NCTR is excited to announce that Kelly Riling has joined as Associate Director of Program. Kelly brings 12 years of experience in urban education, including 5 years in teacher residencies. She is the former creator and Manager of the AppleTree Early Learning Teacher Residency, one of the first teacher residencies to focus solely on developing high quality pre-K teachers. Kelly has dedicated her career to making a difference in the lives of children, including several years in the classroom as an elementary school teacher in DC Public and Charter schools, and as an early childhood principal. She earned her bachelor’s degree in Art Education from Flagler College and master’s degree in Elementary Education from The George Washington University. Kelly has also served as adjunct faculty for the Corcoran School of the Arts & Design and Relay Graduate School for Education. She is based in Washington, D.C.
Apply now for grants to support SEL in action
The NoVo Foundation SEL in Action Fund offers up to $7,000 for educators and up to $25,000 for districts and charters. Education First, in partnership with the NoVo Foundation, seeks applications for educator-led and district-level projects that foster social and emotional learning (SEL) skills in students in grades PK-12. The RFP, application, and details about two informational webinars can be found here. The deadline for applications is Friday, April 10 at 11:59pm PT.
Black History Month Focus
At NCTR, we believe all students benefit when they have the opportunity to be taught by a diverse teaching force. Teacher residencies hold a high bar for teacher effectiveness, while simultaneously reducing systemic barriers to entry for aspiring Black educators and other educators of color. Likewise, all educators have a responsibility to provide Black students and students of color with culturally affirming learning spaces that promote not only mastery of college and career ready standards, but also critical consciousness to navigate and influence society. To this end, as we continue celebrating Black History Month, we’ve culled research and other resources for you to explore in your context.
Through Our Eyes: Perspectives and Reflections From Black TeachersAshley Griffin and Hilary Tackie, The Education Trust
With a sample representative of the Black teaching workforce in the U.S.,EdTrust led focus groups of 150 educators in seven states, mostly women and mostly teachers in urban schools. The topics covered connecting with Black students, enforcing versus educating, proving their worth, supporting the whole student, and “othering”/devaluing Black teachers.
Research and Resources for Teaching Black Students
The Brilliance of Black BoysBrian L. Wright with Shelly L. Counsel
Written from an “asset- and strengths-based view” for educating Black boys in the early grades, this text supports classroom teachers and school leaders in identifying skills and encouraging the social-emotional development of young Black males so that they may enjoy “boyhood” and reach their full potential.
Pushout: The Criminalization of Black Girls in SchoolsMonique W. Morris
Gloria Ladson-Billings writes, “the plight of criminalized Black women and girls is overlooked, underreported, and underanalyzed.” This text uncovers the policies and culturally illiterate practices that perpetuate the under-serving of Black female students, and indicate ways teachers and parents can help to tap their “confined potential.”
Teaching for Black Lives Rethinking Schools
As the book's introduction describes, "Teaching for Black lives means that we can’t relegate Black history to certain historical time periods or events and we must include Black lives in all aspects of curriculum including science, math, literature, and the arts." By connecting content to the real lives of their students, teachers can make schools "sites for knowing the hope and beauty in Blackness," as well as demanding racial justice.
Saying “I Don’t See Color” Denies the Racial Identity of StudentsLarry Ferlazzo
This recent discussion of the risks of educator “colorblindness,” spurred by writer and podcaster Larry Ferlazzo, sources practitioners in Florida, Illinois, Massachusetts, Texas, New York, Georgia and Kentucky, who challenge well-intentioned attempts to not see race when serving students.
Venezuelan immigrant Daniel Helena felt a calling to help kids and families in similar situations. In this interview, the middle school teacher discusses motivations for remaining in the profession, the importance of culturally relevant professional development for teachers of color, working with parents, and more.
Please note that the articles and events in the NCTR E-Blast do not reflect the opinions of our organization, but rather represent information that we believe will be relevant to you and your programs.