by fostering dialogue, shared responsibility, and a collective vision for change. Working directly with young people, I’m reminded of their energy, curiosity, and resilience. I love being part of their journey, sharing knowledge and experiences to help them build confidence, develop essential skills, and find a sense of purpose. Youth mentorship and guidance are about more than imparting knowledge; they’re about nurturing the leaders of tomorrow. For me, nothing is more fulfilling than watching them grow, overcome challenges, and become agents of positive change in their communities. Together, we’re building a brighter future, one step at a time. Keeping It 💯

✨ What does it take to build ecosystems for education reform? ✨ Today, I had the privilege of moderating a compelling discussion with three extraordinary leaders: 🔹Olli-Pekka Heinonen General Director of the International Baccalaureate 🔹Naghma Mulla CEO of EdelGive Foundation 🔹Simon Sommer Co-CEO of the Jacobs Foundation We explored the different facets of building and working within an ecosystem. Some food for thought… * Ecosystems are living things that need nurturing and attention. They also need time to flourish. * Actors that may not ordinarily work together will come together if there is a common purpose * The system needs to be made visible. People need to understand and see that they’re part of the system. * There needs to be a system convener who doesn’t come with their own agenda * Ecosystems will only succeed if information is readily available, people have access and there is accountability. * We need evidence-based values and values-based evidence * Stop funding things we know don’t work Key takeaway? Transforming education isn't a solo endeavour; it’s a partnership-driven journey that demands evidence, innovation, collaboration, and unwavering commitment. A huge thank you to the incredible panellists for sharing their expertise and to the audience for engaging with thoughtful questions. #T4Summit #EducationReform #EducationEcosystems #Schools #WorldSchoolsSummit Al-Futtaim Education Foundation

Another school year!   Today, the best of education will be on full display through the deep care of students, expanded access to advanced courses, and acceptance and celebration of differences.   ~Let's ensure each child feels valued, supported, and understood. Our genuine care can be the foundation for their success. ~Let's break down barriers and open doors to opportunity. We must actively seek out and encourage students from all backgrounds to participate in challenging academic programs. ~Let’s create classroom communities that reflect the beautiful tapestry of our communities. By valuing differences, we enrich the learning experience for everyone and prepare students for a global world. ~Let's hold our students accountable for treating their peers with respect and compassion. Teaching kindness and understanding is as crucial as academic subjects.   Today, we continue to create a generation of learners who are academically proficient, emotionally intelligent, and socially responsible. This year, let's go beyond teaching subjects – let's teach humanity. Let's nurture curiosity, cultivate empathy, and inspire excellence in every student, regardless of their background or circumstances. Make this school year transformative!

In #graduateschool, I was trained to be #critical. But I am using "critical" in the sense of its *second* definition in the Oxford Dictionary: "involving an analysis of the merits and faults of a work of literature, music, or art." A critical reading of the literature is, after all, how we move our #science forward -- we find gaps and unanswered questions and we aim to address them. I got really good at being critical during my training. Sadly, and all too often, we #academics conflate the second Oxford definition of "critical" with the first definition: "expressing adverse or disapproving comments or judgments." Many of us learned to make this error of conflation because our #mentors did it with us, so we decided that's what #mentoring should be. But when we become this disapproving kind of critical, rather than the analytic kind of critical, we run the risk of becoming far too negative, even hostile, in our interactions. This isn't being "critical" or "rigorous" in the way that moves us forward as scientists or #scholars. It definitely isn't the best way to help students and trainees learn and thrive. It is, however, a good way to create cultures of #demoralization and #burnout. By all means be critical. But please recognize you can be critical (second definition) without being critical (first definition).

Approaching challenges with a fresh perspective can lead to groundbreaking solutions. Often, persistent issues seem insurmountable until we reframe them and ask, "What if we tried something different?" It’s about shifting our mindset and breaking old patterns. This is especially true in areas like Jewish day school enrollment, where the challenges remain as persistent and entrenched as ever. We’re applying a new lens to this long-standing challenge at The Ronald S. Lauder Impact Initiative (LII). During our inaugural Lauder Impact Initiative Cohort Gathering, I spoke about the opportunities ahead. Behind every challenge is a closed door, and behind that door is a Jewish child whose family hasn’t yet made the decision to embrace Jewish day school education.  Our mission is to open those doors one by one. At LII, we’re focused on three key objectives: 👉 Shifting the narrative from filling seats to reaching every Jewish child in the catchment area of a Jewish day school 👉 We don't believe this ownership lies with just the school leadership. That's why we build steering committees with a wide range of leaders and thought partners - expanding ownership of this mission and engaging a wider network of stakeholders to create a lasting impact. 👉 Fostering collaboration among the cohort, building a supportive network where leaders can share expertise and overcome challenges. This is not just about education; it’s about creating a future where Jewish day schools are the beating heart of engaged Jewish life. Together, we will unlock the potential of every Jewish child and shape a vibrant, connected Jewish future.