https://www.spreaker.com/podcast/community-room-podcast--4826091enEducationCopyright Community Roomhttps://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/00575141f7c2659dba17fe56e93c9314.jpghttps://www.spreaker.com/podcast/community-room-podcast--4826091Sat, 11 Jan 2025 01:20:39 +0000Community RoomCommunity Roomcommunityroombc@gmail.comWe are Community School Coordinators in BC. We dive into conversations about the magic that happens when we prioritize care & connections in schools. Hosted by Gayle Beavil and Bal Dhillon.cleanepisodichttps://www.spreaker.com/episode/s5e10-the-university-and-the-community-school-strategy-ucla-a-case-study--57131265
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The California Community Schools Partnership Program supports schools efforts to partner with community agencies and local government to align community resources to improve student outcomes. California’s state government invested a historic $3 billion dollars into the California Community Schools Partnership Program with the aim of transforming schools into community hubs that deliver a whole child education.

The approach is more than just a monetary investment. UCLA is involved and have created the UCLA Center for Community Schooling. The director, Karen Hunter-Quartz led an effort to start the UCLA community school - a school that features bilingual programs in both Spanish and Korean, mirroring the languages most students speak at home in Koreatown - where the school is located. There is an on campus immigration law clinic which represents students and parents seeking visas, or asylum. Hunter-Quartz described the concept of community schools in a question “how can we design schools differently to promote these small, nurturing communities?” Her vision of the community schools that were to come were schools that embodied the four pillars of community schools:

But UCLA has also developed Center X, which serves as the intersection of research and educational practice - a place where its roots are in the activist community. Initially conceived in 1992 in response to the Rodney King verdict and subsequent uprisings, Center X strives to challenge the status quo that perpetuates inequity, poor educational practice, and racism. Center X, 30 years later, is continuing to fight for racial justice. Patrisse Cullors, cofounder of Black Lives Matter, is an alumni of Center X. Center X does not claim that these gaps or inequities will be solved by schools alone, but it is committed to public schooling as one of the best democratic spaces for working to become a better, more just society.



RESOURCES:

https://www.cde.ca.gov/ci/gs/hs/ccspp.asp

QUOTE:

"To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination."
- Bell Hooks

BIO:

Annamarie Francois has over 35 years experience in education, in the areas of teaching, program development, teacher preparation and leadership. She was the director of UCLA’s Centre X’s community and equity-based teacher preparation programs for several years- and was recently appointed associate dean of public engagement of the UCLA school of education and information studies, and she represents them in local, state and national convenings. She has a long history of leading innovative educational initiatives focused on developing anti-racist, student-centered practices in education and is an advisor and representative on numerous boards. Dr. Francois’ linked-in description says she is “igniting collaborative good trouble to transform the future of K-16 education

Dr. Karen Hunter Quartz currently serves as the Research Director for UCLA Community Schools. Quartz is also adjunct professor in the UCLA Graduate School of Education & Information Studies. Throughout her career, Quartz has co-authored several articles for publications like Teachers College Record and Equity and Excellence in Education.
Quartz’s research, teaching, and writing focus on new school development; the struggle to recruit, prepare, and retain good urban teachers; the measurement of effective teaching; and the use of data and research to improve practice in schools. In 2007, Dr. Quartz led the design team to create the UCLA Community School, a K-12 university-partnered neighborhood public school. She is currently working on an effort to design a second UCLA Community School site in collaboration with Horace Mann Middle School in South Los Angeles. Her role as the schools’ research director involves supporting research-practice partnerships on a variety of topics, including: dual language learning; formative assessment; improvement cycles; technology integration; and college-going culture and postsecondary pathways. .]]>https://api.spreaker.com/episode/57131265Sun, 08 Oct 2023 01:30:02 +0000Community RoomThis episode marks the end of the Community Room Podcast! From Bal, Gayle and Corbin, thank you to all our guests, listeners and supporters throughout this incredible journey. We hope you all have enjoyed these enriching conversations as much as we...
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The California Community Schools Partnership Program supports schools efforts to partner with community agencies and local government to align community resources to improve student outcomes. California’s state government invested a historic $3 billion dollars into the California Community Schools Partnership Program with the aim of transforming schools into community hubs that deliver a whole child education.

The approach is more than just a monetary investment. UCLA is involved and have created the UCLA Center for Community Schooling. The director, Karen Hunter-Quartz led an effort to start the UCLA community school - a school that features bilingual programs in both Spanish and Korean, mirroring the languages most students speak at home in Koreatown - where the school is located. There is an on campus immigration law clinic which represents students and parents seeking visas, or asylum. Hunter-Quartz described the concept of community schools in a question “how can we design schools differently to promote these small, nurturing communities?” Her vision of the community schools that were to come were schools that embodied the four pillars of community schools:

But UCLA has also developed Center X, which serves as the intersection of research and educational practice - a place where its roots are in the activist community. Initially conceived in 1992 in response to the Rodney King verdict and subsequent uprisings, Center X strives to challenge the status quo that perpetuates inequity, poor educational practice, and racism. Center X, 30 years later, is continuing to fight for racial justice. Patrisse Cullors, cofounder of Black Lives Matter, is an alumni of Center X. Center X does not claim that these gaps or inequities will be solved by schools alone, but it is committed to public schooling as one of the best democratic spaces for working to become a better, more just society.



RESOURCES:

https://www.cde.ca.gov/ci/gs/hs/ccspp.asp

QUOTE:

"To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination."
- Bell Hooks

BIO:

Annamarie Francois has over 35 years experience in education, in the areas of teaching, program development, teacher preparation and leadership. She was the director of UCLA’s Centre X’s community and equity-based teacher preparation programs for several years- and was recently appointed associate dean of public engagement of the UCLA school of education and information studies, and she represents them in local, state and national convenings. She has a long history of leading innovative educational initiatives focused on developing anti-racist, student-centered practices in education and is an advisor and representative on numerous boards. Dr. Francois’ linked-in description says she is “igniting collaborative good trouble to transform the future of K-16 education

Dr. Karen Hunter Quartz currently serves as the Research Director for UCLA Community Schools. Quartz is also adjunct professor in the UCLA Graduate School of Education & Information Studies. Throughout her career, Quartz has co-authored several articles for publications like Teachers College Record and Equity and Excellence in Education.
Quartz’s research, teaching, and writing focus on new school development; the struggle to recruit, prepare, and retain good urban teachers; the measurement of effective teaching; and the use of data and...]]>5099clean510fullhttps://www.spreaker.com/episode/s5e09-design-for-belonging-in-our-schools-and-our-world-with-dr-susie-wise--52005092
“Kids who feel they belong learn better in school. Elders with a sense of belonging stay healthy and aware . Immigrants who belong thrive in their new communities. Having a sense of belonging leads to flourishing in every environment and group, big and small, from your home to the culture at large.” (p.xiii)

We believe belonging matters. If we truly belong, that means that we are welcome, in our full selves, to be involved and included. We feel seen and we feel we matter.

Today we are going to talk to our guest about belonging – what it is, what it feels like, where to watch for it and how we can try to create the conditions for it – in our classrooms, our schools and in our communities.
Our Guest is Dr. Susie Wise.

RESOURCES:

https://wwnorton.com/books/9781324006183 (Geoffrey L. Cohen - Belonging)

https://www.routledge.com/Teaching-to-Transgress-Education-as-the-Practice-of-Freedom/hooks/p/book/9780415908085#

https://www.designforbelonging.com/

QUOTE:

“As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another's voices, in recognizing one another's presence.”

- Bell Hooks, from her 1994 book, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge)

BIO:

Dr. Susie Wise is a designer and educator with experience in education, tech and the social sector. She designs learning experiences and coaches leaders in innovation practices and equity design. She teaches at the d.school at Stanford where she founded and led the K12 Lab. She is also a co-creator of Liberatory Design. Susie lives with family and their wild dog Hijiki in Oakland, California.]]>https://api.spreaker.com/episode/52005092Fri, 25 Nov 2022 02:56:59 +0000Community RoomIn our guest’s beautifully written and laid-out book, she conveys the universal importance of belonging and its impact, in the introduction. She says that it is not just her personal experience that has led her to believe that belonging is the thing...
“Kids who feel they belong learn better in school. Elders with a sense of belonging stay healthy and aware . Immigrants who belong thrive in their new communities. Having a sense of belonging leads to flourishing in every environment and group, big and small, from your home to the culture at large.” (p.xiii)

We believe belonging matters. If we truly belong, that means that we are welcome, in our full selves, to be involved and included. We feel seen and we feel we matter.

Today we are going to talk to our guest about belonging – what it is, what it feels like, where to watch for it and how we can try to create the conditions for it – in our classrooms, our schools and in our communities.
Our Guest is Dr. Susie Wise.

RESOURCES:

https://wwnorton.com/books/9781324006183 (Geoffrey L. Cohen - Belonging)

https://www.routledge.com/Teaching-to-Transgress-Education-as-the-Practice-of-Freedom/hooks/p/book/9780415908085#

https://www.designforbelonging.com/

QUOTE:

“As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another's voices, in recognizing one another's presence.”

- Bell Hooks, from her 1994 book, Teaching to Transgress: Education as the Practice of Freedom (New York: Routledge)

BIO:

Dr. Susie Wise is a designer and educator with experience in education, tech and the social sector. She designs learning experiences and coaches leaders in innovation practices and equity design. She teaches at the d.school at Stanford where she founded and led the K12 Lab. She is also a co-creator of Liberatory Design. Susie lives with family and their wild dog Hijiki in Oakland, California.]]>4110belonging,community,communityroom,education,pedagogy,relationships,susiewiseclean5fullhttps://www.spreaker.com/episode/s5e08-a-role-that-prioritizes-care-connection-of-students-one-district-s-approach-with-sheri-brattson-and-kevin-herd--51907392
We hope you see that on the podcast, our central aim is that we are trying to look at how schools put care and connection at the centre of what they do – and why that is so crucial. We believe that the deepest learning occurs when there is a strong relationship between the student and the teacher and when the learner feels safe to take risks, has choice and feels agency, feels connected to the school and community, and can be seen for who they really are and for the strengths and possibilities they bring.


RESOURCES:

- https://earlylearning.ubc.ca/monitoring-system/mdi/mdi-overview/ (Middle Years Development Index)

- https://chartlab.ca/about-ydi/ (Youth Development Index)

- https://www.gov.nl.ca/education/earlychildhood/edi/ (Early Development Index)

- https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791?scroll=top&needAccess=true (Linda Darling-Hammond Article: "Implications for educational practice of the science of learning and development"


QUOTE:

-

BIO:

Sheri Brattston is currently the Managing Director of Community Education with the Burnaby School District. Her work involves supporting and developing informal and formal programs in the K-12 system, as well as the community. The purpose of these programs is to promote learning, enhance well-being, build capacity, reduce equity gaps and improve the quality of life of individuals and groups of all ages. She began her teaching career as an Early Childhood Educator in 1991 and later, she joined the Burnaby School District where she taught as an elementary teacher, continuing education teacher, and Community School Coordinator. After completing her Master’s in Education, Sheri joined a Provincial organization as the Director of Early Learning and Family Literacy. Across the Province she had the pleasure of working alongside early learning and community-based literacy organizations to help strengthen partner relationships and work together to build program capacity. The best part of her career so far has been the deep and joyful relationships she has made with diverse educators, children, families, and communities.

Kevin Herd has been working with children & youth for 20+ years in every capacity from coach to recreation program development to the classroom. His passion for fostering connections finds him in his current role as Community Connect Worker in an Elementary school setting for the past 11 years. Kevin knows firsthand that the key to healthy physical and social development is having positive role models to learn from and strives to be one to all his students as well as his two young sons. In his role he is responsible for building long term connections with kids and parents from which the groundwork of mutual respect, trust, openness & accountability can grow.]]>https://api.spreaker.com/episode/51907392Thu, 17 Nov 2022 00:37:24 +0000Community RoomToday we are going to hear about one lower-mainland school district community schools’ approach and model, and we will focus on one aspect, especially, that is quite unique. Our guests today are actually colleagues of mine and Bal’s, so we know them...
We hope you see that on the podcast, our central aim is that we are trying to look at how schools put care and connection at the centre of what they do – and why that is so crucial. We believe that the deepest learning occurs when there is a strong relationship between the student and the teacher and when the learner feels safe to take risks, has choice and feels agency, feels connected to the school and community, and can be seen for who they really are and for the strengths and possibilities they bring.


RESOURCES:

- https://earlylearning.ubc.ca/monitoring-system/mdi/mdi-overview/ (Middle Years Development Index)

- https://chartlab.ca/about-ydi/ (Youth Development Index)

- https://www.gov.nl.ca/education/earlychildhood/edi/ (Early Development Index)

- https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791?scroll=top&needAccess=true (Linda Darling-Hammond Article: "Implications for educational practice of the science of learning and development"


QUOTE:

-

BIO:

Sheri Brattston is currently the Managing Director of Community Education with the Burnaby School District. Her work involves supporting and developing informal and formal programs in the K-12 system, as well as the community. The purpose of these programs is to promote learning, enhance well-being, build capacity, reduce equity gaps and improve the quality of life of individuals and groups of all ages. She began her teaching career as an Early Childhood Educator in 1991 and later, she joined the Burnaby School District where she taught as an elementary teacher, continuing education teacher, and Community School Coordinator. After completing her Master’s in Education, Sheri joined a Provincial organization as the Director of Early Learning and Family Literacy. Across the Province she had the pleasure of working alongside early learning and community-based literacy organizations to help strengthen partner relationships and work together to build program capacity. The best part of her career so far has been the deep and joyful relationships she has made with diverse educators, children, families, and communities.

Kevin Herd has been working with children & youth for 20+ years in every capacity from coach to recreation program development to the classroom. His passion for fostering connections finds him in his current role as Community Connect Worker in an Elementary school setting for the past 11 years. Kevin knows firsthand that the key to healthy physical and social development is having positive role models to learn from and strives to be one to all his students as well as his two young sons. In his role he is responsible for building long term connections with kids and parents from which the groundwork of mutual respect, trust, openness & accountability can grow.]]>4844community,communityroom,communityschool,education,pedagogyclean5fullhttps://www.spreaker.com/episode/s5e07-a-caring-district-approach-to-help-youth-thrive-with-nick-christofides--51722697
RESOURCES:

acebc.ca

QUOTE:

“Every human being strives for significance, but people will always make mistakes if they do not recognize that their own significance lies in their contribution to the lives of others.” (Social Interest, Gemeinschaftsgefühl)
-Alfred Adler


BIO:

Nick Christofides has been working with families in the Lower Mainland for the last 23 years. He is a former teacher, coach, counsellor, department head, site based administrator and currently works with the district leadership team as the Safe and Caring Schools lead. Much of Nick’s work has been focussed in the areas of fostering connections, helping vulnerable students, promoting health and wellness and supporting the education of staff and students in the area of mental health literacy.]]>https://api.spreaker.com/episode/51722697Sat, 29 Oct 2022 05:15:40 +0000Community RoomThis episode is going to be one in which we delve into what it is that youth need to thrive.We know that research shows that several significant elements help our students grow and develop at their best, and we have a guest today who is an expert in...
RESOURCES:

acebc.ca

QUOTE:

“Every human being strives for significance, but people will always make mistakes if they do not recognize that their own significance lies in their contribution to the lives of others.” (Social Interest, Gemeinschaftsgefühl)
-Alfred Adler


BIO:

Nick Christofides has been working with families in the Lower Mainland for the last 23 years. He is a former teacher, coach, counsellor, department head, site based administrator and currently works with the district leadership team as the Safe and Caring Schools lead. Much of Nick’s work has been focussed in the areas of fostering connections, helping vulnerable students, promoting health and wellness and supporting the education of staff and students in the area of mental health literacy.]]>4290community,communityroom,education,pdp,pedagogy,professionaldevelopment,schools,students,teachers,teachingclean5fullhttps://www.spreaker.com/episode/s5e06-an-approach-of-care-healing-dignity-with-meena-mangat--51640234
QUOTE:

"“Research shows that healthy adult-child relationships, like those between school staff and students, safe and supportive school environments, and targeted resources and interventions all help build those protective factors. This effect is strongest when we elevate student voice, co-construct experiences grounded in a healthy sense of identity and belonging, celebrate our students’ cultures, and promote relationships anchored in dignity. We know that to support our students, we must promote the healing needed to build protective barriers and buffer against trauma.”
- The Healing-Centered Framework for Chicago Public Schools

BIO:

Meena Mangat has been a teacher for 15 years in a lower mainland school district. She has taught English Language Learning, English, and she helped create an inquiry based mini school at one of her schools. She has led anti-racist dialogue groups for educators, has worked with administrators around the world, and is currently completing her PhD after finishing a Masters in Contemplative Studies. Meena is a writer who has published articles academically, one of which we will put in the show notes. She will soon be a vice-principal in her district and has been a leader in every school she has taught in since she began teaching]]>https://api.spreaker.com/episode/51640234Fri, 21 Oct 2022 02:34:27 +0000Community RoomThis week we have a very special guest who has done so much work in her classroom, district and internationally. There were so many topics we could have covered with her including anti-racism, community school frameworks, administration, international...
QUOTE:

"“Research shows that healthy adult-child relationships, like those between school staff and students, safe and supportive school environments, and targeted resources and interventions all help build those protective factors. This effect is strongest when we elevate student voice, co-construct experiences grounded in a healthy sense of identity and belonging, celebrate our students’ cultures, and promote relationships anchored in dignity. We know that to support our students, we must promote the healing needed to build protective barriers and buffer against trauma.”
- The Healing-Centered Framework for Chicago Public Schools

BIO:

Meena Mangat has been a teacher for 15 years in a lower mainland school district. She has taught English Language Learning, English, and she helped create an inquiry based mini school at one of her schools. She has led anti-racist dialogue groups for educators, has worked with administrators around the world, and is currently completing her PhD after finishing a Masters in Contemplative Studies. Meena is a writer who has published articles academically, one of which we will put in the show notes. She will soon be a vice-principal in her district and has been a leader in every school she has taught in since she began teaching]]>3486community,communityroom,communityschool,education,pedagogy,students,teachers,teachingclean5fullhttps://www.spreaker.com/episode/s5e05-the-fertile-ground-of-caring-connected-classroom-communities-with-megan-aprim-and-marie-stevens--51494633
Today we want to welcome to Community Room’s kitchen table, two classroom teachers from a community school in the lower mainland of BC: Megan Aprim and Marie Stevens.

RESOURCES:

- https://www.socialthinking.com/zones-of-regulation/free-stuff (Zones of Regulation)
- https://poets.org/poem/work-4 (Poem by Kahlil Gibran)
- https://www.portageandmainpress.com/Books/S/Stand-Like-a-Cedar (Stand Like a Cedar)
- https://www.amazon.ca/Rabbit-Listened-Cori-Doerrfeld/dp/073522935X/ref=sr_1_1?keywords=the+rabbit+listened&qid=1665107776&qu=eyJxc2MiOiIwLjk0IiwicXNhIjoiMC43MyIsInFzcCI6IjAuNzUifQ%3D%3D&sr=8-1 (The Rabbit Listened)
- https://www.penguinrandomhouse.com/books/653582/the-man-who-could-move-clouds-by-ingrid-rojas-contreras/
- https://www.moniquegraysmith.com/

QUOTE:

“Empathy is an emotional state essential to forming healthy relationships and communities. When community members have high levels of empathy for one another, there is less hurt, people regulate their own behaviour, and there is more forgiveness, acceptance and kindness. Perhaps it would be hard to measure with standard assessments, but imagine what might be possible if we spent a year prioritizing, strategizing, and striving to build empathy in our schools – empathy among teachers and students, among students and peers, among teachers and administrators, and among staff, parents, guardians and the community at large. I suspect we’d meet all kinds of goals, because the lack of empathy in our schools and society might be one of the root causes of a great deal of dysfunction. “

- Elena Aguilar: "The Power of Empathy"


BIO:

Megan Aprim has been teaching for 21 years, mostly as a primary teacher. Creating a safe, comfortable space where her students feel like they belong has always been a primary focus in her teaching. She loves to help her students discover a love of reading and currently has thousands of books in her classroom library. For the past 9 years, Megan has worked at an urban community school, and she enjoys taking her class to the nearby forest, where she and Marie love to plan and co-teach outdoor ed lessons. Megan has two teenage kids and seeing the education system from K-12 through their eyes has helped shape her beliefs around engagement and connection between teachers and students.

Marie Stevens has been teaching for 17 years, 5 of which in a lower mainland school district. What she enjoys most about teaching is forming connections with her students and getting to know each one as an individual. She loves to joke around and learn with her students, and enjoys watching each class come together as a cohesive community throughout the year. Working at her current school introduced Marie to teaching and learning as a community through platooning, team and co-teaching. Marie and Megan have been on the same grade group team for 5 years and together they have enjoyed taking their students to the large nearby park and forest area to engage in Social Emotional Learning through nature. When not teaching, Marie can be found cycling, open water swimming, cooking or eating. Right now, however, she is on personal leave and can be found in southern France cycling, eating, exploring, hopefully swimming and definitely improving her French.]]>https://api.spreaker.com/episode/51494633Fri, 07 Oct 2022 02:02:04 +0000Community RoomThe conditions for learning. So much has been said about what it takes to cultivate the fertile ground for deep learning. With all of the research and scholarship on how we learn, it is hard to deny the fundamental role relationships and emotions play...
Today we want to welcome to Community Room’s kitchen table, two classroom teachers from a community school in the lower mainland of BC: Megan Aprim and Marie Stevens.

RESOURCES:

- https://www.socialthinking.com/zones-of-regulation/free-stuff (Zones of Regulation)
- https://poets.org/poem/work-4 (Poem by Kahlil Gibran)
- https://www.portageandmainpress.com/Books/S/Stand-Like-a-Cedar (Stand Like a Cedar)
- https://www.amazon.ca/Rabbit-Listened-Cori-Doerrfeld/dp/073522935X/ref=sr_1_1?keywords=the+rabbit+listened&qid=1665107776&qu=eyJxc2MiOiIwLjk0IiwicXNhIjoiMC43MyIsInFzcCI6IjAuNzUifQ%3D%3D&sr=8-1 (The Rabbit Listened)
- https://www.penguinrandomhouse.com/books/653582/the-man-who-could-move-clouds-by-ingrid-rojas-contreras/
- https://www.moniquegraysmith.com/

QUOTE:

“Empathy is an emotional state essential to forming healthy relationships and communities. When community members have high levels of empathy for one another, there is less hurt, people regulate their own behaviour, and there is more forgiveness, acceptance and kindness. Perhaps it would be hard to measure with standard assessments, but imagine what might be possible if we spent a year prioritizing, strategizing, and striving to build empathy in our schools – empathy among teachers and students, among students and peers, among teachers and administrators, and among staff, parents, guardians and the community at large. I suspect we’d meet all kinds of goals, because the lack of empathy in our schools and society might be one of the root causes of a great deal of dysfunction. “

- Elena Aguilar: "The Power of Empathy"


BIO:

Megan Aprim has been teaching for 21 years, mostly as a primary teacher. Creating a safe, comfortable space where her students feel like they belong has always been a primary focus in her teaching. She loves to help her students discover a love of reading and currently has thousands of books in her classroom library. For the past 9 years, Megan has worked at an urban community school, and she enjoys taking her class to the nearby forest, where she and Marie love to plan and co-teach outdoor ed lessons. Megan has two teenage kids and seeing the education system from K-12 through their eyes has helped shape her beliefs around engagement and connection between teachers and students.

Marie Stevens has been teaching for 17...]]>3517clean5fullhttps://www.spreaker.com/episode/s5e04-if-love-builds-brains-what-does-that-mean-for-schools-with-dr-jean-clinton--51421988
RESOURCES:

https://www.tallpinepress.ca/products/love-builds-brains
https://www.youtube.com/watch?v=KCvcnJ-MRqE ("Ghosts in our Genes")
https://drdansiegel.com/book/brainstorm/

QUOTE:

“... we humans cannot divorce ourselves from our biology, nor can we ignore the high-level sociocultural and cognitive forces that make us special within the animal kingdom. When we educators fail to appreciate the importance of students ’ emotions, we fail to appreciate a critical force in students ’ learning. One could argue, in fact, that we fail to appreciate the very reason that students learn at all.”

- Mary Helen Immordino-Yang: "We feel, therefore we learn: The relevance of affective and social neuroscience to education".

BIO:

Dr. Jean Clinton is a Clinical Professor, Department of Psychiatry and Behavioural Neurosciences at McMaster, division of Child Psychiatry. She is on staff at McMaster Children’s Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry at Sick Children’s Hospital. She is a member on the MindUP Scientific Advisory Board as well as a MindUP for Families Advisor.
She was a Fellow of the Child Trauma Academy, and is a Zero to Three Academy Fellow since 2013. She has been a consultant to children and youth mental health programs, child welfare, and primary care for over 30 years.

Dr. Clinton was appointed as an education advisor to the Premier of Ontario and the Minister of Education 2014 - 2018. Dr. Clinton is renowned nationally and internationally as an advocate for children’s issues. Her special interest lies in brain development, and the crucial role relationships and connectedness play. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children’s and youths’ needs and voices are heard and respected. Dr. Clinton has also authored her first book, Love Builds Brains which will be one of the things we speak to her about today.

Her book can be ordered online through Tall Pines Press, on Amazon and in book stores everywhere.]]>https://api.spreaker.com/episode/51421988Fri, 30 Sep 2022 00:58:00 +0000Community RoomOur guest says in her book, “Love Builds Brains”, that in order for communities to prosper, we must look at what is required to support the development of our youngest children and their families. She says: “What happens in the early years, literally...
RESOURCES:

https://www.tallpinepress.ca/products/love-builds-brains
https://www.youtube.com/watch?v=KCvcnJ-MRqE ("Ghosts in our Genes")
https://drdansiegel.com/book/brainstorm/

QUOTE:

“... we humans cannot divorce ourselves from our biology, nor can we ignore the high-level sociocultural and cognitive forces that make us special within the animal kingdom. When we educators fail to appreciate the importance of students ’ emotions, we fail to appreciate a critical force in students ’ learning. One could argue, in fact, that we fail to appreciate the very reason that students learn at all.”

- Mary Helen Immordino-Yang: "We feel, therefore we learn: The relevance of affective and social neuroscience to education".

BIO:

Dr. Jean Clinton is a Clinical Professor, Department of Psychiatry and Behavioural Neurosciences at McMaster, division of Child Psychiatry. She is on staff at McMaster Children’s Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry at Sick Children’s Hospital. She is a member on the MindUP Scientific Advisory Board as well as a MindUP for Families Advisor.
She was a Fellow of the Child Trauma Academy, and is a Zero to Three Academy Fellow since 2013. She has been a consultant to children and youth mental health programs, child welfare, and primary care for over 30 years.

Dr. Clinton was appointed as an education advisor to the Premier of Ontario and the Minister of Education 2014 - 2018. Dr. Clinton is renowned nationally and internationally as an advocate for children’s issues. Her special interest lies in brain development, and the crucial role relationships and connectedness play. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children’s and youths’ needs and voices are heard and respected. Dr. Clinton has also authored her first book, Love Builds Brains which will be one of the things we speak to her about today.

Her book can be ordered online through Tall Pines Press, on Amazon and in book stores everywhere.]]>4121clean5fullhttps://www.spreaker.com/episode/s5e03-following-the-leaders-part-2-of-2-for-student-and-staff-success--51351755
Along with the episodes coming up with some incredible guests this Fall, we think that these curated episodes are one of the ways we can do what we set out to do when we created this podcast.

So, buckle up and sit back, or get your earbuds in and walk, or rest or find a way to be comfortable and reflective, because today’s episode is featuring our local, national and international guests, as they ponder the some of the most important topics in thriving schoolsIf you did not get a chance to listen to part one, please have a look back at episode 38, as we heard our guests speak about nurturing relationships, strengthening the group, giving voice and building capacity.
Today these leaders reflect on more of the ingredients needed in schools that thrive: engaging families and community, designing for sustainable change, serving our kids, nurturing well-being and… embracing the mess.
Intrigued? We hope so.]]>https://api.spreaker.com/episode/51351755Fri, 23 Sep 2022 02:43:06 +0000Community RoomWelcome back everyone! Are you ready for this second half of this Master Class on creating connected, caring communities in which the conditions for growth and learning are thriving? We think you will love it. Along with the episodes coming up...
Along with the episodes coming up with some incredible guests this Fall, we think that these curated episodes are one of the ways we can do what we set out to do when we created this podcast.

So, buckle up and sit back, or get your earbuds in and walk, or rest or find a way to be comfortable and reflective, because today’s episode is featuring our local, national and international guests, as they ponder the some of the most important topics in thriving schoolsIf you did not get a chance to listen to part one, please have a look back at episode 38, as we heard our guests speak about nurturing relationships, strengthening the group, giving voice and building capacity.
Today these leaders reflect on more of the ingredients needed in schools that thrive: engaging families and community, designing for sustainable change, serving our kids, nurturing well-being and… embracing the mess.
Intrigued? We hope so.]]>5144clean5fullhttps://www.spreaker.com/episode/s5e02-empowering-our-kids-and-communities-liz-dozier-on-justice-driven-success--51263201
We first read about our guest on the ASCD website several months ago, as she was listed as a speaker there. What we were most fascinated by was that she went into Fenger, charged with “turning the school around” with her team, and embarked on a journey, that led to, what some would say, were unorthodox practices, in an urban high school. There were important realizations about what was happening there for these students and families, and what could really make a difference. And she and her team made a huge difference, to say the least. . And … what she has done since she left Fenger, is extraordinary, and is making so much impact in Chicago . I don’t want to spoil the story, as we will ask about this when we talk to her in just a second, but we know that you, too, will find her story and journey so instructive and inspiring!

RESOURCES:

https://chicagobeyond.org/

https://www.npr.org/2020/07/04/887239218/former-chicago-principal-discusses-schools-reliance-on-police-officers

https://www.linkedin.com/in/liz-dozier/

https://twitter.com/lizdozier

QUOTE:

“We are a community of possibilities, not a community of problems. Community exists for the sake of belonging and takes its identity from the gifts, generosity, and accountability of its citizens. It is not defined by its fears, its isolation, or its penchant for retribution. • We currently have all the capacity, expertise, programs, leaders, regulations, and wealth required to end unnecessary suffering and create an alternative future.”
― Peter Block, Community: The Structure of Belonging

BIO:

From education to activism, Liz Dozier has spent her career working tirelessly to disrupt the culture of inequity that is often pervasive in urban neighborhoods. In 2016, Dozier launched Chicago Beyond, an impact investor that invests in ideas, individuals, and organizations working to ensure all young people have the opportunity to live a free and full life. Since its inception, Chicago Beyond has invested more than $40 million in ideas, individuals, and organizations that fight for all youth to achieve their fullest human potential.

Dozier’s ambition is born from her experiences as an educator in Chicago Public Schools. During her tenure as principal at Fenger High School, which at the time was known as one of the most violent and underperforming schools in Chicago, Fenger experienced a decrease in its dropout rate from 19% to less than 2%, a 40% increase in Freshman On-Track to graduate, and double-digit increases in attendance and the school’s state graduation rate.

Dozier's work has been featured in the New York Times Best Seller How Children Succeed by Paul Tough, CNN’s docu-series Chicagoland, Aspen Ideas Festival, the Kennedy Center Forum on Mental Health, The Obama Foundation Summit, and SXSW (South by Southwest).

You can find her on Twitter: @LizDozier]]>https://api.spreaker.com/episode/51263201Thu, 15 Sep 2022 01:04:35 +0000Community RoomWelcome back everyone! We hope you got a chance to listen to the first part of our curated episode on “Following the Leaders”, which we released last week. So much wisdom in there! And today, we are beyond excited to introduce you to our first guest...
We first read about our guest on the ASCD website several months ago, as she was listed as a speaker there. What we were most fascinated by was that she went into Fenger, charged with “turning the school around” with her team, and embarked on a journey, that led to, what some would say, were unorthodox practices, in an urban high school. There were important realizations about what was happening there for these students and families, and what could really make a difference. And she and her team made a huge difference, to say the least. . And … what she has done since she left Fenger, is extraordinary, and is making so much impact in Chicago . I don’t want to spoil the story, as we will ask about this when we talk to her in just a second, but we know that you, too, will find her story and journey so instructive and inspiring!

RESOURCES:

https://chicagobeyond.org/

https://www.npr.org/2020/07/04/887239218/former-chicago-principal-discusses-schools-reliance-on-police-officers

https://www.linkedin.com/in/liz-dozier/

https://twitter.com/lizdozier

QUOTE:

“We are a community of possibilities, not a community of problems. Community exists for the sake of belonging and takes its identity from the gifts, generosity, and accountability of its citizens. It is not defined by its fears, its isolation, or its penchant for retribution. • We currently have all the capacity, expertise, programs, leaders, regulations, and wealth required to end unnecessary suffering and create an alternative future.”
― Peter Block, Community: The Structure of Belonging

BIO:

From education to activism, Liz Dozier has spent her career working tirelessly to disrupt the culture of inequity that is often pervasive in urban neighborhoods. In 2016, Dozier launched Chicago Beyond, an impact investor that invests in ideas, individuals, and organizations working to ensure all young people have the opportunity to live a free and full life. Since its inception, Chicago Beyond has invested more than $40 million in ideas, individuals, and organizations that fight for all youth to achieve their fullest human potential.

Dozier’s ambition is born from her experiences as an educator in Chicago Public Schools. During her tenure as principal at Fenger High School, which at the time was known as one of the most violent and underperforming schools in Chicago, Fenger experienced a decrease in its dropout rate from 19% to less than 2%, a 40% increase in Freshman On-Track to graduate, and double-digit increases in attendance and the school’s state graduation rate.

Dozier's work has been featured in the New York Times Best Seller How Children Succeed by Paul Tough, CNN’s docu-series Chicagoland, Aspen Ideas Festival, the Kennedy Center Forum on Mental Health, The Obama Foundation Summit, and SXSW (South by Southwest).

You can find her on Twitter: @LizDozier]]>3987chicagobeyond,community,communityroom,communityschool,education,pedagogy,principal,teachingclean5fullhttps://www.spreaker.com/episode/s5e01-following-the-leaders-part-1-of-2-for-student-staff-success--51179387
Now, we have pulled together these pieces and curated a two-part episode which will let you hear from local, national and International leaders in various roles, talk about what they believe in and do, to make schools these rich, connected communities that are places of joyful and deep learning for the students AND the staff.

Part two, which will come out in the next few weeks, has reflections on family engagement, planning for sustainable change, serving our kids, well-being and what we are calling: the necessary mess.]]>https://api.spreaker.com/episode/51179387Wed, 07 Sep 2022 23:00:13 +0000Community RoomWelcome back everyone! As we begin this next school year, we wanted to create an episode in which you could steep yourself in inspiring ideas. We have had so many rich conversations with great minds that we wanted to pull out moments of wisdom and...
Now, we have pulled together these pieces and curated a two-part episode which will let you hear from local, national and International leaders in various roles, talk about what they believe in and do, to make schools these rich, connected communities that are places of joyful and deep learning for the students AND the staff.

Part two, which will come out in the next few weeks, has reflections on family engagement, planning for sustainable change, serving our kids, well-being and what we are calling: the necessary mess.]]>4542clean5fullhttps://www.spreaker.com/episode/s4e09-an-expert-panel-on-flourishing-schools-a-rich-compilation-part-2--50233686
RESOURCES:

communityroombc.com]]>https://api.spreaker.com/episode/50233686Fri, 17 Jun 2022 04:09:29 +0000Community RoomThis is PART 2 of our compilation of experts! Today we look at the themes of: family engagement, community involvement, enriching curriculum, relationships with kids and the community and on LOVE. So, get settled into your favourite podcast-listening...
RESOURCES:

communityroombc.com]]>3490acebc,community,communityroom,communityroompodcast,education,learning,podcast,sel,socialemotionallearning,students,teachers,teachingclean4fullhttps://www.spreaker.com/episode/s4e08-an-expert-panel-on-flourishing-schools-a-rich-compilation-part-1--50149900
Today we look at the themes of: the role of school, staff wellness, student success, equity and creating space. Sound good? So, get settled into your favourite podcast-listening routine: get your cup of coffee and get comfortable, or get your earbuds in and start walking, or get out in the sunshine and sit back and relax -- we think you will really enjoy this first compilation of a rather joyful wisdom from our expert panel, on flourishing schools.

RESOURCES:

communityroombc.com
acebc.ca]]>https://api.spreaker.com/episode/50149900Fri, 10 Jun 2022 02:02:09 +0000Community RoomOn this episode, we have taken some of the insightful and informative stories, experiences and findings our guests have shared, on some of the critical elements of schools and schooling and we pulled them together around several of the prevalent...
Today we look at the themes of: the role of school, staff wellness, student success, equity and creating space. Sound good? So, get settled into your favourite podcast-listening routine: get your cup of coffee and get comfortable, or get your earbuds in and start walking, or get out in the sunshine and sit back and relax -- we think you will really enjoy this first compilation of a rather joyful wisdom from our expert panel, on flourishing schools.

RESOURCES:

communityroombc.com
acebc.ca]]>3276clean4fullhttps://www.spreaker.com/episode/s4e07-how-schools-can-support-newcomers-moving-from-survivor-to-leader--50046216
RESOURCES:

https://www.ilctr.org/engage-families-to-support-immigrant-students/

https://www.ilctr.org/wp-content/uploads/2019/05/Four_Stages_Immigrant_Parent_Involvement.pdf

https://www.researchgate.net/publication/260380070_ATTEND_toward_a_mindfulness-based_bereavement_care_model


QUOTE:

"Schools and districts that take steps to proactively engage immigrant families will find their students more successful, their schools more vibrant and their community enriched. All immigrant parents deserve to be actively involved in their children’s schooling, and every school deserves to have the diversity of its community represented in decision-making."

- Megan Rosenberg, Immigrant Learning Centre

BIO:

Souad Hage-Hassan has volunteered and worked in community schools for over 15 years and currently holds the position of settlement worker in a lower mainland school district. Souad was born and raised in a small town in Lebanon surrounded by extended family and a close-knit community. She describes that growing up, everyone was considered her uncle or aunt. She immigrated to Canada in 1994 at the age of 18. As a settlement worker, she hopes to use her immigration story to inspire her clients with their settlement journey as they navigate the many barriers she once experienced as a newcomer. Besides her work as a settlement worker, Souad enjoys spending time in nature and watching movies with her husband and three children.

John Nanson was born and raised in BC and has also lived in Quebec, France and Manitoba. He grew up on a hobby farm, a ranch, and in urban landscapes. When John was a child he shares that he was raised by a single parent and was on social assistance for a number of years. He says through those experiences, he learned the importance of family, community and relationships. John’s education is varied and broad – ranging from studies in English Literature, Political Science and also studying and working in architecture. John first taught in North Manitoba, where he learned best practices for community engagement and the importance of traditions, perspectives and values. He says he has had the privilege to work, live and play here on the traditional territories of the Squamish, Musqueam and Tsleil-Waututh Nations, and now works as a Community School Coordinator, working with people from all around the world, and together he says, they share the richness and civic love for community, family and futures for the generations to come.]]>https://api.spreaker.com/episode/50046216Fri, 03 Jun 2022 04:57:14 +0000Community RoomToday we are going to talk about how to support newcomers as they settle into our communities, and help them to get connected, build a sense of belonging and move into a place of strength and leading. As the Community Schools’ strategy has, as one of...
RESOURCES:

https://www.ilctr.org/engage-families-to-support-immigrant-students/

https://www.ilctr.org/wp-content/uploads/2019/05/Four_Stages_Immigrant_Parent_Involvement.pdf

https://www.researchgate.net/publication/260380070_ATTEND_toward_a_mindfulness-based_bereavement_care_model


QUOTE:

"Schools and districts that take steps to proactively engage immigrant families will find their students more successful, their schools more vibrant and their community enriched. All immigrant parents deserve to be actively involved in their children’s schooling, and every school deserves to have the diversity of its community represented in decision-making."

- Megan Rosenberg, Immigrant Learning Centre

BIO:

Souad Hage-Hassan has volunteered and worked in community schools for over 15 years and currently holds the position of settlement worker in a lower mainland school district. Souad was born and raised in a small town in Lebanon surrounded by extended family and a close-knit community. She describes that growing up, everyone was considered her uncle or aunt. She immigrated to Canada in 1994 at the age of 18. As a settlement worker, she hopes to use her immigration story to inspire her clients with their settlement journey as they navigate the many barriers she once experienced as a newcomer. Besides her work as a settlement worker, Souad enjoys spending time in nature and watching movies with her husband and three children.

John Nanson was born and raised in BC and has also lived in Quebec, France and Manitoba. He grew up on a hobby farm, a ranch, and in urban landscapes. When John was a child he shares that he was raised by a single parent and was on social assistance for a number of years. He says through those experiences, he learned the importance of family, community and relationships. John’s education is varied and broad – ranging from studies in English Literature, Political Science and also studying and working in architecture. John first taught in North Manitoba, where he learned best practices for community engagement and the importance of traditions, perspectives and values. He says he has had the privilege to work, live and play here on the traditional territories of the Squamish, Musqueam and Tsleil-Waututh Nations, and now works as a Community School Coordinator, working with people from all around the world, and together he says, they share the richness and civic love for community, family and futures for the generations to come.]]>4195clean4fullhttps://www.spreaker.com/episode/s4e06-student-voice-with-effie-aadland-and-ervin-cadiz--49960576
“It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students and that is why meaningful student involvement is vital to school improvement”. We will explore these themes with our guests today Effie Aadland and Ervin Cadiz.

RESOURCES:

https://press.uchicago.edu/ucp/books/book/chicago/E/bo4034411.html

QUOTE:

"In a curriculum that encourages student questioning, the teacher avoids unilateral transfer of knowledge. She or he helps the students develop their intellectual and emotional powers to examine their learning in school, their everyday experience, and the condition of society.
Empowered students make meaning and act from reflection, instead of memorizing facts and values handed to them." - Ira Shor, "Empowering Education": Critical Teaching For Social Change

BIO:

Effie Aadland has worked in education for over 25 years in two, large lower mainland school districts. She has had a variety of roles in Secondary schools: English teacher, Learning Support Teacher, Counselor, Vice-Principal and currently is the Principal of Byrne Creek Community School and is in her 4th year in that role. Besides her work as an educator, Effie loves to travel and spend time with family and friends.

Ervin is a grade 12 student at Byrne Creek Community School. From the very beginning, he's been deeply involved within the community; from being involved in his school's student government to founding his own clubs and initiatives, Ervin's experience in being involved at a community school gives him a unique perspective on the definition of community.]]>https://api.spreaker.com/episode/49960576Fri, 27 May 2022 04:58:54 +0000Community RoomToday our episode’s theme is that of “Student Voice”. For years we have known that giving students voice and choice in schools has many benefits to their experience, their level of engagement, their ability to learn deeply and their ability to feel...
“It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students and that is why meaningful student involvement is vital to school improvement”. We will explore these themes with our guests today Effie Aadland and Ervin Cadiz.

RESOURCES:

https://press.uchicago.edu/ucp/books/book/chicago/E/bo4034411.html

QUOTE:

"In a curriculum that encourages student questioning, the teacher avoids unilateral transfer of knowledge. She or he helps the students develop their intellectual and emotional powers to examine their learning in school, their everyday experience, and the condition of society.
Empowered students make meaning and act from reflection, instead of memorizing facts and values handed to them." - Ira Shor, "Empowering Education": Critical Teaching For Social Change

BIO:

Effie Aadland has worked in education for over 25 years in two, large lower mainland school districts. She has had a variety of roles in Secondary schools: English teacher, Learning Support Teacher, Counselor, Vice-Principal and currently is the Principal of Byrne Creek Community School and is in her 4th year in that role. Besides her work as an educator, Effie loves to travel and spend time with family and friends.

Ervin is a grade 12 student at Byrne Creek Community School. From the very beginning, he's been deeply involved within the community; from being involved in his school's student government to founding his own clubs and initiatives, Ervin's experience in being involved at a community school gives him a unique perspective on the definition of community.]]>3073community,communityroom,education,educational,pedagogy,students,studentvoice,teachers,teachersed,teachingclean4fullhttps://www.spreaker.com/episode/s4e05-toward-equity-leading-with-love-with-devon-larosa--49879636
RESOURCES:

https://www.nationalequityproject.org/
https://www.linkedin.com/in/devon-larosa-40253518/


QUOTE:

“The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.” Pedro A. Noguera, "The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education".

BIO:

Devon LaRosa is currently the Deputy Chief of High Schools in Chicago, Illinois. Devon has led an extensive career in education with over 14 years of service. He is committed to equity, excellence, academic rigor and the teaching of social responsibility through developing the capacity of others to achieve district and school goals.

Devon's goals center on developing long term, transformational relationships that will impact 21st century learners, leaders, educators, families and the community. This has led him to his more recent, professional learning journey's as a National Equity Project Fellow serving families and children who have been historically under-served by our institutions and systems. Devon is also currently a Doctoral Candidate in Educational Leadership at the Aurora University, Aurora Illinois.]]>https://api.spreaker.com/episode/49879636Fri, 20 May 2022 19:19:33 +0000Community RoomToday we chat with Devon LaRosa, the current Deputy Chief of Schools in Chicago. Our podcast is obviously about care and connection in schools, and when we speak about Social Emotional Learning we always must consider equity and justice in that...
RESOURCES:

https://www.nationalequityproject.org/
https://www.linkedin.com/in/devon-larosa-40253518/


QUOTE:

“The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.” Pedro A. Noguera, "The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education".

BIO:

Devon LaRosa is currently the Deputy Chief of High Schools in Chicago, Illinois. Devon has led an extensive career in education with over 14 years of service. He is committed to equity, excellence, academic rigor and the teaching of social responsibility through developing the capacity of others to achieve district and school goals.

Devon's goals center on developing long term, transformational relationships that will impact 21st century learners, leaders, educators, families and the community. This has led him to his more recent, professional learning journey's as a National Equity Project Fellow serving families and children who have been historically under-served by our institutions and systems. Devon is also currently a Doctoral Candidate in Educational Leadership at the Aurora University, Aurora Illinois.]]>3995community,communityschools,education,pedagogyclean4fullhttps://www.spreaker.com/episode/s4e04-manitoba-community-schools-an-overview-with-shari-block-and-dawn-wood--49779459
RESOURCES:

https://www.edu.gov.mb.ca/csp/index.html


QUOTE:

"Research shows that integrated student supports are associated with positive student outcomes. Students receiving school-based supports often show significant improvements in attendance, behavior, social well-being, and academic achievement....It is important to note, however, that the presence of these supports alone does not automatically make a school a 'community school'. Key differentiating factors include the way in which site-based needs are identified, how the services are provided and coordinated, and their integration with the other community school pillars, especially active family engagement and collaborative leadership and practices. For example, some integrated student supports focus on case management and determine the provision of student services through a top-down approach. In contrast, comprehensive community schools start with a meaningful process for engaging students and families in identifying needs and assets and connecting with potential service-providing partners."

- Quote from the Community Schools Playbook, from the Institute for Educational Leadership and communityschools.org website

BIO:

Dawn Wood has a Bachelor of Social Work degree from the University of Manitoba. She worked in Portage La Prairie, as the Outreach Facilitator for the Portage La Prairie School Division before joining the Indigenous Inclusion Directorate, as the Community Schools Coordinator.

Shari Block has Masters Degree in Social Work from the University of Manitoba. Before joining the Manitoba Department of Education and Early Childhood Learning she worked in areas of family violence, mental health and disability services in non-profit, hospital and government. In 2008 she became the Consultant for School Social Work for the province of Manitoba, and was thrilled to join the Community Schools Unit in 2020 as Community Schools Coordinator with a focus on Mental Health and Well-being.]]>https://api.spreaker.com/episode/49779459Fri, 13 May 2022 03:34:28 +0000Community RoomToday, we will explore another model of a community schools’ approach. We have an episode today where we welcome two people deeply involved in the community schools approach in the province of Manitoba. We know many folks in the US and Canada are...
RESOURCES:

https://www.edu.gov.mb.ca/csp/index.html


QUOTE:

"Research shows that integrated student supports are associated with positive student outcomes. Students receiving school-based supports often show significant improvements in attendance, behavior, social well-being, and academic achievement....It is important to note, however, that the presence of these supports alone does not automatically make a school a 'community school'. Key differentiating factors include the way in which site-based needs are identified, how the services are provided and coordinated, and their integration with the other community school pillars, especially active family engagement and collaborative leadership and practices. For example, some integrated student supports focus on case management and determine the provision of student services through a top-down approach. In contrast, comprehensive community schools start with a meaningful process for engaging students and families in identifying needs and assets and connecting with potential service-providing partners."

- Quote from the Community Schools Playbook, from the Institute for Educational Leadership and communityschools.org website

BIO:

Dawn Wood has a Bachelor of Social Work degree from the University of Manitoba. She worked in Portage La Prairie, as the Outreach Facilitator for the Portage La Prairie School Division before joining the Indigenous Inclusion Directorate, as the Community Schools Coordinator.

Shari Block has Masters Degree in Social Work from the University of Manitoba. Before joining the Manitoba Department of Education and Early Childhood Learning she worked in areas of family violence, mental health and disability services in non-profit, hospital and government. In 2008 she became the Consultant for School Social Work for the province of Manitoba, and was thrilled to join the Community Schools Unit in 2020 as Community Schools Coordinator with a focus on Mental Health and Well-being.]]>3667community,communityroom,communityschools,education,kids,manitoba,manitobaeducation,pedagogy,students,teachers,teachingclean4fullhttps://www.spreaker.com/episode/s4e03-building-community-through-narrative-and-connection--49677876
RESOURCES:

https://www.amazon.ca/Colour-Glass-David-Starr/dp/1553806506/ref=sr_1_5?keywords=david+starr&qid=1651812350&sr=8-5

https://www.amazon.ca/Bombs-Books-remarkable-children-exceptional/dp/1552778606/ref=sr_1_1?keywords=david+starr&qid=1651812350&sr=8-1


QUOTE:

“All that we are is story. From the moment we are born to the time we continue on our spirit journey, we are involved in the creation of the story of our time here. It is what we arrive with. It is all we leave behind. We are not the things we accumulate. We are not the things we deem important. We are story. All of us. What comes to matter then is the creation of the best possible story we can while we’re here; you, me, us, together. When we can do that and we take the time to share those stories with each other, we get bigger inside, we see each other, we recognize our kinship – we change the world, one story at a time…”


BIO:

Dave Starr is a principal with 25 years of educational experience at both elementary and secondary. He is also a prize-winning writer and the author of multiple books including “From Bombs to Books", "The Nor'Wester", "Golden Goal", “Golden Game”, “The King’s Shilling” and “Empty Net”. David is also a co-author on "Insider's Guide to K-12 Education in BC". His book "The Colour of Glass" comes out June 3!

He is proud to publish with Canadian publishers Ronsdale Press, Lorimer Publishing and UBC Press.]]>https://api.spreaker.com/episode/49677876Fri, 06 May 2022 05:06:29 +0000Community RoomWelcome back to Community Room! Today’s guest has been a Vice-Principal, and a Principal in two different community schools in the Lower Mainland - David Starr has an insiders view on the what the possibilities of community schools can be. In this...
RESOURCES:

https://www.amazon.ca/Colour-Glass-David-Starr/dp/1553806506/ref=sr_1_5?keywords=david+starr&qid=1651812350&sr=8-5

https://www.amazon.ca/Bombs-Books-remarkable-children-exceptional/dp/1552778606/ref=sr_1_1?keywords=david+starr&qid=1651812350&sr=8-1


QUOTE:

“All that we are is story. From the moment we are born to the time we continue on our spirit journey, we are involved in the creation of the story of our time here. It is what we arrive with. It is all we leave behind. We are not the things we accumulate. We are not the things we deem important. We are story. All of us. What comes to matter then is the creation of the best possible story we can while we’re here; you, me, us, together. When we can do that and we take the time to share those stories with each other, we get bigger inside, we see each other, we recognize our kinship – we change the world, one story at a time…”


BIO:

Dave Starr is a principal with 25 years of educational experience at both elementary and secondary. He is also a prize-winning writer and the author of multiple books including “From Bombs to Books", "The Nor'Wester", "Golden Goal", “Golden Game”, “The King’s Shilling” and “Empty Net”. David is also a co-author on "Insider's Guide to K-12 Education in BC". His book "The Colour of Glass" comes out June 3!

He is proud to publish with Canadian publishers Ronsdale Press, Lorimer Publishing and UBC Press.]]>4948community,education,pedagogy,school,teachingclean4fullhttps://www.spreaker.com/episode/s4e02-educating-minds-and-hearts-with-special-guest-dr-lorea-martinez-perez--49586764
RESOURCES:

"Teaching with the Heart in Mind" on Amazon: https://www.amazon.ca/dp/B08R87F5SS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-humanitas-report

https://buffettinstitute.nebraska.edu/-/media/beci/docs/7-27-20-lorea-martinez-heart-in-mind-bridges.pdf

https://loreamartinez.com

QUOTE:

“As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced. Affirmation and rapport are really about building trust, not self-esteem.”

― Zaretta Lynn Hammond, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

BIO:

Dr. Lorea Martinez-Perez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities. Dr. Martinez is an educator who has worked with children and adults internationally, and she is currently a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. Previously, she was a special education teacher and administrator.]]>https://api.spreaker.com/episode/49586764Thu, 28 Apr 2022 20:11:07 +0000Community RoomWelcome back to our second episode is Season Four! Today we have an SEL expert with us – Dr. Lorea Martinez-Perez: she is a researcher, author and educator. We are going to talk to her about why schools need to focus on more than just the academics,...
RESOURCES:

"Teaching with the Heart in Mind" on Amazon: https://www.amazon.ca/dp/B08R87F5SS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-humanitas-report

https://buffettinstitute.nebraska.edu/-/media/beci/docs/7-27-20-lorea-martinez-heart-in-mind-bridges.pdf

https://loreamartinez.com

QUOTE:

“As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced. Affirmation and rapport are really about building trust, not self-esteem.”

― Zaretta Lynn Hammond, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

BIO:

Dr. Lorea Martinez-Perez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities. Dr. Martinez is an educator who has worked with children and adults internationally, and she is currently a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. Previously, she was a special education teacher and administrator.]]>3875community,communityroom,communityschool,education,pedagogy,school,schooling,sel,students,teachers,teachingclean4fullhttps://www.spreaker.com/episode/s4e01-pre-service-teacher-education-with-a-community-focus--49511680
QUOTE:

"Caring school communities that promote empathy and social cohesiveness have benefits for both teachers and students (Battistich et al., 1997, Battistich et al., 2000). Strong relationships between teachers and communities facilitate all stakeholders’ ability to participate and engage with each other as partners and understand each other’s backgrounds (Pais et al., in press). To create caring and supportive school communities, these relationships must be intentionally nourished."

- Teaching in Community Schools: Creating Conditions for Deeper Learning (Julia Daniel, Karen Hunter Quartz, Jeannie Oakes) (https://journals.sagepub.com/doi/full/10.3102/0091732X18821126)


BIO:

Giovanna (Jovanna) Malito has been a teacher in BC at the primary (Grades K-3) level for the past 23 years. She has a Masters degree in Language and Literacy Education, with a focus on early literacy and family literacy. Most of her classroom teaching experience took place teaching kindergarten and working closely with families in BC’s Community Schools. She has also worked as an instructor at Oregon State University, with student teachers preparing for certification as early childhood educators. Giovanna has been working in Preservice Professional Programs at Simon Fraser University for the past 6 years, both as a faculty associate in one of the Professional Development Program’s community based modules, and currently as a Program Coordinator, supporting Faculty Associates in their work with student teachers. Relationships and connections remain at the heart of her work with colleagues and students, early learners and adult learners alike.

Niki Allcock has been a teacher in BC for over 20 years. The bulk of her experience has been in Community Schools teaching early primary. She has worked as a Mentor with SFU graduate diplomas, supporting practicing teachers with field-study research. She is currently working as a Faculty Associate with SFU in the Faculty of Education Pre-service Professional Studies, supporting student teachers. She has a master’s degree in Educational Practice – focused on learning from Indigenous ways of knowing and being to foster strong classroom community. Niki has a heart for people of all ages and her passion is in building safe and rich learning communities.
(*Please note that the opinions expressed by Giovanna and Niki are their own and are not shared on behalf of SFU.)


This is episode is produced by Corbin Castres.]]>https://api.spreaker.com/episode/49511680Fri, 22 Apr 2022 01:28:28 +0000Community RoomToday’s guests are currently working in roles with Pre-service teachers at Simon Fraser University, in their Professional Development Program. They are teachers in a lower mainland city and, as is the model at SFU, have been seconded from their...
QUOTE:

"Caring school communities that promote empathy and social cohesiveness have benefits for both teachers and students (Battistich et al., 1997, Battistich et al., 2000). Strong relationships between teachers and communities facilitate all stakeholders’ ability to participate and engage with each other as partners and understand each other’s backgrounds (Pais et al., in press). To create caring and supportive school communities, these relationships must be intentionally nourished."

- Teaching in Community Schools: Creating Conditions for Deeper Learning (Julia Daniel, Karen Hunter Quartz, Jeannie Oakes) (https://journals.sagepub.com/doi/full/10.3102/0091732X18821126)


BIO:

Giovanna (Jovanna) Malito has been a teacher in BC at the primary (Grades K-3) level for the past 23 years. She has a Masters degree in Language and Literacy Education, with a focus on early literacy and family literacy. Most of her classroom teaching experience took place teaching kindergarten and working closely with families in BC’s Community Schools. She has also worked as an instructor at Oregon State University, with student teachers preparing for certification as early childhood educators. Giovanna has been working in Preservice Professional Programs at Simon Fraser University for the past 6 years, both as a faculty associate in one of the Professional Development Program’s community based modules, and currently as a Program Coordinator, supporting Faculty Associates in their work with student teachers. Relationships and connections remain at the heart of her work with colleagues and students, early learners and adult learners alike.

Niki Allcock has been a teacher in BC for over 20 years. The bulk of her experience has been in Community Schools teaching early primary. She has worked as a Mentor with SFU graduate diplomas, supporting practicing teachers with field-study research. She is currently working as a Faculty Associate with SFU in the Faculty of Education Pre-service Professional Studies, supporting student teachers. She has a master’s degree in Educational Practice – focused on learning from Indigenous ways of knowing and being to foster strong classroom community. Niki has a heart for people of all ages and her passion is in building safe and rich learning communities.
(*Please note that the opinions expressed by Giovanna and Niki are their own and are not shared on behalf of SFU.)


This is episode is produced by Corbin Castres.]]>4515community,communityschool,education,pdp,pedagogy,sfu,teachers,teachingclean4fullhttps://www.spreaker.com/episode/s3e09-more-than-the-tip-of-the-iceberg-the-conditions-and-systems-below-the-surface--48971508
RESOURCES:

https://www.communityschools.org/about/who-we-are/
https://iel.org/


QUOTE:

"I love to garden, and gardening serves as a good metaphor for how we should think about creating conditions in our schools that foster equity and promote learning for all children. If I want to grow big, beautiful cantaloupes, I know that the key is getting the conditions just right. They need sunlight, fertile soil and the right balance of water. If the cantaloupes don’t grow, I don’t blame the cantaloupes.

Gardeners – like schools – cannot control everything. Weather and pestilence may undermine my melon harvest. Likewise, schools cannot undo a child’s trauma or provide him or her with a stable home life.

But educators do have the power to create the conditions that will make it more likely for that child to feel supported so that she can learn and thrive. By focusing upon conditions they can control, educators are more likely to make a difference."

- https://holdsworthcenter.org/blog/equity-isnt-just-a-slogan/

BIO:

Tauheedah Jackson is the Director of Place Based Strategy & Community School Initiatives. She partners with local, state, and national leaders to build sustainable community ecosystems through the development of the Community Schools strategy.

Tauheedah brings to IEL over 22 years experience working in youth development, local government, philanthropy, school districts and out-of-school time organizations. As the Director of the Hartford Partnership for Student Success, Tauheedah provided strategic direction for a collaborative partnership that founded and funded the community schools initiative in Hartford, Connecticut. Under her leadership, Hartford Community Schools became locally and nationally recognized as an exemplar for its systems-building work. Before joining IEL’s team in 2019, Tauheedah served as a member of the steering committee and the co-chair for the Coalition for Community Schools’ Leadership Network.

A native of Bridgeport, Connecticut and first-generation college graduate, Tauheedah has a background in government and secondary education. She will complete her master’s degree in Education and Policy and Management, at the Harvard Graduate School of Education in May 2022. She is a sought-after presenter and facilitator and serves as a member of several local and national boards and advisories. She resides in Connecticut with her family, including her 3 sons.]]>https://api.spreaker.com/episode/48971508Thu, 10 Mar 2022 21:43:50 +0000Community RoomWe talk with Tauheedah Jackson, Director of Place-Based Strategy and Community Initiatives at the Coalition for Community Schools and the Institute for Educational Leadership. Community Schools are so much more than extra programs and wrap-around...
RESOURCES:

https://www.communityschools.org/about/who-we-are/
https://iel.org/


QUOTE:

"I love to garden, and gardening serves as a good metaphor for how we should think about creating conditions in our schools that foster equity and promote learning for all children. If I want to grow big, beautiful cantaloupes, I know that the key is getting the conditions just right. They need sunlight, fertile soil and the right balance of water. If the cantaloupes don’t grow, I don’t blame the cantaloupes.

Gardeners – like schools – cannot control everything. Weather and pestilence may undermine my melon harvest. Likewise, schools cannot undo a child’s trauma or provide him or her with a stable home life.

But educators do have the power to create the conditions that will make it more likely for that child to feel supported so that she can learn and thrive. By focusing upon conditions they can control, educators are more likely to make a difference."

- https://holdsworthcenter.org/blog/equity-isnt-just-a-slogan/

BIO:

Tauheedah Jackson is the Director of Place Based Strategy & Community School Initiatives. She partners with local, state, and national leaders to build sustainable community ecosystems through the development of the Community Schools strategy.

Tauheedah brings to IEL over 22 years experience working in youth development, local government, philanthropy, school districts and out-of-school time organizations. As the Director of the Hartford Partnership for Student Success, Tauheedah provided strategic direction for a collaborative partnership that founded and funded the community schools initiative in Hartford, Connecticut. Under her leadership, Hartford Community Schools became locally and nationally recognized as an exemplar for its systems-building work. Before joining IEL’s team in 2019, Tauheedah served as a member of the steering committee and the co-chair for the Coalition for Community Schools’ Leadership Network.

A native of Bridgeport, Connecticut and first-generation college graduate, Tauheedah has a background in government and secondary education. She will complete her master’s degree in Education and Policy and Management, at the Harvard Graduate School of Education in May 2022. She is a sought-after presenter and facilitator and serves as a member of several local and national boards and advisories. She resides in Connecticut with her family, including her 3 sons.]]>4681community,communityschools,education,educationsystem,iel,pedagogy,principals,students,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e08-creating-flourishing-schools-with-dr-sabre-cherkowski--48929911

RESOURCES:

https://education.ok.ubc.ca/about/contact/sabre-cherkowski/

QUOTE:

“Social psychologists argue that who we are at any one time depends mostly on the context in which we find ourselves. But who creates the context? The more mindful we are, the more we can create the contexts we are in. When we create the context, we are more likely to be authentic. Mindfulness lets us see things in a new light and believe in the possibility of change.” - Ellen J. Langer

BIO:

Dr. Sabre Cherkowski is Professor and Director of Graduate Programs and Research in the Okanagan School of Education at the University of British Columbia. She teaches and researches in the areas of teacher wellbeing, educational leadership, professional learning and collaboration, and mentoring and coaching. She is currently engaged in a pan-Canadian research project examining flourishing in schools from a positive organizational perspective, and was recently awarded UBC Okanagan’s Researcher of the Year award. Sabre brings her experiences as a teacher, coach, and parent to her passion for exploring what it means to flourish in work and life.]]>https://api.spreaker.com/episode/48929911Thu, 03 Mar 2022 19:15:02 +0000Community RoomWelcome back to Community Room! We have Dr. Sabre Cherkowski joining us for for Episode 8. Dr. Cherkowski is the Professor and Director of Graduate Programs and Research in the Okanagan School of Education at the University of British Columbia....

RESOURCES:

https://education.ok.ubc.ca/about/contact/sabre-cherkowski/

QUOTE:

“Social psychologists argue that who we are at any one time depends mostly on the context in which we find ourselves. But who creates the context? The more mindful we are, the more we can create the contexts we are in. When we create the context, we are more likely to be authentic. Mindfulness lets us see things in a new light and believe in the possibility of change.” - Ellen J. Langer

BIO:

Dr. Sabre Cherkowski is Professor and Director of Graduate Programs and Research in the Okanagan School of Education at the University of British Columbia. She teaches and researches in the areas of teacher wellbeing, educational leadership, professional learning and collaboration, and mentoring and coaching. She is currently engaged in a pan-Canadian research project examining flourishing in schools from a positive organizational perspective, and was recently awarded UBC Okanagan’s Researcher of the Year award. Sabre brings her experiences as a teacher, coach, and parent to her passion for exploring what it means to flourish in work and life.]]>3763community,communityroom,communityschool,education,pedagogy,podcast,student,students,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e07-a-joy-filled-provocative-collaborative-space-mill-bay-nature-school-with-kim-ondrik--48848770

RESOURCES:

https://researchdirect.westernsydney.edu.au/islandora/object/uws:23862

QUOTE:

"Partnerships with Indigenous locals in facilitating outdoor education experiences are an excellent way to invite community members into schools, their knowledge and practice in the outdoors being invaluable. In the Australian Indigenous Education Action Plan, (2010, p. 9), it says, “A sense of cultural identity, and the active recognition and validation of Indigenous cultures by schools, is critical to student wellbeing and success at school”. It is when all these factors combine that an Indigenous component to outdoor environmental learning is authentic. The inclusion of Indigenous perspectives is in fact vital to increase the knowledge of the wider population in Indigenous ways."

-[Place-based outdoor learning and environmental sustainability within Australian Primary Schools](https://researchdirect.westernsydney.edu.au/islandora/object/uws:23862)


BIO:

Kim Ondrik is presently the head learner and co-creator of Mill Bay Nature School, an innovative school of School District 79 where children are centered and the B/C curriculum is perceived as joy-filled, imaginative, and provocative.. The school is in its fourth year and is inspired by the embodied ideas of the Hul’qumi’num’ People, Reggio Emilia, Dr. Gord Neufeld, and proponents of ‘risky play’ and processes of democracy and consensus.

Kim says: “Mill Bay Nature School takes collaboration seriously – wide awake of how dedicated teachers ‘scraping up against reality’ as they interrogate their assumptions and transform – in the service of young people, their families and the greater community – create enormous tension, calling forth great humility and holding the potential of one example of systemic transformation.”

Kim was the co-creator of three other innovative sites of learning and growth in British Columbia public education before her work in the Cowichan Valley. She previously spent time as a teacher in Vernon, and is a proud mom of 4 sons.]]>https://api.spreaker.com/episode/48848770Thu, 24 Feb 2022 00:25:02 +0000Community RoomFor today's episode we have Kim Ondrik, who is currently the Head Learner and co-creator of Mill Bay Nature School, an innovative school of School District 79 (Cowichan Valley) where children are centered and the BC curriculum is perceived as...

RESOURCES:

https://researchdirect.westernsydney.edu.au/islandora/object/uws:23862

QUOTE:

"Partnerships with Indigenous locals in facilitating outdoor education experiences are an excellent way to invite community members into schools, their knowledge and practice in the outdoors being invaluable. In the Australian Indigenous Education Action Plan, (2010, p. 9), it says, “A sense of cultural identity, and the active recognition and validation of Indigenous cultures by schools, is critical to student wellbeing and success at school”. It is when all these factors combine that an Indigenous component to outdoor environmental learning is authentic. The inclusion of Indigenous perspectives is in fact vital to increase the knowledge of the wider population in Indigenous ways."

-[Place-based outdoor learning and environmental sustainability within Australian Primary Schools](https://researchdirect.westernsydney.edu.au/islandora/object/uws:23862)


BIO:

Kim Ondrik is presently the head learner and co-creator of Mill Bay Nature School, an innovative school of School District 79 where children are centered and the B/C curriculum is perceived as joy-filled, imaginative, and provocative.. The school is in its fourth year and is inspired by the embodied ideas of the Hul’qumi’num’ People, Reggio Emilia, Dr. Gord Neufeld, and proponents of ‘risky play’ and processes of democracy and consensus.

Kim says: “Mill Bay Nature School takes collaboration seriously – wide awake of how dedicated teachers ‘scraping up against reality’ as they interrogate their assumptions and transform – in the service of young people, their families and the greater community – create enormous tension, calling forth great humility and holding the potential of one example of systemic transformation.”

Kim was the co-creator of three other innovative sites of learning and growth in British Columbia public education before her work in the Cowichan Valley. She previously spent time as a teacher in Vernon, and is a proud mom of 4 sons.]]>4231community,communityroom,communityschool,education,pedagogy,student,students,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e06-a-community-school-in-action-a-conversation-with-a-principal--48761862
RESOURCES:
ACEbc placemat (https://acebc.ca/)

Season 2, Episode 4 with Abe Fernandez (https://www.communityroombc.com/past-episodes/s2-episode4-376rk)

Season 1, Episode 9 with Dave Rawnsley (https://www.communityroombc.com/past-episodes/s1-episode9)


QUOTE:

“One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. This is important to understand because it is this dividedness that makes it so difficult to create a more positive or alternative future—especially in a culture that is much more interested in individuality and independence than in interdependence. The work is to overcome this fragmentation.”
― Peter Block, Community: The Structure of Belonging

BIO:

Jen Griffin has spent 20 of her 22-year career in community schools, first as a student teacher, then a Learning Support teacher, Intermediate classroom teacher, and finally Head Teacher, before making her way to her current role: Principal of a community school in BC. Having been in this role at the same school for the past 12 years, Jen has a unique perspective of the ebb and flow of a community over time. Jen will share her perspective on the critical relationships that must exist between parents, school and wider community partners, and how these relationships, developed through intentional gestures of connection, trust, care and positivity, are the cornerstone of any successful community school.]]>https://api.spreaker.com/episode/48761862Thu, 17 Feb 2022 22:12:35 +0000Community RoomToday’s episode is going to give you so much information about what a community schools’ approach can look like and how it involves and benefits the students, families and community. We have a school principal joining us for Episode 6 of Season 3 to...
RESOURCES:
ACEbc placemat (https://acebc.ca/)

Season 2, Episode 4 with Abe Fernandez (https://www.communityroombc.com/past-episodes/s2-episode4-376rk)

Season 1, Episode 9 with Dave Rawnsley (https://www.communityroombc.com/past-episodes/s1-episode9)


QUOTE:

“One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. This is important to understand because it is this dividedness that makes it so difficult to create a more positive or alternative future—especially in a culture that is much more interested in individuality and independence than in interdependence. The work is to overcome this fragmentation.”
― Peter Block, Community: The Structure of Belonging

BIO:

Jen Griffin has spent 20 of her 22-year career in community schools, first as a student teacher, then a Learning Support teacher, Intermediate classroom teacher, and finally Head Teacher, before making her way to her current role: Principal of a community school in BC. Having been in this role at the same school for the past 12 years, Jen has a unique perspective of the ebb and flow of a community over time. Jen will share her perspective on the critical relationships that must exist between parents, school and wider community partners, and how these relationships, developed through intentional gestures of connection, trust, care and positivity, are the cornerstone of any successful community school.]]>3593community,communityroom,communityschool,education,kids,pedagogy,students,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e05-care-connection-as-touchstones-a-cs-approach--48662749
Today's episode is called “Care & Connection as Touchstones: a CS Approach”, and we chat with two Community School Coordinators in Prince George, BC (Central BC): Stephanie Mills and Jacqui Adams. Our guests today are right in the throes of the action in their district’s community school model. One of the best things about Community Schools’ is that they are responsive to the community they serve. They all look different, as they should, because they are in different communities and neighbourhoods, and each of those have distinct needs and gifts. Both Stephanie and Jacqui talk about their unique challenges and how it differs from community schools like those in the Lower Mainland.

RESOURCES:

acebc.ca
communityschools.org

Dakelh Holistic Lifelong Learning Model - https://www.sd57indigenouseducation.com/_files/ugd/665f8e_2ac09c026aaf4a8f80f64d644fb2ab37.pdf

District Strategic Plan and Dakelh Holistic Lifelong Learning Model - https://www.sd57.bc.ca/StrategicDirection/SiteAssets/2021.06.22%20Strategic%20Plan%20Implementation%20Year%201%20and%202%20Approved%20Website.pdf


QUOTE:

"According to the Indiana School Social Work Association “The uniqueness of school social work lies in the ecological perspective in which the student is viewed within the context of the classroom, the family, the community and his/her culture”. Social workers believe that early intervention and prevention efforts are important within the school environment. Skilled in the areas of conflict resolution and crisis intervention social workers are able to collaborate with teachers and other school staff to intervene early and effectively to ensure that each student receives an equal opportunity to thrive academically and socially."


BIO:

Stephanie Mills is a Community School Coordinator in Central BC. Stephanie has a bachelor's degree with a major in Psychology and an Honours bachelor's degree of Social Work. She began her Community School Coordinator work with the school district at the elementary level before moving to a secondary school earlier this year. Stephanie believes that connectedness and positive engagement can have a significant impact on student outcomes. Through her work with children, youth, and families Stephanie endeavors to increase student engagement at school and support positive connections with both school and community.

Jacqui Adams works for the school district during the school year, and during summer break she works at the hospital covering holidays. She is married with two beautiful daughters Bailey almost 27 and Kaitlyn 18. She has lived on Vancouver Island, in the Okanagan, Vancouver and the Fraser Valley, and Northern Central BC. She has three dogs who she says are like 3 additional children.]]>https://api.spreaker.com/episode/48662749Thu, 10 Feb 2022 05:15:00 +0000Community RoomWelcome back to Community Room for Episode 5 of Season 3! Last episode we talked about community-minded schools and how fostering students’ deep engagement really comes down to caring and connecting with our students – to listening, to building trust...
Today's episode is called “Care & Connection as Touchstones: a CS Approach”, and we chat with two Community School Coordinators in Prince George, BC (Central BC): Stephanie Mills and Jacqui Adams. Our guests today are right in the throes of the action in their district’s community school model. One of the best things about Community Schools’ is that they are responsive to the community they serve. They all look different, as they should, because they are in different communities and neighbourhoods, and each of those have distinct needs and gifts. Both Stephanie and Jacqui talk about their unique challenges and how it differs from community schools like those in the Lower Mainland.

RESOURCES:

acebc.ca
communityschools.org

Dakelh Holistic Lifelong Learning Model - https://www.sd57indigenouseducation.com/_files/ugd/665f8e_2ac09c026aaf4a8f80f64d644fb2ab37.pdf

District Strategic Plan and Dakelh Holistic Lifelong Learning Model - https://www.sd57.bc.ca/StrategicDirection/SiteAssets/2021.06.22%20Strategic%20Plan%20Implementation%20Year%201%20and%202%20Approved%20Website.pdf


QUOTE:

"According to the Indiana School Social Work Association “The uniqueness of school social work lies in the ecological perspective in which the student is viewed within the context of the classroom, the family, the community and his/her culture”. Social workers believe that early intervention and prevention efforts are important within the school environment. Skilled in the areas of conflict resolution and crisis intervention social workers are able to collaborate with teachers and other school staff to intervene early and effectively to ensure that each student receives an equal opportunity to thrive academically and socially."


BIO:

Stephanie Mills is a Community School Coordinator in Central BC. Stephanie has a bachelor's degree with a major in Psychology and an Honours bachelor's degree of Social Work. She began her Community School Coordinator work with the school district at the elementary level before moving to a secondary school earlier this year. Stephanie believes that connectedness and positive engagement can have a significant impact on student outcomes. Through her work with children, youth, and families Stephanie endeavors to increase student engagement at school and support positive connections with both school and community.

Jacqui Adams works for the school district during the school year, and during summer break she works at the hospital covering holidays. She is married with two beautiful daughters Bailey almost 27 and Kaitlyn 18. She has lived on Vancouver Island, in the Okanagan, Vancouver and the Fraser Valley, and Northern Central BC. She has three dogs who she says are like 3 additional children.]]>3534community,communityschool,education,pedagogy,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e04-getting-engaged-creating-engaging-learning-environments-for-all--48573718
RESOURCES:

https://dspace.library.uvic.ca/handle/1828/11773 (Katy's Thesis)
https://www.childtrends.org/wp-content/uploads/2013/12/2013-54CaringAdults.pdf
https://youth.gov/youth-topics/components-positive-school-climate
www.reillearning.com

QUOTE:

“When your child has the skills to respond adaptively to demands and expectations, he does. If your child had the skills to handle disagreements and changes in plan and adults setting limits and demands being placed on him without falling apart, he’d be handling these challenges adaptively. Because he doesn’t have those skills, he isn’t. But let there be no doubt: he’d prefer to be handling those challenges adaptively because doing well is preferable. And because—and this is, without question, the most important theme of this entire book— kids do well if they can. ”
― Ross W. Greene, The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

BIOS:

Daniel Duggan from Rhythm Resource is an expert percussionist with years of professional performing experience. He’s the author of handbooks and online training material for teachers, an experienced and sought after workshop facilitator and performer with a passion for building community. He seeks to empower every individual with their unique and bold creativity.

https://www.rhythm-resource.com/ (Daniel's company)

Katy Bigsby has been designing engaging learning opportunities and providing training support for community organizations, schools, and government partners for the past 25 years. She’s been a social worker, educator, and currently works as an educational consultant. She has a Master of Education in Leadership, specializing in adult education and community engagement from the University of Victoria.

Katy loves walking or biking on the Galloping Goose trail, spending time in her garden, reading, singing, and sitting by the fire in winter with family and friends or sipping a spritzy drink on her back deck in the summer. You can reach her at reillearning@gmail.com, or at her Instagram, REIL LEARNING: https://www.instagram.com/reil_learning/]]>https://api.spreaker.com/episode/48573718Thu, 03 Feb 2022 16:39:04 +0000Community RoomWelcome to Season 3, Episode 4 of Community Room! Today we chat with Katy Bigsby and Daniel Duggan; two engaging speakers that sit down with us to talk about the programs that run off school time, what the important elements of out-of-school...
RESOURCES:

https://dspace.library.uvic.ca/handle/1828/11773 (Katy's Thesis)
https://www.childtrends.org/wp-content/uploads/2013/12/2013-54CaringAdults.pdf
https://youth.gov/youth-topics/components-positive-school-climate
www.reillearning.com

QUOTE:

“When your child has the skills to respond adaptively to demands and expectations, he does. If your child had the skills to handle disagreements and changes in plan and adults setting limits and demands being placed on him without falling apart, he’d be handling these challenges adaptively. Because he doesn’t have those skills, he isn’t. But let there be no doubt: he’d prefer to be handling those challenges adaptively because doing well is preferable. And because—and this is, without question, the most important theme of this entire book— kids do well if they can. ”
― Ross W. Greene, The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

BIOS:

Daniel Duggan from Rhythm Resource is an expert percussionist with years of professional performing experience. He’s the author of handbooks and online training material for teachers, an experienced and sought after workshop facilitator and performer with a passion for building community. He seeks to empower every individual with their unique and bold creativity.

https://www.rhythm-resource.com/ (Daniel's company)

Katy Bigsby has been designing engaging learning opportunities and providing training support for community organizations, schools, and government partners for the past 25 years. She’s been a social worker, educator, and currently works as an educational consultant. She has a Master of Education in Leadership, specializing in adult education and community engagement from the University of Victoria.

Katy loves walking or biking on the Galloping Goose trail, spending time in her garden, reading, singing, and sitting by the fire in winter with family and friends or sipping a spritzy drink on her back deck in the summer. You can reach her at reillearning@gmail.com, or at her Instagram, REIL LEARNING: https://www.instagram.com/reil_learning/]]>4398education,pedagogy,students,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e03-a-proactive-and-positive-approach-safe-and-caring-schools--48459160
RESOURCES:

https://casel.org/

https://heartmindonline.org/

https://www.prevnet.ca/

https://www2.gov.bc.ca/gov/content/erase


QUOTE:

"To manage behaviour effectively, educators need to consider not just the behaviour itself – what the student is doing – but also the underlying cause(s) of the behaviour. If educators focus only on what the student is doing, and try to eliminate the behaviour, they may find that another inappropriate behaviour arises in its place, because the underlying need has not been met. It is important to remember that inappropriate behaviour is usually a response to something in the student’s environment and is an attempt to communicate a need, rather than being deliberately aggressive or purposefully negative."

- www.edu.gov.on.ca (Ontario School Board’s Caring and Safe Schools Policy)


BIO:

Suzanne has been working alongside individuals, families, and communities for over 30 years in a variety of settings including not-for-profit community agencies, an alternative measures program, school districts, and her clinical counselling private practice.

Currently, she works with a lower mainland school district helping to ensure schools are safe and welcoming places for children, youth, and families; in private practice, she supports children, youth, and families -- as well as individuals moving through transitions. She also works with City University teaching in the MEd in School Counselling program. Suzanne believes in strong and compassionate families, schools and communities that surround and support children and youth -- allowing them to thrive and become kind, caring and resilient people.]]>https://api.spreaker.com/episode/48459160Thu, 27 Jan 2022 05:32:11 +0000Community RoomWelcome to Episode 3 of Season 3. Hope you’ve been enjoying listening so far! Many educators know that the climate in a school matters. The climate amongst the staff, amongst the students and between the school and community, matters. It matters...
RESOURCES:

https://casel.org/

https://heartmindonline.org/

https://www.prevnet.ca/

https://www2.gov.bc.ca/gov/content/erase


QUOTE:

"To manage behaviour effectively, educators need to consider not just the behaviour itself – what the student is doing – but also the underlying cause(s) of the behaviour. If educators focus only on what the student is doing, and try to eliminate the behaviour, they may find that another inappropriate behaviour arises in its place, because the underlying need has not been met. It is important to remember that inappropriate behaviour is usually a response to something in the student’s environment and is an attempt to communicate a need, rather than being deliberately aggressive or purposefully negative."

- www.edu.gov.on.ca (Ontario School Board’s Caring and Safe Schools Policy)


BIO:

Suzanne has been working alongside individuals, families, and communities for over 30 years in a variety of settings including not-for-profit community agencies, an alternative measures program, school districts, and her clinical counselling private practice.

Currently, she works with a lower mainland school district helping to ensure schools are safe and welcoming places for children, youth, and families; in private practice, she supports children, youth, and families -- as well as individuals moving through transitions. She also works with City University teaching in the MEd in School Counselling program. Suzanne believes in strong and compassionate families, schools and communities that surround and support children and youth -- allowing them to thrive and become kind, caring and resilient people.]]>3098community,communityroom,education,educational,pedagogy,schools,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s3e02-growing-community-mindedness-adding-enrichment-to-schools-and-community-with-rick-bloudell-and-tanis-anderson--48369062
RESOURCES:

nccs.org
acebc.ca

QUOTE:

“Children flourish when communities support their minds, bodies, hearts, and families. Thriving children strengthen their communities in a virtuous cycle.
Community schools are a long-term strategy for student success. They are a partnership of community members and leaders working together to ensure children are surrounded with support. All children and communities deserve community schools, designed around the innate strengths and needs of the community.” - From "Transformation" from nccs.org


"Start small and build gradually. You needn’t open a full-scale community school or launch a multi-school system from the outset. ... By building gradually toward a comprehensive program, the team’s leadership will be able to observe how well the partners work together and consider ways of resolving any issues that arise before growing the strategy. Also, this kind of gradual expansion allows trust to grow among partners at the site.
- From "Building Community Schools: A Guide for Action" from nccs.org


BIO:

Rick Bloudell is a Manager of Community Programs and Partnerships His portfolio includes Community Schools and Neighbourhood Learning Centres for his district, most recently opening and overseeing operations at brand new Welcome and Wellness Centres located at the secondary school. He previously spent over ten years working for a local municipality. Rick graduated from Simon Fraser University with a degree in business, specializing in Human Resources, as well as a certificate in Labour Studies.

Tanis Anderson started her career in education as an Education Assistant. From there she became a classroom teacher, teaching Grades K-4, where she taught in Community Schools and Community Minded Schools. From there, she became a Literacy Helping Teacher and shifted into a program Consultant Role in Literacy K-12. Last year she moved school districts to take on a new job, as District Vice Principal for Early Learning. Her portfolio includes supporting early learning and literacy, StrongStart, community programming, childcare and food security. Tanis received an undergraduate and Masters degree at Simon Fraser University.]]>https://api.spreaker.com/episode/48369062Thu, 20 Jan 2022 01:28:18 +0000Community RoomWelcome to Season 3, Episode 2 of Community Room! Our guests today are dedicated to growing and nurturing community-mindedness and elements of community schooling in their lower-mainland district. This is a relatively small district and we will talk...
RESOURCES:

nccs.org
acebc.ca

QUOTE:

“Children flourish when communities support their minds, bodies, hearts, and families. Thriving children strengthen their communities in a virtuous cycle.
Community schools are a long-term strategy for student success. They are a partnership of community members and leaders working together to ensure children are surrounded with support. All children and communities deserve community schools, designed around the innate strengths and needs of the community.” - From "Transformation" from nccs.org


"Start small and build gradually. You needn’t open a full-scale community school or launch a multi-school system from the outset. ... By building gradually toward a comprehensive program, the team’s leadership will be able to observe how well the partners work together and consider ways of resolving any issues that arise before growing the strategy. Also, this kind of gradual expansion allows trust to grow among partners at the site.
- From "Building Community Schools: A Guide for Action" from nccs.org


BIO:

Rick Bloudell is a Manager of Community Programs and Partnerships His portfolio includes Community Schools and Neighbourhood Learning Centres for his district, most recently opening and overseeing operations at brand new Welcome and Wellness Centres located at the secondary school. He previously spent over ten years working for a local municipality. Rick graduated from Simon Fraser University with a degree in business, specializing in Human Resources, as well as a certificate in Labour Studies.

Tanis Anderson started her career in education as an Education Assistant. From there she became a classroom teacher, teaching Grades K-4, where she taught in Community Schools and Community Minded Schools. From there, she became a Literacy Helping Teacher and shifted into a program Consultant Role in Literacy K-12. Last year she moved school districts to take on a new job, as District Vice Principal for Early Learning. Her portfolio includes supporting early learning and literacy, StrongStart, community programming, childcare and food security. Tanis received an undergraduate and Masters degree at Simon Fraser University.]]>4286community,communityroom,communityroombc,communityschool,education,pedagogy,school,schooling,sfu,teaching,ubcclean3fullhttps://www.spreaker.com/episode/s3e01-the-open-arms-of-community-schools-care-connection-of-newcomers-with-rajeeta-samala-and-branka-vlasic--48243651
RESOURCES:

https://kappanonline.org/stages-of-immigrant-parent-involvement-survivors-to-leaders/

https://www.gse.harvard.edu/news/uk/18/04/partnering-newcomer-families

QUOTE:

"...Educators should keep a positive outlook on families. “If you start out with a mindset that there’s going to be some sort of problem or challenge, or you view cultural diversity as a deficit versus an asset, then that will shape the way you approach families,” says Mapp. Teachers can ask how families support their children's learning at home, which can show families that teachers value their role. In surveys, phone calls, or conferences, they can even inquire about families’ cultural backgrounds: 'What are some of your wonderful cultural traditions that we should be celebrating or paying attention? Is there anything else that we should be aware of — holidays you don’t celebrate? We want to make sure we honor and value you." - Leah Shafer, Harvard Graduate School of Education

BIO:

Rajeeta Samala is: Positive. Empathetic. Hopeful. Most people that know her often shower her with these attributes. She is an adult educator that’s been working in the field of literacy & EAL for the past 10 years. She is also a certified Mindfulness Instructor and offers workshops for community members. Some of her interests include cooking, knitting, gardening, puzzles, reading as well as yoga. She enjoys being active in the community and doing her part to bring people together.

Branka Vlasic is currently a Community Development Coordinator for a Neighbourhood House in the lower mainland of BC. She says her time at the elementary Community School her children attended when she first arrived in the country, was an invaluable part of her life, of her sense of belonging, of finding a new home for herself and her kids, and of growing up as a parent and a person. Branka also says she is a good neighbour and a Salish Sea lover.]]>https://api.spreaker.com/episode/48243651Tue, 11 Jan 2022 02:22:52 +0000Community RoomWe welcome you back to Season 3 of Community Room after an unexpected pause to Season 2. Today we have a really special episode where we will look into the effect of community schools, or community-minded schools on newcomers to the country. We will...
RESOURCES:

https://kappanonline.org/stages-of-immigrant-parent-involvement-survivors-to-leaders/

https://www.gse.harvard.edu/news/uk/18/04/partnering-newcomer-families

QUOTE:

"...Educators should keep a positive outlook on families. “If you start out with a mindset that there’s going to be some sort of problem or challenge, or you view cultural diversity as a deficit versus an asset, then that will shape the way you approach families,” says Mapp. Teachers can ask how families support their children's learning at home, which can show families that teachers value their role. In surveys, phone calls, or conferences, they can even inquire about families’ cultural backgrounds: 'What are some of your wonderful cultural traditions that we should be celebrating or paying attention? Is there anything else that we should be aware of — holidays you don’t celebrate? We want to make sure we honor and value you." - Leah Shafer, Harvard Graduate School of Education

BIO:

Rajeeta Samala is: Positive. Empathetic. Hopeful. Most people that know her often shower her with these attributes. She is an adult educator that’s been working in the field of literacy & EAL for the past 10 years. She is also a certified Mindfulness Instructor and offers workshops for community members. Some of her interests include cooking, knitting, gardening, puzzles, reading as well as yoga. She enjoys being active in the community and doing her part to bring people together.

Branka Vlasic is currently a Community Development Coordinator for a Neighbourhood House in the lower mainland of BC. She says her time at the elementary Community School her children attended when she first arrived in the country, was an invaluable part of her life, of her sense of belonging, of finding a new home for herself and her kids, and of growing up as a parent and a person. Branka also says she is a good neighbour and a Salish Sea lover.]]>4950bced,bctf,community,communityschool,education,pedagogy,school,teacher,teachers,teachingclean3fullhttps://www.spreaker.com/episode/s2e9-engaged-parents-and-community-members-a-gift-to-school-community-with-bill-brassington--47416992
RESOURCES:

https://www.edutopia.org/home-school-team

https://www.cdc.gov/healthyyouth/protective/factsheets/parentengagement_parents.htm

https://scholar.google.ca/scholar_url?url=https://www.researchgate.net/profile/Ronel-Sapungan/publication/283539737_Parental_Involvement_in_Child%27s_Education_Importance_Barriers_and_Benefits/links/563dc34608ae8d65c01281ac/Parental-Involvement-in-Childs-Education-Importance-Barriers-and-Benefits.pdf&hl=en&sa=X&ei=we-DYZ_aA4G5ygSG0LuAAg&scisig=AAGBfm2dGIDr1fUJL0gweAZThNod4h9GOg&oi=scholarr

QUOTE:

"Despite current ads and slogans, the world doesn't change one person at a time. It changes when networks of relationships form among people who share a common cause and vision of what's possible. This is good news for those of us intent on creating a positive future. Rather than worry about critical mass, our work is to foster critical connections. We don't need to convince large numbers of people to change; instead, we need to connect with kindred spirits. Through these relationships, we will develop the new knowledge, practices, courage and commitment that lead to broad-based change." - Margaret J. Wheatley


BIO:

Bill is a proud parent of two multi-racial teenagers, he is a Vice President of Sales for LGM Financial and he is a Trustee and Vice-Chair of a Lower Mainland Board of Education. Bill has been a volunteer in his community for over 30 years supporting city committees, youth sports, community groups and his children’s schools. It was during the time his son and daughter attended their neighbourhood Community School, that Bill’s volunteerism focused on education. He became involved in the school Parent and Community Council and became Chair of that, as well as a representative on district Parent Councils. His work as a Trustee has given Bill the ability to continue to be involved in the lives of his children, that of his community and the schools that take students and develop them into our next generation of community builders.]]>https://api.spreaker.com/episode/47416992Thu, 11 Nov 2021 01:20:59 +0000Community RoomHi everyone! Welcome back to Episode 9 of Season 2 of Community Room! Today we talk about the importance of parent involvement and how their engagement can directly affect a kid's success in school. We talk with Bill Brassington, a Trustee and...
RESOURCES:

https://www.edutopia.org/home-school-team

https://www.cdc.gov/healthyyouth/protective/factsheets/parentengagement_parents.htm

https://scholar.google.ca/scholar_url?url=https://www.researchgate.net/profile/Ronel-Sapungan/publication/283539737_Parental_Involvement_in_Child%27s_Education_Importance_Barriers_and_Benefits/links/563dc34608ae8d65c01281ac/Parental-Involvement-in-Childs-Education-Importance-Barriers-and-Benefits.pdf&hl=en&sa=X&ei=we-DYZ_aA4G5ygSG0LuAAg&scisig=AAGBfm2dGIDr1fUJL0gweAZThNod4h9GOg&oi=scholarr

QUOTE:

"Despite current ads and slogans, the world doesn't change one person at a time. It changes when networks of relationships form among people who share a common cause and vision of what's possible. This is good news for those of us intent on creating a positive future. Rather than worry about critical mass, our work is to foster critical connections. We don't need to convince large numbers of people to change; instead, we need to connect with kindred spirits. Through these relationships, we will develop the new knowledge, practices, courage and commitment that lead to broad-based change." - Margaret J. Wheatley


BIO:

Bill is a proud parent of two multi-racial teenagers, he is a Vice President of Sales for LGM Financial and he is a Trustee and Vice-Chair of a Lower Mainland Board of Education. Bill has been a volunteer in his community for over 30 years supporting city committees, youth sports, community groups and his children’s schools. It was during the time his son and daughter attended their neighbourhood Community School, that Bill’s volunteerism focused on education. He became involved in the school Parent and Community Council and became Chair of that, as well as a representative on district Parent Councils. His work as a Trustee has given Bill the ability to continue to be involved in the lives of his children, that of his community and the schools that take students and develop them into our next generation of community builders.]]>4045acebc,community,communityschool,education,learning,pedagogy,school,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s2e8-care-connection-and-community-in-schools-two-students-perspectives-with-natasha-rolleston-and-rickesh-mysuria--47267909
RESOURCES:

https://curriculum.gov.bc.ca/competencies


QUOTE:

"No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime. Young people must be included from birth. A society that cuts off from its youth severs its lifeline." - Kofi Annan

BIO:

Natasha Rolleston is a second-year student studying in the Faculty of Education at SFU. Throughout her high school experience, she was a member of several clubs and programs including the Artona Ambassador Program, District Student Advisory Council, Mentorship Program, Yearbook Committee, and Youth Action Committee. During her free time, she also volunteered as a Camp Leader at a summer camp in Burnaby and as an assistant to the surgical counsellor at an Ophthalmology office in Vancouver. She works a Program Leader in a large lower mainland city, developing and supporting community programs for all ages. Natasha enjoys baking, photography, and playing video games during her spare time.

Rickesh Mysuria is a fourth-year student studying Computer Science at SFU. In high school, he was a part of Student Government, the Youth Action Committee, and the Mentorship Program. Outside of school, he volunteered with the Indo-African Charitable Society, The Hot Potato Initiative, and also started an afterschool program at the local elementary Community School, called MindBlown with the help of two friends. Currently, he is on co-op as an IT Project Analyst at the BCLDB. He also says he enjoys learning to play the guitar, skateboarding, and being outdoors.]]>https://api.spreaker.com/episode/47267909Tue, 02 Nov 2021 03:46:15 +0000Community RoomWelcome back for Episode 8 of Season 2! For 17 episodes we have talked about the magic that happens when we prioritize care and connection in schools, and today we get a chance to hear from those who experienced it first hand. We have two former...
RESOURCES:

https://curriculum.gov.bc.ca/competencies


QUOTE:

"No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime. Young people must be included from birth. A society that cuts off from its youth severs its lifeline." - Kofi Annan

BIO:

Natasha Rolleston is a second-year student studying in the Faculty of Education at SFU. Throughout her high school experience, she was a member of several clubs and programs including the Artona Ambassador Program, District Student Advisory Council, Mentorship Program, Yearbook Committee, and Youth Action Committee. During her free time, she also volunteered as a Camp Leader at a summer camp in Burnaby and as an assistant to the surgical counsellor at an Ophthalmology office in Vancouver. She works a Program Leader in a large lower mainland city, developing and supporting community programs for all ages. Natasha enjoys baking, photography, and playing video games during her spare time.

Rickesh Mysuria is a fourth-year student studying Computer Science at SFU. In high school, he was a part of Student Government, the Youth Action Committee, and the Mentorship Program. Outside of school, he volunteered with the Indo-African Charitable Society, The Hot Potato Initiative, and also started an afterschool program at the local elementary Community School, called MindBlown with the help of two friends. Currently, he is on co-op as an IT Project Analyst at the BCLDB. He also says he enjoys learning to play the guitar, skateboarding, and being outdoors.]]>4582bced,bcteachers,community,communityschool,corecompetencies,education,elementary,highschool,learning,pedagogy,school,students,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s2e7-elements-of-safe-and-caring-schools-with-noam-samet--47149127
RESOURCES:

Sautner, B. (2001). "The safe and caring schools initiative". Reclaiming Children and Youth, vol. 9, no. 4, pp. 197–201.

"Expanding Prison: The Crisis in Crime and Punishment and the Search for Alternatives" by David Cayley
- https://www.amazon.ca/Expanding-Prison-Crisis-Punishment-Alternatives/dp/0887846033

QUOTE:

“Balanced and restorative justice is a new approach to juvenile crime that conceives of crime as an act that not only harms people but also violates relationships in a community. Thus, rather than a retributive approach, in which the state punishes an offender, restorative justice practices emphasize healing of the victim, the offender, and the community.” ― Christopher Peterson, Character Strengths and Virtues: A Handbook and Classification

BIO:

Noam realized that he wanted to work with youth at risk when he was in his early 20's as someone who went through the Alternate School stream. Noam's educational background is in Criminology, where his interests revolved around Drug Legislation, Youth in Conflict with the Law, and Restorative Justice. Noam has worked in the non-profit sector for a non-profit organization for 10 years before joining the school district and he feels this was helpful in bringing a different perspective to the school system.]]>https://api.spreaker.com/episode/47149127Mon, 25 Oct 2021 23:09:04 +0000Community RoomWelcome back to the Community Room! For Episode 7 of Season 2, we sit down with Safe School Specialist Noam Samet talk about restorative justice, how to maintain a safe, caring learning environment in a school and much more. We also touch on how Noam...
RESOURCES:

Sautner, B. (2001). "The safe and caring schools initiative". Reclaiming Children and Youth, vol. 9, no. 4, pp. 197–201.

"Expanding Prison: The Crisis in Crime and Punishment and the Search for Alternatives" by David Cayley
- https://www.amazon.ca/Expanding-Prison-Crisis-Punishment-Alternatives/dp/0887846033

QUOTE:

“Balanced and restorative justice is a new approach to juvenile crime that conceives of crime as an act that not only harms people but also violates relationships in a community. Thus, rather than a retributive approach, in which the state punishes an offender, restorative justice practices emphasize healing of the victim, the offender, and the community.” ― Christopher Peterson, Character Strengths and Virtues: A Handbook and Classification

BIO:

Noam realized that he wanted to work with youth at risk when he was in his early 20's as someone who went through the Alternate School stream. Noam's educational background is in Criminology, where his interests revolved around Drug Legislation, Youth in Conflict with the Law, and Restorative Justice. Noam has worked in the non-profit sector for a non-profit organization for 10 years before joining the school district and he feels this was helpful in bringing a different perspective to the school system.]]>3519community,communityschool,education,learning,pedagogy,school,students,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s2e6-building-community-minded-competencies-from-youth-to-practicing-teachers-with-wendi-palmer--47035596
RESOURCES:

"Find Your Marigold" - https://www.cultofpedagogy.com/marigolds/

The Ember and Stars - https://www.amazon.ca/Embers-Stars-Erazim-Koh%C3%A1k/dp/0226450171/ref=sr_1_1?dchild=1&keywords=the+embers+and+the+stars&qid=1634608313&sr=8-1

"The earth has music for those who listen" - http://stephanebarthelemy.com/hello-world


QUOTES:

"We must be wide awake, to seek to learn who we are, to articulate our moral positioning, so that we might attend with integrity and care and imagination, those who come amongst us" - Maxine Greene

"If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea." - Antoine de Saint-Exupery


BIO:

Wendi Palmer has been a teacher for the past 25 years in BC at the secondary level. She was a department head for 16 years, and also the Mentorship/Family of Schools Coordinator.
Wendi has been a successful and beloved high school basketball coach, and was a varsity player herself at UBC. She has a Masters Degree in Education- focused in experiential learning outdoors.
She is currently a Doctoral Candidate in Philosophy of Education. She has been a Faculty Associate in the Community Schools Module at SFU, as well as a Sessional Instructor in Graduate Programs and Teacher Education Programs. Wendi is also the Program Coordinator of Preservice Professional Studies at SFU, and she is a lover of all dogs, good views and excellent conversations!]]>https://api.spreaker.com/episode/47035596Tue, 19 Oct 2021 02:46:40 +0000Community RoomWelcome back for Episode 6 of Season 2! Today we have an inspiring guest, who will help us explore how care, connection and community fits into and impacts high school youth, and also pre-service teachers, in their teacher education programs. We talk...
RESOURCES:

"Find Your Marigold" - https://www.cultofpedagogy.com/marigolds/

The Ember and Stars - https://www.amazon.ca/Embers-Stars-Erazim-Koh%C3%A1k/dp/0226450171/ref=sr_1_1?dchild=1&keywords=the+embers+and+the+stars&qid=1634608313&sr=8-1

"The earth has music for those who listen" - http://stephanebarthelemy.com/hello-world


QUOTES:

"We must be wide awake, to seek to learn who we are, to articulate our moral positioning, so that we might attend with integrity and care and imagination, those who come amongst us" - Maxine Greene

"If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea." - Antoine de Saint-Exupery


BIO:

Wendi Palmer has been a teacher for the past 25 years in BC at the secondary level. She was a department head for 16 years, and also the Mentorship/Family of Schools Coordinator.
Wendi has been a successful and beloved high school basketball coach, and was a varsity player herself at UBC. She has a Masters Degree in Education- focused in experiential learning outdoors.
She is currently a Doctoral Candidate in Philosophy of Education. She has been a Faculty Associate in the Community Schools Module at SFU, as well as a Sessional Instructor in Graduate Programs and Teacher Education Programs. Wendi is also the Program Coordinator of Preservice Professional Studies at SFU, and she is a lover of all dogs, good views and excellent conversations!]]>4220community,communityschool,devel,education,learning,pedagogy,professional,students,studentteacher,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s2e5-what-is-community-thoughts-from-those-who-live-it--46929167https://api.spreaker.com/episode/46929167Tue, 12 Oct 2021 00:00:04 +0000Community RoomWelcome back for Episode 5 of Season 2 of Community Room! It is Canadian Thanksgiving and we have compiled every answer as a special episode for the question we ask every show: "what is your definition of community?" We are extremely thankful every...1491community,communitypartner,communityschool,education,learning,pedagogy,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s2e4-community-schools-an-intentional-strategy-not-a-program-with-abe-fernandez--46822878
RESOURCES:

Developmental Triangle (located on page 2) - https://www.nccs.org/sites/default/files/resource/NCCS_BuildingCommunitySchools.pdf

Abel McDaniels Article - https://www.americanprogress.org/issues/education-k-12/reports/2018/08/22/454977/building-community-schools-systems/

QUOTE:

“The research is abundantly clear; nothing motivates a child more than when learning is valued by schools and families/community working together in partnership …. These forms of involvement do not happen by accident or even by invitation. They happen by explicit strategic intervention.”
- Michael Fullan, Rethinking Educational Change with Heart and Mind

BONUS QUOTE:

"Vision without action is a daydream; action without a vision is a nightmare" - Japanese Proverb

BIO:

Abe Fernández directs the National Center for Community Schools and guides the place-based collective impact initiatives at Children’s Aid in New York City, leveraging twenty-five years of experience in education, youth development, and the social impact sector. He was previously a senior advisor to South Bronx Rising Together, a cradle-to-career collective impact initiative of which he was a founding co-director. He also led the Empire State Poverty Reduction Initiative – a statewide effort to plan and implement strategies to mitigate poverty – for the Bronx. Abe is a national thought leader on the community school strategy and, with the team at NCCS, provides consultation and training to initiatives around the country and beyond. He is a graduate of Brown
University and the Senior Leaders Program for Nonprofit Professionals at Columbia Business School.

You can reach Abe on Twitter: @abefernandez]]>https://api.spreaker.com/episode/46822878Tue, 05 Oct 2021 19:30:02 +0000Community RoomWelcome back for Episode 4 of Season 2! For this episode of Community Room, we have a special guest - a New York City native but joining us from Boston is Abe Fernández! Abe currently directs the Children's Aid National Center for Community Schools in...
RESOURCES:

Developmental Triangle (located on page 2) - https://www.nccs.org/sites/default/files/resource/NCCS_BuildingCommunitySchools.pdf

Abel McDaniels Article - https://www.americanprogress.org/issues/education-k-12/reports/2018/08/22/454977/building-community-schools-systems/

QUOTE:

“The research is abundantly clear; nothing motivates a child more than when learning is valued by schools and families/community working together in partnership …. These forms of involvement do not happen by accident or even by invitation. They happen by explicit strategic intervention.”
- Michael Fullan, Rethinking Educational Change with Heart and Mind

BONUS QUOTE:

"Vision without action is a daydream; action without a vision is a nightmare" - Japanese Proverb

BIO:

Abe Fernández directs the National Center for Community Schools and guides the place-based collective impact initiatives at Children’s Aid in New York City, leveraging twenty-five years of experience in education, youth development, and the social impact sector. He was previously a senior advisor to South Bronx Rising Together, a cradle-to-career collective impact initiative of which he was a founding co-director. He also led the Empire State Poverty Reduction Initiative – a statewide effort to plan and implement strategies to mitigate poverty – for the Bronx. Abe is a national thought leader on the community school strategy and, with the team at NCCS, provides consultation and training to initiatives around the country and beyond. He is a graduate of Brown
University and the Senior Leaders Program for Nonprofit Professionals at Columbia Business School.

You can reach Abe on Twitter: @abefernandez]]>3804community,communityschools,education,educational,educationalstrategies,newyork,pedagogy,schoolsclean2fullhttps://www.spreaker.com/episode/s2e3-structures-and-systems-that-support-community-schools-in-bc-with-rick-bloudell-and-sandhya-krishna--46714643
QUOTE:

“One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. … The work is to overcome this fragmentation.” ― Peter Block, Community: The Structure of Belonging

BIOS:


Rick Bloudell is a lower mainland city's School District’s Manager of Community Programs and Partnerships. Rick has worked as a Community School Coordinator for nearly 6 years. Prior to that, he worked at Anvil Centre and as a program supervisor and facilitator for the City in the Parks and Recreation department. Rick graduated from Simon Fraser University with a degree in business, specializing in Human Resources, as well as a certificate in Labour Studies.

Sandhya Krishna is a new Community School Coordinator with only one year of experience here in the Lower Mainland. She worked for approximately 10 years in Community and Social Service in Ontario before entering the teaching profession. Sandhya is an experienced classroom, Special Education and English Language teacher with over 20 years of experience both in Ontario and BC. She is excited about her new role as a Coordinator as she knows her many years of personal and professional experience in building community will help her make connections and support many students and families here in BC.]]>https://api.spreaker.com/episode/46714643Mon, 27 Sep 2021 22:18:33 +0000Community RoomWelcome back for Episode 3 of Season 2! Today we have Rick Bloudell and Sandhya Krishna - two community school coordinators in the Lower Mainland - to talk about the different systems and structures that help community schools both in and out of the...
QUOTE:

“One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. … The work is to overcome this fragmentation.” ― Peter Block, Community: The Structure of Belonging

BIOS:


Rick Bloudell is a lower mainland city's School District’s Manager of Community Programs and Partnerships. Rick has worked as a Community School Coordinator for nearly 6 years. Prior to that, he worked at Anvil Centre and as a program supervisor and facilitator for the City in the Parks and Recreation department. Rick graduated from Simon Fraser University with a degree in business, specializing in Human Resources, as well as a certificate in Labour Studies.

Sandhya Krishna is a new Community School Coordinator with only one year of experience here in the Lower Mainland. She worked for approximately 10 years in Community and Social Service in Ontario before entering the teaching profession. Sandhya is an experienced classroom, Special Education and English Language teacher with over 20 years of experience both in Ontario and BC. She is excited about her new role as a Coordinator as she knows her many years of personal and professional experience in building community will help her make connections and support many students and families here in BC.]]>3966clean2fullhttps://www.spreaker.com/episode/s2e2-community-and-school-partnerships-creating-the-village-with-iha-hayer--46608252
QUOTE:

"As the old African proverb says, "It takes a village to raise a child." One could imagine then that it would take a community to raise a school. We can't rely on local, state, or federal governments to take ownership of the issues we face locally. We need to work as a community to nurture our schools for our particular community needs." - Brendan O'Keefe, Edutopia

RESOURCES:

www.safesupportivelearning.ed.gov
https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe
https://www.ascd.org/

BIO:

Iha is a settler in this country that we now call Canada, and she feels so privileged and honored
to live, learn and work on the traditional unceded territories of the Katzie, Kwantlen, Matsqui
and Semiahmoo First Nations.

Iha would say she is most importantly a mom of a 3.5 year old, a few fake adopted kids that are
all adults now, a dog, and the wife of a supportive husband. She says that her foremost passion is healthy community building.

Iha developed this interest while completing her undergraduate degree at the University of
Victoria where she volunteered with the Victoria Street Kids Association as well as working as a
children’s counselor at the Victoria Women’s Transition House. She decided that she could effect change as a teacher and has taught in several diverse communities including; Quebec City, Quebec; Langley, BC; and Hamilton, Bermuda. In each location she worked with predominantly populations where children and youth experienced barriers to academic and social emotional success. In June 2007 she completed her Masters and became interested in systems thinking and change
management. That year she also developed and piloted the Heroes Live Here program for 2010
Legacies Now. Heroes Live Here was a literacy based, leadership initiative. In 2011, Iha applied for a Community School Coordinator Position in the lower mainland to develop a pilot project of a High School Community School in the district.

She then became a Vice Principal at a Middle School in another lower mainland district and is
now at the School Board Office as a District Vice Principal for Children and Youth in Care. She
now leads the Vulnerable Student Support Team and the development of the Community School
Approach in her district.]]>https://api.spreaker.com/episode/46608252Mon, 20 Sep 2021 22:30:46 +0000Community RoomWelcome back to Community Room. This episode focuses on community partnerships as a whole. Community partnerships can enrich the care, education and wellness of our children and their families, even more. When we work together, we are stronger. Many...
QUOTE:

"As the old African proverb says, "It takes a village to raise a child." One could imagine then that it would take a community to raise a school. We can't rely on local, state, or federal governments to take ownership of the issues we face locally. We need to work as a community to nurture our schools for our particular community needs." - Brendan O'Keefe, Edutopia

RESOURCES:

www.safesupportivelearning.ed.gov
https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe
https://www.ascd.org/

BIO:

Iha is a settler in this country that we now call Canada, and she feels so privileged and honored
to live, learn and work on the traditional unceded territories of the Katzie, Kwantlen, Matsqui
and Semiahmoo First Nations.

Iha would say she is most importantly a mom of a 3.5 year old, a few fake adopted kids that are
all adults now, a dog, and the wife of a supportive husband. She says that her foremost passion is healthy community building.

Iha developed this interest while completing her undergraduate degree at the University of
Victoria where she volunteered with the Victoria Street Kids Association as well as working as a
children’s counselor at the Victoria Women’s Transition House. She decided that she could effect change as a teacher and has taught in several diverse communities including; Quebec City, Quebec; Langley, BC; and Hamilton, Bermuda. In each location she worked with predominantly populations where children and youth experienced barriers to academic and social emotional success. In June 2007 she completed her Masters and became interested in systems thinking and change
management. That year she also developed and piloted the Heroes Live Here program for 2010
Legacies Now. Heroes Live Here was a literacy based, leadership initiative. In 2011, Iha applied for a Community School Coordinator Position in the lower mainland to develop a pilot project of a High School Community School in the district.

She then became a Vice Principal at a Middle School in another lower mainland district and is
now at the School Board Office as a District Vice Principal for Children and Youth in Care. She
now leads the Vulnerable Student Support Team and the development of the Community School
Approach in her district.]]>3564community,communityschool,education,pedagogyclean2fullhttps://www.spreaker.com/episode/s2e1-starting-the-year-with-care-connection-and-community-in-mind-with-satpaul-binng-kimberly-baker-and-georgia-clayton--46421783

QUOTE:

“As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.” - Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life

BIOS:

Kim Baker has been an educator in a Burnaby Community School for 16 years. Kim's passion is building classroom communities where kids are made to feel like a family; safe, loved, and included. Her love of community has kept her at her current school for her entire 16 year career, taking several roles during her time there. Kim believes that a school is the heart of the community.

Georgia Clayton is an unwanted settler from Northern English and Irish background. She has worked with teenagers for the past 15 years in different capacities. From youth work to sexual health educator to now a classroom teacher, she believes that this generation of youth has the capacity to create large scale social change. Regardless of the environment, community collaboration and elevating the youth voice has always been a priority in her work. Her current interests are learning how to skateboard and
training her cat to play fetch.

Satpaul Binng has been teaching K-7 in various roles for the past 23 years. She has worked both in community and non-community schools and has her Masters in Curriculum and Instruction. She has a passion for using the 'lens of story' to develop relationships that help her build strong classroom communities.]]>https://api.spreaker.com/episode/46421783Wed, 08 Sep 2021 03:37:49 +0000Community RoomWe welcome you back for Season 2 of Community Room! As we enter the 2021/2022 school year, we come back with more excellent conversations around community schools and the importance of community! For Episode 1 of Season 2, we have three community...

QUOTE:

“As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.” - Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life

BIOS:

Kim Baker has been an educator in a Burnaby Community School for 16 years. Kim's passion is building classroom communities where kids are made to feel like a family; safe, loved, and included. Her love of community has kept her at her current school for her entire 16 year career, taking several roles during her time there. Kim believes that a school is the heart of the community.

Georgia Clayton is an unwanted settler from Northern English and Irish background. She has worked with teenagers for the past 15 years in different capacities. From youth work to sexual health educator to now a classroom teacher, she believes that this generation of youth has the capacity to create large scale social change. Regardless of the environment, community collaboration and elevating the youth voice has always been a priority in her work. Her current interests are learning how to skateboard and
training her cat to play fetch.

Satpaul Binng has been teaching K-7 in various roles for the past 23 years. She has worked both in community and non-community schools and has her Masters in Curriculum and Instruction. She has a passion for using the 'lens of story' to develop relationships that help her build strong classroom communities.]]>4531community,communityroom,education,educators,learning,podcast,school,teachers,teachingclean2fullhttps://www.spreaker.com/episode/s1e10-whole-child-education-with-dave-rawnsley--45472438
RESOURCES:

- https://acebc.ca/resources/elements-and-threads/
- http://www.ascd.org/whole-child.aspx

QUOTES:

"In 2005 when ASCD decided it was time to reemphasize education for the whole child, some critics wrote that such an aim was "soft and squishy." Their criticism overlooked an essential component of whole child education. Although those who advocate for education for the whole child may not believe that a single "get tough" strategy works, they know that offering students meaningful challenges does. Children - much like adults - learn best when they are engaged, supported, safe, healthy - and, most surely, challenged." - Marge Scherer]]>https://api.spreaker.com/episode/45472438Mon, 28 Jun 2021 02:30:13 +0000Community RoomWelcome back for Episode 10 and final episode of Season 1 on this blistering Sunday! Today, we sit down with current secondary school principal Dave Rawnsley. He led the first Canadian school (a community school) that won the ASCD Vision and Action...
RESOURCES:

- https://acebc.ca/resources/elements-and-threads/
- http://www.ascd.org/whole-child.aspx

QUOTES:

"In 2005 when ASCD decided it was time to reemphasize education for the whole child, some critics wrote that such an aim was "soft and squishy." Their criticism overlooked an essential component of whole child education. Although those who advocate for education for the whole child may not believe that a single "get tough" strategy works, they know that offering students meaningful challenges does. Children - much like adults - learn best when they are engaged, supported, safe, healthy - and, most surely, challenged." - Marge Scherer]]>5827children,community,communitybuilding,communityminds,communityschool,education,highschool,pedagogy,teachers,teaching,wholechild,wholechildeducationclean1fullhttps://www.spreaker.com/episode/s1e9-effective-and-efficient-groups-with-john-talbot--45378455
RESOURCES:

- https://en.wikipedia.org/wiki/Tuckman%27s_stages_of_group_development
- THE FOUR P's = (Purpose, Product, People, Process)
- THE FIVE I's = (Into, Interesting, Informed, Involved, Inspired)
- RAFF = (Relationships, Action, Food & Fun)
- "See No Stranger" - By Valerie Kaur (https://valariekaur.com/see-no-stranger/)


QUOTES:

- "Businesses and other human endeavours are also systems. They, too, are bound by invisible fabrics of interrelated actions, which often take years to fully play out their effects on each other. Since we are part of that lacework ourselves, it's doubly hard to see the whole pattern of change. Instead we tend to focus on snapshots of isolated parts of the system, and wonder why our deepest problems never seem to get resolved." - Peter Senge

- "Great minds discuss ideas; average minds discuss events; small minds discuss people." - Eleanor Roosevelt]]>https://api.spreaker.com/episode/45378455Mon, 21 Jun 2021 01:30:14 +0000Community RoomWelcome back for Episode 9! We have John Talbot joining us to talk about working in groups. John has over 40 years of experience as an executive, consultant, practitioner and trainer in the public, non-profit and private sectors. He has worked in all...
RESOURCES:

- https://en.wikipedia.org/wiki/Tuckman%27s_stages_of_group_development
- THE FOUR P's = (Purpose, Product, People, Process)
- THE FIVE I's = (Into, Interesting, Informed, Involved, Inspired)
- RAFF = (Relationships, Action, Food & Fun)
- "See No Stranger" - By Valerie Kaur (https://valariekaur.com/see-no-stranger/)


QUOTES:

- "Businesses and other human endeavours are also systems. They, too, are bound by invisible fabrics of interrelated actions, which often take years to fully play out their effects on each other. Since we are part of that lacework ourselves, it's doubly hard to see the whole pattern of change. Instead we tend to focus on snapshots of isolated parts of the system, and wonder why our deepest problems never seem to get resolved." - Peter Senge

- "Great minds discuss ideas; average minds discuss events; small minds discuss people." - Eleanor Roosevelt]]>4230action,community,communitybuilding,communitydevelopment,development,education,group,pedagogy,podcast,professionaldevelopment,relationshiosclean1fullhttps://www.spreaker.com/episode/s1e8-starting-and-sustaining-with-peter-dubinsky--45286936
QUOTE:

"“If I make deposits into an Emotional Bank Account with you through courtesy, kindness, honesty, and keeping my commitments to you, I build up a reserve. Your trust toward me becomes higher, and I can call upon that trust many times if I need to. I can even make mistakes and that trust level, that emotional reserve, will compensate for it. My communication may not be clear, but you’ll get my meaning anyway. You won’t make me “an offender for a word.” When the trust account is high, communication is easy, instant, and effective.” - Stephen R. Covey]]>https://api.spreaker.com/episode/45286936Mon, 14 Jun 2021 02:23:16 +0000Community RoomWe welcome Peter Dubinsky to the Community Room for Episode 7! A mentor to both Gayle and Bal, he has been connected to Community Schools for 30 years, and is a current superintendent in BC, an adjunct faculty member at the University of Oregon and...
QUOTE:

"“If I make deposits into an Emotional Bank Account with you through courtesy, kindness, honesty, and keeping my commitments to you, I build up a reserve. Your trust toward me becomes higher, and I can call upon that trust many times if I need to. I can even make mistakes and that trust level, that emotional reserve, will compensate for it. My communication may not be clear, but you’ll get my meaning anyway. You won’t make me “an offender for a word.” When the trust account is high, communication is easy, instant, and effective.” - Stephen R. Covey]]>5289clean1fullhttps://www.spreaker.com/episode/s1e7-building-community-through-partnerships-with-sangeeta-bhonsale--45193707
Sangeeta Bhonsale comes with quite the unconventional resume for someone who works in a community setting. She started life in a middle-class family in India where her parents taught her the values of hard work and ethics while pushing her to achieve her dreams and financially extending themselves to put her through university in Michigan. She took those values and excelled at her academics at Michigan Tech University and kick-started her career working for a multinational corporation, Mercedes-Benz. Her journey from the corporate world to the nonprofit sector was greatly influenced by her experiences as a mother. Becoming a parent was a gift that gave her deep insight into some real-life lessons and has led her to her true calling, that is working towards building communities where every child can flourish and thrive. She has spent the last twelve years in learning and understanding the challenges and joys of raising healthy and confident children and the impact of community programs on parents, caregivers, and children.

RESOURCES:

- Association for Community Education in BC (ACEBC) http://acebc.ca/

- Alison Gopnik: Developmental Psychologist and Philosopher (http://alisongopnik.com/)

- Urie Bronfenbrenner: “Ecological Systems Theory” https://www.simplypsychology.org/Bronfenbrenner.html


QUOTES:

"The solution to adult problems tomorrow depends on large measure how our children grow up today."- Margaret Mead]]>https://api.spreaker.com/episode/45193707Mon, 07 Jun 2021 03:00:20 +0000Community RoomWelcome back for Episode 6! Today's conversation is about how kids and families benefit from partnerships between the school and community organizations, and it features Sangeeta Bhonsale. Gayle and Bal sit down with her and talk about the role her...
Sangeeta Bhonsale comes with quite the unconventional resume for someone who works in a community setting. She started life in a middle-class family in India where her parents taught her the values of hard work and ethics while pushing her to achieve her dreams and financially extending themselves to put her through university in Michigan. She took those values and excelled at her academics at Michigan Tech University and kick-started her career working for a multinational corporation, Mercedes-Benz. Her journey from the corporate world to the nonprofit sector was greatly influenced by her experiences as a mother. Becoming a parent was a gift that gave her deep insight into some real-life lessons and has led her to her true calling, that is working towards building communities where every child can flourish and thrive. She has spent the last twelve years in learning and understanding the challenges and joys of raising healthy and confident children and the impact of community programs on parents, caregivers, and children.

RESOURCES:

- Association for Community Education in BC (ACEBC) http://acebc.ca/

- Alison Gopnik: Developmental Psychologist and Philosopher (http://alisongopnik.com/)

- Urie Bronfenbrenner: “Ecological Systems Theory” https://www.simplypsychology.org/Bronfenbrenner.html


QUOTES:

"The solution to adult problems tomorrow depends on large measure how our children grow up today."- Margaret Mead]]>3677alisongopnik,community,communitybuilding,communitypartners,communityroom,communityschool,education,partners,pedagogy,podcast,uriebronfenbrennerclean1fullhttps://www.spreaker.com/episode/s1e6-sport-and-school-building-skills-belonging-and-community-with-jeff-gourley-and-aaron-mitchell--45103707
QUOTES (POST EPISODE):
- “The strength of the team is each individual member. The strength of each member is the team.”
- Aaron's response: This quote covers a lot in a few words. Within teams and schools, it becomes a collective effort to strive for excellence on all levels. As a team, you must make an effort to have your "last" player as fully invested as your first, maybe not skill wise, but mentally and emotionally. When teams are invested in each other and not themselves powerful things happen. I firmly believe the same for schools; if we flip our leadership model upside down, with families and students being the top of the pyramid and teachers / admin at the bottom, empowerment happens, accountability happens, open feedback happens............and well, a whole bunch of really good stuff happens."

RESOURCES:

- SAFETEEN: www.safeteen.ca - "Safeteen is an internationally recognized violence prevention strategy that cultivates a radical transformation from a youth culture of fear and survival to one of empathy, safety and empowerment."

- "A Hoops Journey": Hosted by Aaron Mitchell and Corbin Castres https://linktr.ee/ahoopsjourney

- "A Hoops Journey": Episode 2 featuring Bal Dhillon = https://open.spotify.com/episode/5LwLzZPzs2AgiK4bZGkg1g?si=KeF-k8pkQTifgWoZkc5k4Q

- "A Hoops Journey": Episode 18 featuring Jeff Gourley = https://open.spotify.com/episode/5qOQvPgrcpSrBurwdRFBAT?si=y7onKNrdSaSS8OQDn3NFRg]]>https://api.spreaker.com/episode/45103707Mon, 31 May 2021 02:54:44 +0000Community RoomWelcome back to the Community Room! Today, we chat with two high school basketball coaches - Aaron Mitchell and Jeff Gourley - about how they use their role as a coaches and educators to instill values and the impact of sports on kids today. Listen...
QUOTES (POST EPISODE):
- “The strength of the team is each individual member. The strength of each member is the team.”
- Aaron's response: This quote covers a lot in a few words. Within teams and schools, it becomes a collective effort to strive for excellence on all levels. As a team, you must make an effort to have your "last" player as fully invested as your first, maybe not skill wise, but mentally and emotionally. When teams are invested in each other and not themselves powerful things happen. I firmly believe the same for schools; if we flip our leadership model upside down, with families and students being the top of the pyramid and teachers / admin at the bottom, empowerment happens, accountability happens, open feedback happens............and well, a whole bunch of really good stuff happens."

RESOURCES:

- SAFETEEN: www.safeteen.ca - "Safeteen is an internationally recognized violence prevention strategy that cultivates a radical transformation from a youth culture of fear and survival to one of empathy, safety and empowerment."

- "A Hoops Journey": Hosted by Aaron Mitchell and Corbin Castres https://linktr.ee/ahoopsjourney

- "A Hoops Journey": Episode 2 featuring Bal Dhillon = https://open.spotify.com/episode/5LwLzZPzs2AgiK4bZGkg1g?si=KeF-k8pkQTifgWoZkc5k4Q

- "A Hoops Journey": Episode 18 featuring Jeff Gourley = https://open.spotify.com/episode/5qOQvPgrcpSrBurwdRFBAT?si=y7onKNrdSaSS8OQDn3NFRg]]>5303basketball,buildingcommunity,capacity,coaching,community,communitybuilding,communityroom,communityroompodcast,education,pedagogy,relationships,teachingclean1fullhttps://www.spreaker.com/episode/s1e5-connecting-while-apart--44987825
RESOURCES:

- https://acebc.ca/resources/elements-and-threads/ (Community School Elements)

- Mark Lamont Hill - "We Still Here: Pandemic, Policing, Protest, and Possibility" https://www.amazon.ca/dp/B08HW78VNC/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

- Bettina L. Love - "We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom" https://www.amazon.ca/dp/B07FG27G6H/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

- Rinaldo Walcott - "On Property: Policing, Prisons and the Call for Abolition" - https://www.amazon.ca/Property-Field-Notes-Book-ebook/dp/B08K55GD3G/ref=sr_1_1?dchild=1&keywords=On+Property%3A+Policing%2C+Prisons+and+the+Call+for+Abolition&qid=1622428926&sr=8-1

- Mariame Kaba - "We Do This 'Til We Free Us: Abolitionist Organizing and Transforming Justice" -
https://www.amazon.ca/This-Til-Free-Abolitionist-Transforming/dp/164259525X/ref=sr_1_1?dchild=1&keywords=Mariame+Kaba-+We+Do+This+%27Til+We+Free+Us%3A+Abolitionist+Organizing+and+Transforming+Justice&qid=1622429037&sr=8-1

- Angela Y. Davis - "Are Prisons Obsolete?" -
https://www.amazon.ca/Are-Prisons-Obsolete-Angela-Davis/dp/1583225811/ref=sr_1_1?dchild=1&keywords=Angela+Y.+Davis-+Are+Prisons+Obsolete%3F&qid=1622428982&sr=8-1



QUOTES:

“If you have come here to help me you are wasting your time, but if you have come because your liberation is bound up with mine, then let us work together.” - Lilla Watson

“Connecting with others gives us a sense of inclusion, connection, interaction, safety, and community. Your vibe attracts your tribe, so if you want to attract positive and healthy relationships, be one! Staying connected and getting reconnected feeds the flow of goodness which empowers our humanity.” - Susan C. Young]]>https://api.spreaker.com/episode/44987825Sun, 23 May 2021 18:30:18 +0000Community RoomWith no guest this week, hosts Gayle and Bal have a poignant conversation about how their own years have gone, and have a discourse on the challenges of being community school coordinators during the COVID-19 pandemic. RESOURCES: -...
RESOURCES:

- https://acebc.ca/resources/elements-and-threads/ (Community School Elements)

- Mark Lamont Hill - "We Still Here: Pandemic, Policing, Protest, and Possibility" https://www.amazon.ca/dp/B08HW78VNC/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

- Bettina L. Love - "We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom" https://www.amazon.ca/dp/B07FG27G6H/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

- Rinaldo Walcott - "On Property: Policing, Prisons and the Call for Abolition" - https://www.amazon.ca/Property-Field-Notes-Book-ebook/dp/B08K55GD3G/ref=sr_1_1?dchild=1&keywords=On+Property%3A+Policing%2C+Prisons+and+the+Call+for+Abolition&qid=1622428926&sr=8-1

- Mariame Kaba - "We Do This 'Til We Free Us: Abolitionist Organizing and Transforming Justice" -
https://www.amazon.ca/This-Til-Free-Abolitionist-Transforming/dp/164259525X/ref=sr_1_1?dchild=1&keywords=Mariame+Kaba-+We+Do+This+%27Til+We+Free+Us%3A+Abolitionist+Organizing+and+Transforming+Justice&qid=1622429037&sr=8-1

- Angela Y. Davis - "Are Prisons Obsolete?" -
https://www.amazon.ca/Are-Prisons-Obsolete-Angela-Davis/dp/1583225811/ref=sr_1_1?dchild=1&keywords=Angela+Y.+Davis-+Are+Prisons+Obsolete%3F&qid=1622428982&sr=8-1



QUOTES:

“If you have come here to help me you are wasting your time, but if you have come because your liberation is bound up with mine, then let us work together.” - Lilla Watson

“Connecting with others gives us a sense of inclusion, connection, interaction, safety, and community. Your vibe attracts your tribe, so if you want to attract positive and healthy relationships, be one! Staying connected and getting reconnected feeds the flow of goodness which empowers our humanity.” - Susan C. Young]]>2863abolition,abolitionist,buildingcommunity,community,communityroom,education,liberation,pandemic,pedagogy,policeclean1fullhttps://www.spreaker.com/episode/s1e4-building-capacity-with-larry-ryan-and-elizabeth-byrne--44857682
Larry Ryan has been in education for over 25 years. From his role as a school Youth Worker, Teacher, Community School Coordinator, and a Vice Principal in a middle school, he has been part of the school community from a variety of vantage points. He believes that the key to enhancing student learning and outcomes is to engage all stakeholders in the community. As a vice principal, Larry focuses on servant leadership and building a sense of community among students, staff, parents and other stakeholders. He strives to make his school a place that students and staff want to attend every day because it is a place of safety, connection, and fun.

Elizabeth Byrne has been a social studies teacher in British Columbia for 25 years and is all about connection and community. She is passionate about social justice, writing, connecting people, developing curriculum resources, creating space for others to succeed, and providing opportunities and experiences for people to thrive.

She holds a Masters in History and in her career so far she has taught social studies at five high schools and three elementary schools. She has also taught teacher candidates at university and been a Community School Coordinator at both high school and elementary level.

Her writing projects focus on social justice and critical thinking, and include Pivotal Voices: Exploring Identity, Inclusion and Citizenship, resources for Learning In Depth, Tools for Thought, The Critical Thinking Consortium, and the Learning about Homelessness Project, among others. She was editor for Dimensions while on the British Columbia Social Studies Association executive, and she has also written and implemented the curriculum for courses such as Innovative Curriculum Design, and the Leadership Program in her district.

QUOTES:

"The world does not need leaders to better define issues or to orchestrate better planning or project management. What it needs is for the issues and the plans to have more of an impact, and that comes from citizen accountability and commitment. Engagement is the means through which there can be a shift in caring for the well-being of the whole, and the task of leader as convener is to produce that engagement.” - Peter Block, Community: The Structure of Belonging

"The conductor of an orchestra doesn’t make a sound. He depends for his power on his ability to make others powerful. " - Benjamin Zander, TED Talk]]>https://api.spreaker.com/episode/44857682Sun, 16 May 2021 21:12:49 +0000Community RoomWelcome back to the Community Room for Episode 4! Today's topic is "Building Capacity" and we've brought in two friends, former colleagues and former community school coordinators: Elizabeth Byrne and Larry Ryan. They talk about the different ways...
Larry Ryan has been in education for over 25 years. From his role as a school Youth Worker, Teacher, Community School Coordinator, and a Vice Principal in a middle school, he has been part of the school community from a variety of vantage points. He believes that the key to enhancing student learning and outcomes is to engage all stakeholders in the community. As a vice principal, Larry focuses on servant leadership and building a sense of community among students, staff, parents and other stakeholders. He strives to make his school a place that students and staff want to attend every day because it is a place of safety, connection, and fun.

Elizabeth Byrne has been a social studies teacher in British Columbia for 25 years and is all about connection and community. She is passionate about social justice, writing, connecting people, developing curriculum resources, creating space for others to succeed, and providing opportunities and experiences for people to thrive.

She holds a Masters in History and in her career so far she has taught social studies at five high schools and three elementary schools. She has also taught teacher candidates at university and been a Community School Coordinator at both high school and elementary level.

Her writing projects focus on social justice and critical thinking, and include Pivotal Voices: Exploring Identity, Inclusion and Citizenship, resources for Learning In Depth, Tools for Thought, The Critical Thinking Consortium, and the Learning about Homelessness Project, among others. She was editor for Dimensions while on the British Columbia Social Studies Association executive, and she has also written and implemented the curriculum for courses such as Innovative Curriculum Design, and the Leadership Program in her district.

QUOTES:

"The world does not need leaders to better define issues or to orchestrate better planning or project management. What it needs is for the issues and the plans to have more of an impact, and that comes from citizen accountability and commitment. Engagement is the means through which there can be a shift in caring for the well-being of the whole, and the task of leader as convener is to produce that engagement.” - Peter Block, Community: The Structure of Belonging

"The conductor of an orchestra doesn’t make a sound. He depends for his power on his ability to make others powerful. " - Benjamin Zander, TED Talk]]>5518baldhillon,buildingcapacity,buildingcommunity,community,communityroom,communityschool,education,educators,elizabethbyrne,gaylebeavil,larryryan,pedagogy,podcast,teachers,teachingclean1fullhttps://www.spreaker.com/episode/s1e3-building-relationships-with-sue-montabello--44590490
QUOTES:
- “Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people–they manipulate them. They do not liberate, nor are they liberated: they oppress.” - Paolo Freire

- "It was when I began my work teaching student teachers at the university and embarked on my Master's Degree, that this consciousness began to find words. I remember vividly my first attempt to give voice to what I knew. It was a graduate class in Philosophy. We were discussing what was necessary to be a good teacher. 'Content knowledge', 'pedagogical understandings', 'critical thinking', 'curriculum', were the words bantered around the table. There was, I knew, something missing, and yet I was hesitant to speak. This was not a class for tentative thinking; it was a class where definitive statements and clearly thought out propositions were expected if one was to be considered a rigorous thinker. I began slowly, 'relationships. Relationships with our students are key. Our students need to feel cared for'. There was silence for a moment, and then the reply came. Those were the kind of teachers I didn't really respect. I could wrap them around my finger. They didn't really challenge me with my thinking; I was appropriately, silenced'." - Sue Montabello]]>https://api.spreaker.com/episode/44590490Mon, 10 May 2021 03:58:36 +0000Community RoomToday's topic is "Relationships" and joining us for Episode 3 is Sue Montabello! A former principal, teacher, faculty associate coordinator at Simon Fraser University, and a mentor to many educators in the Lower Mainland, we are excited to sit down...
QUOTES:
- “Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people–they manipulate them. They do not liberate, nor are they liberated: they oppress.” - Paolo Freire

- "It was when I began my work teaching student teachers at the university and embarked on my Master's Degree, that this consciousness began to find words. I remember vividly my first attempt to give voice to what I knew. It was a graduate class in Philosophy. We were discussing what was necessary to be a good teacher. 'Content knowledge', 'pedagogical understandings', 'critical thinking', 'curriculum', were the words bantered around the table. There was, I knew, something missing, and yet I was hesitant to speak. This was not a class for tentative thinking; it was a class where definitive statements and clearly thought out propositions were expected if one was to be considered a rigorous thinker. I began slowly, 'relationships. Relationships with our students are key. Our students need to feel cared for'. There was silence for a moment, and then the reply came. Those were the kind of teachers I didn't really respect. I could wrap them around my finger. They didn't really challenge me with my thinking; I was appropriately, silenced'." - Sue Montabello]]>4739community,communitybuilding,communityschool,education,pedagogy,relationships,teachers,teachingclean1fullhttps://www.spreaker.com/episode/s1e2-social-and-emotional-learning-with-kathryn-yamamoto--44589727
- CASEL https://casel.org/what-is-sel/
- Kathryn's Twitter: https://twitter.com/KathrynYamamoto?s=20]]>https://api.spreaker.com/episode/44589727Sun, 02 May 2021 05:51:49 +0000Community RoomWelcome to Episode 2 of the Community Room podcast! Today, our guest is Kathryn Yamamoto - she is the principal at a local community school - and she is here to discuss today's theme on Social and Emotional Learning; also known as SEL. - CASEL...
- CASEL https://casel.org/what-is-sel/
- Kathryn's Twitter: https://twitter.com/KathrynYamamoto?s=20]]>2734community,communityschool,learning,pedagogy,sel,sociallearningclean1fullhttps://www.spreaker.com/episode/s1e1-introduction--44185405
QUOTE: "My contention is: first, that we should want more from our educational efforts than adequate academic achievement and second, that we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others" - Nel Noddings

Produced by: Corbin Castres
Sounds and Music by: Storyblocks]]>https://api.spreaker.com/episode/44185405Sat, 01 May 2021 21:48:47 +0000Community RoomWelcome to our first introduction episode! We introduce our main hosts: Bal Dhillon and Gayle Beavil - two Community School coordinators in BC. We chat about the road that led us to our positions, share some heartwarming stories about the role...
QUOTE: "My contention is: first, that we should want more from our educational efforts than adequate academic achievement and second, that we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others" - Nel Noddings

Produced by: Corbin Castres
Sounds and Music by: Storyblocks]]>1654community,communityschool,education,learning,pedagogy,principals,schooling,students,teachersclean1full