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Ethical Schools

Autor: Ethical Schools

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Amy and Jon talk with educational innovators about creating ethical learning environments, helping students overcome the effects of trauma, and empowering young people to make change. Tune in weekly.
106 Episodes
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We welcome back Zoe Weil, of the Institute for Humane Education, along with Laura Trongard, Oceanside (NY) High School teacher to discuss how teachers are implementing IHE’s Solutionary program. Laura describes how students adopt habits of solutionary thinking in their schoolwork and their lives. Zoe talks about IHE’s new micro-credential program, an online course that prepares teachers to use the solutionary framework. The new edition of Zoe’s book, "The World Becomes What We Teach,” with new content on pandemics and racial tensions, will be released in June.
We continue our conversation with Marianna Azar, director of NYC Department of Education’s Institutional Review Boards (IRBs). This week, Ms. Azar discusses the potential privacy dangers created by collection and dissemination of research data, strategies to combat them, and the need to strengthen the Family Educational Rights and Privacy Act (FERPA).
We talk with Marianna Azar, Director and Chair of the NYC DOE's Institutional Review Boards. The IRBs review all research proposals conducted through the schools to make sure they are conducted ethically and that the benefits to the students outweigh any burdens. In Part 1 of a 2-part interview, Ms. Azar describes how the IRBs work and their impact on researchers, schools, students and parents. Next week we’ll continue exploring the ethical issues that confront IRBs, including issues raised by Big Data.
We speak with Herminia (Ita) Saldana, parent coordinator at MS 328, a middle school in Washington Heights, Manhattan. Every public school in NYC has a parent coordinator. Virtually all of the MS 328 students are current English Language Learners or have tested out of ELL status. As parent coordinator, Ita encourages and facilitates parent engagement as both advocate and navigator. She also helps recent immigrant families to access all kinds of community services as they adapt to life in NYC.
We speak with Dr. Sarah Diem of University of Missouri and Dr. Anjalé Welton of University of Wisconsin, Madison. They discuss the seemingly neutral "colorevasive" policies that actually reinforce racial inequity. Drs. Diem and Welton present an action protocol for school and district leaders who seek to create antiracist schools.
As of today, March 31st, 2021, over 550,000 Americans have died of COVID-19. We're reposting our conversation with Cynthia Trapanese former grief counselor, now teacher, who explains that the adults in a school need to grapple with their own losses in order to help children and families.
We speak with Dr. Sue Winton of York University in Toronto about the effects of private money--much of it from parents- that replaces decreased public funding of schools. Fundraisers and fees for special programs benefit affluent schools and the children who already have the most access to opportunities. Low income parents often feel pressure to donate beyond their means for their children's sake.
We continue our conversation with Grace Alli Brandstein, a school improvement and instructional coach supporting struggling high schools in the Bronx. This week, Ms. Brandstein focuses on humane, antiracist education, and explains Dr. Gholdy Muhammad’s construct of literacy as identity, skills, intellect, criticality, and joy. She also speaks about the conditions for successful adult learning, giving teachers the training they need to lead one another and the space to coalesce around a shared vision, expectations, and protocols.
We speak with Grace Alli Brandstein, an improvement and instructional coach with the New York City Department of Education. Ms. Brandstein works with Bronx high schools that the State has designated as needing support. This is part one of a two part interview. Today, we discuss challenges teachers and students at these schools face, and their everyday achievements. Ms. Brandstein talks about the impacts, both positive and negative, of being rated as needing improvement, especially the pressure it puts administrators, teachers, and students. Next week, Ms. Brandstein talks about abolitionist education.
We speak with Dr. Marsha Daria of Western Connecticut State University. Dr. Daria teaches undergraduate courses in the Department of Education and Educational Psychology. She explains how in the aftermath of George Floyd’s murder, the department reconfigured its curriculum to center social justice, equity, and self-reflection. She discusses the department's recruitment initiatives to increase teacher candidate diversity.
We speak with Jillian McRae and Sam North, English and history teachers at Ossining (NY) High School, and their student, Alaysha. For 15 years, Sam and Jillian have co-taught a college-level course called "racism, sexism, and classism: a popular approach." They focus on pervasive systems of power, and encourage students to discuss their own experiences of privilege, disadvantage, and intersectionality.
Dr. Bradley Carpenter, associate professor of educational leadership at Baylor University, speaks about developing and supporting antiracist school principals. Very few leadership prep programs prioritize or embed antiracism principles or practices. A principal committed to centering antiracism needs to have a full equity audit of existing curriculum and practices and to lead faculty members through the emotionally laborious process of examining everyone’s own privileges...
We speak with Michele Washington, longtime early childhood lecturer at Lehman College, about expertise at the preschool level. Head Start, pre-K, and 3-K teachers can support children and families in myriad ways once parents or guardians trust them. Cultural humility is essential; teachers need to understand and respect their children's families and communities.
We speak with Mark Lieberman, Education Week tech reporter. Pasco County FL schools give the sheriff records of students deemed "destined to a life of crime." NYS Education Department funded facial recognition of school visitors to schools. Hackers hold district data hostage for ransom. We discuss legal and ethical privacy issues in the age of tech, including the dilemmas for teachers if a "D" leads to a police database.
We speak with Dan Callahan, Assistant Superintendent for Secondary Education in Peekskill City School District, 45 minutes north of Manhattan. The low-income district in wealthy Westchester is 70% Latino, including many students from immigrant families. We discuss how the district has adapted to rapid demographic changes and schools' role in helping students meet challenges. Mr. Callahan reflects on the decisions he and his staff make that impact students’ lives in very concrete ways, and the tension between consistency, applying the same rules for all students, and specificity, looking at the totality of circumstances in each individual case.
We speak with Beacon PTA members Toni Smith-Thompson and Robin Broshi about NYC’s new requirements and the school's proposed admission plan. Then we listen back to last June's interview with activist students from the Beacon Union of Unions.
We continue our conversation with LaToya Baldwin Clark of UCLA School of Law. Dr. Baldwin Clark explains how the special education system advantages White middle class families. Poor families and families of color tend to lack cultural capital to navigate the system and advocate effectively for their children. While resources flow to White children with special needs, Black children tend to be stigmatized and placed...
We speak with Dr. LaToya Baldwin Clark, assistant professor at UCLA School of Law. Dr. Baldwin Clark explains how school boundaries are used for racial exclusion. In many cases, schools don’t just reflect, but cause, segregated neighborhoods. Dr. Baldwin Clark argues that closing the education gap isn’t just about bringing up the bottom, but bringing down the...
We speak with Dr. Julie Sugarman of the Migration Policy Institute about meeting the needs of English Learners. We discuss the meaning and implications of ELs “falling behind” during virtual instruction and difficulties administering upcoming English language proficiency tests. Dr. Sugarman talks about a model for incorporating ELs into planning. She also talks about what is lost (and gained) through technology, given the importance of personal relationships to teaching and learning.
We speak with Dr. Judith King-Calnek, United Nations International School’s first Director of Diversity, Equity, and Inclusion. Since UNIS faculty and students come from all over the world, they draw on one another’s backgrounds and lived experience in presenting and analyzing social issues. Faculty, parents, alumni, and, especially, students are involved in new DEI initiatives. Students are actually writing curriculum, providing feedback, and delivering DEI modules to...
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Comentários (1)

Courtney Ferrell

I loved this! very powerful stuff

May 22nd
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