Date: August 13, 2020
Time: 4:00 pm EST
Length: 90 minutes
As a new school year approaches, educators everywhere are tasked with reimagining how they will build strong social-emotional learning communities while simultaneously ensuring equitable access to learning for all students.
The Responsive Classroom core belief states that in order to be successful in and out of school, students need to learn a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors. Morning Meeting and Responsive Advisory Meeting are key to creating and supporting learning communities where students can build these competencies. These practices serve as powerful change agents in the creation of equitable classrooms by allowing teachers the opportunity to know and understand students while providing students an opportunity to be seen and heard.
- Understand why Morning Meeting and Responsive Advisory Meeting are critical to your efforts to promote equity, diversity, and inclusion
- Learn strategies to adapt the practices of Morning Meeting and Responsive Advisory Meeting to the unique conditions facing educators this school year
- Connect with other educators and Responsive Classroom experts to discuss barriers and potential solutions
Meet the Presenters
Jane was an elementary general education teacher in Fairfax County, Virginia, for 19 years and is currently a curriculum and instructional designer for Center for Responsive Schools. She received her bachelor’s degree in English and later went on to pursue a master’s in teaching at the University of Richmond. She has taught pre-K through fifth grade in private and public school settings in both suburban and urban areas.
Dr. Joe Tilley
Joe is currently a curriculum and instructional designer and educational consultant with Center for Responsive Schools. He received his bachelor of science from Middle Tennessee State University, master of science from the University of Memphis, and doctor of education from Middle Tennessee State University. He has taught special education in kindergarten through eighth grade in various metropolitan districts, including Memphis, Atlanta, and Nashville.
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