Cascade PBS’ Post

Chuck Grassley's quote highlights the notion that being gifted and talented as a child doesn't solely revolve around academic achievements, such as good grades in school. Instead, it emphasizes that children who possess unique perspectives, approaches to learning, and ways of viewing the world can also be considered gifted and talented. This perspective challenges the traditional notion of success solely being measured by academic performance. It suggests that children who exhibit creativity, critical thinking skills, problem-solving abilities, empathy, and a deep curiosity about the world may possess talents and gifts that are not always recognized or nurtured within the confines of traditional educational systems. In essence, Grassley's quote encourages us to broaden our understanding of what it means to be gifted and talented. It encourages educators, parents, and society as a whole to recognize and celebrate diverse talents and abilities in children, whether they excel academically or demonstrate unique strengths in other areas. By doing so, we can better support the holistic development of all children and help them reach their full potential.

Just finished the “Changemakers and Activism” course on The Open University. It is a new course from DyslexicU an initiative from Made By Dyslexia and Richard Branson. In this course I learnt 🧠 Understand the 6 Dyslexic Thinking skills: the new intelligence the world needs. 💪 Explain the 5 reasons why dyslexics make powerful changemakers. 🌍 Use these skills to create change locally, nationally or globally.

Integrating diverse perspectives into the curriculum was a challenge for me as a teacher, primarily because it was not part of my own educational training. I vividly recall sitting as a child in the very classrooms I eventually taught, feeling the acute absence of content that reflected my identity and experiences. This absence was not just a gap in my education; it was a void I felt deeply. Later, as I watched my black daughter navigate her gifted and AP classes, the same void persisted—she saw no reflection of herself, no stories that mirrored her own. This is a reality for black and brown students who make up more than half of our public schools. They need to see themselves in their lessons, and as educators, it’s our duty to make that happen. As teachers, we often feel the pressure to adhere strictly to the curriculum, the textbooks, the scope and sequence, all dictated by district requirements. But what do we do when these materials fail to represent the diversity of our student population? Our classrooms are increasingly diverse, and our content must rise to meet this diversity. This requires creativity, resourcefulness, and sometimes, seeking help to craft a curriculum that truly embraces inclusivity. If we fail in this endeavor, we risk alienating, ignoring, and devaluing students who don't see themselves in the material they are taught. Inclusive curriculums are not just a teaching tool; they are a bridge to understanding and respect, reflecting and honoring the diversity of the entire student body. As our educational environments evolve, so must our approaches. School leaders, what is one way you empower and encourage teachers to create a curriculum that includes and celebrates all student backgrounds? How do you ensure that no student feels the isolation that comes from being unseen in their own education? 🎯Get more insights in our complimentary 'Inclusivity' Checklist. 🔗https://bit.ly/42q2UD8

When we uplift who our students are, what they have to say, and what they bring to the table, we not only send the message that we value their identities, but we also foster conditions that create improved learning environments in the process. - Pamela Chu-Sheriff We need to uplift student voices and involve students as co-creators in their educational journeys. Learn 3 ways to engage students in authentic learning by focusing on student identity. https://bit.ly/3O5iLRI

"In a society where all Bright Minds Don't Want to be Teachers, Their Children will be Taught by Idiots." - George E. This quote got me thinking out loud: 1. How can we inspire and incentivize bright minds to pursue teaching as a rewarding and respected profession? 2. What policies can be implemented to enhance the status and support systems for teachers, ensuring they are valued for their crucial role in shaping the future? 3. In what ways can educational institutions adapt to attract and retain brilliant educators, fostering an environment that encourages their passion for teaching and learning? ❓❓❓

#Representationmatters. @EdTrust just published the sixth part of our series on representation in children's books. Dr. Sabrina Wesley Nero, wrote a beautiful piece about the need to provide windows, mirrors, and canvasses for children and the importance of sharing the rich, often-untaught narratives of Black American history that emphasize resistance, excellence, and bravery. And check out the fantastic book recommendations from Teaching for Change! https://lnkd.in/ebTYFJYG

Why do so many of our brightest students end up feeling the most disengaged? For black and brown students, it’s not a matter of choice—it’s about unseen barriers and missed opportunities for connection. Traditional approaches often overlook the complexities that hold these students back, instead resorting to ineffective discipline and preemptive measures to categorize and dismiss their potential. On November 7, join me for a free, 60-minute webinar, From Disengaged to EmpowerED, where we’ll uncover five actionable strategies to re-engage and empower high-potential students at risk of slipping through the cracks. Let’s bridge the gap and make a difference in the lives of our students. Together, we’ll learn, grow, and take steps toward a more inclusive and supportive educational experience. 🌻 📅 Webinar: November 7, 2024 @ 6:30PM ET 💻 Location: Virtual on Zoom 🔗 Register now: https://bit.ly/3YrC3WW •• Tag your teacher, administrator, counselor, and parent advocate friends below ••

Dallas College, a Hispanic-Serving Institution (HSI) in North Texas, is one of the largest community college systems in the state. While enrollment in teacher preparation programs has declined nationally, the opposite is true for Dallas College. In fact, more than 80% of students are aspiring educators of color, multilingual, and/or first-generation college students, helping to close the educator-to-student diversity gap. Dallas College is creating a pipeline of effective educators whose identities reflect the students and communities they will serve—and who will prepare all students to navigate the multicultural workforce of tomorrow.  How? By transforming Teacher Preparation with high-quality instructional materials (#HQIM). Here's their story: https://ow.ly/Twgq50RNTX0

Did you know that having just one Black teacher can increase graduation rates for Black students by over 32%? At Top Tutors For Us, we apply that same principle to tutoring, because every student deserves to see themselves in their educators. Our platform connects minority high school students with culturally competent, exceptional tutors who look like them. We create personalized lesson plans for our students by conducting diagnostic assessments that identify their knowledge gaps. Whether it’s ACT/SAT prep or subject-specific tutoring, we’re here to support all students educational journies! Comment “TUTOR” or DM us for more information! #Education #Representation #TopTutorsForUs

There’s a difference between Identity and Title I went into education because it is a part of who I am. There’s just something in me that has never let me step away from sharing knowledge with others. I love seeing the lightbulb cut on for students as they develop their critical thinking skills. I love discussing philosophies, methodologies, and kinesthetic responses. I am an Educator (identity). I have worked predominantly with Black and Brown students, and unfortunately, with people who only chose education as a means to an end (Teach for America). Some would at least attempt to do a good job, but others made it very clear that they were only teaching for the contracted amount of time and then would be exiting education expeditiously. They didn’t care about those kids that didn’t look like them, that didn’t have the same access to opportunities, they only cared about doing the bare minimum to meet the requirements. They too were called educators (title). While times have changed and students are more difficult to reach, in K12 and higher ed, there are still some that continue to push and make a difference, no matter how small it may seem in the moment. And even when they leave the classroom, they never stop teaching… because they are Educators. In my 1:1 coaching program I work with Black women and WOC in academia because being an Educator can be draining, especially for Black and Brown bodies. And while leaving the field is an option, that is not everyone’s testimony. Some of us are called to be that shining example of what’s possible for the next generation to look up to. And who will take better care of our children than us? Send me a message to chat about how being coached by me 1:1 will help you be the Educator you want and need to be, regardless of the environment you’re in.