Date: December 17, 2020
Time: 7:00 pm – 8:00 pm EST
Length: 60 minutes
Teachers are the centerpiece of every effort to improve student learning, and this is no less true when it comes to the implementation of social and emotional approaches and curriculum. Research indicates that a teacher’s belief system has significant influence on the extent to which teachers embrace implementing new teaching and discipline practices or a new curriculum. Those teachers who find their ideology in line with a new program or curriculum usually support it, whereas others may resist change due to their conflicting beliefs. Teacher beliefs emphasized throughout Responsive Classroom courses foster the successful implementation of social-emotional learning (SEL). By matching these changes in beliefs with actionable practices, educators become change agents who can address systemic educational disparities and inequities. In this webinar, expert panelists will share key findings from the Teacher Belief Study, which measured the change in teachers’ beliefs and attitudes as a result of attending a Responsive Classroom courses and educators in the field will discuss the ways they turned those changes in their beliefs and personal attitudes into concrete actions in their school and classroom communities.
- Explore why educators’ beliefs, practices, and attitudes are important for understanding and improving educational processes
- Reflect on how educators’ beliefs, practices, and attitudes are intricately linked to strategies for coping with challenges in their daily professional life and to their general well-being
- Discover how educators’ beliefs, practices, and attitudes shape students’ learning environment and influence students’ motivation and achievement
- Learn how educators’ beliefs and actions influence their classroom’s learning environment
Meet the Presenters
Kristen Fett is currently a first-grade teacher in Bloomington, Minnesota, and has been in the field of education since 2002. She received her bachelor’s degree in elementary education and communications and her master’s in curriculum and instruction. She has experience teaching kindergarten, first, third, and fourth grades, but her passion lies in working with primary-aged students. Kristen quickly developed a passion for Responsive Classroom practices after attending a one-day workshop in her school district and seeing the positive impact the approach had on her students and their families. She has been a consulting teacher for Center for Responsive Schools since 2014. In her spare time, she loves being with her husband and two young children, trying new Minneapolis/St. Paul restaurants, traveling and watching movies.
Cory Wade is a certified Responsive Classroom teacher and consulting teacher for Center for Responsive Schools. He has a master’s degree in education and a degree in administration. Cory has worked as an adjunct professor at North Central University in Minneapolis since 2012, and worked in Bloomington Public Schools in Minnesota for 16 years, teaching first, second, and third grade. He currently serves as Dean of Students at Bloomington Public Schools. Cory was a finalist for Minnesota Teacher of the Year in 2019, and is a contributing author to Teaching Self-Discipline: The Responsive Classroom Guide to Helping Students Dream, Behave, and Achieve in Elementary School. Upon his first exposure to Responsive Classroom early in his career, Cory quickly developed a passion for the transformative mindset and practices surrounding the approach, and has since traveled nationally and internationally to train educators in adopting a similar focus that supports all students in learning. Cory has witnessed the positive impact the Responsive Classroom approach has had on his students, their families, and his co-workers through implementation of the core beliefs, principles, and practices.
Prior to becoming a director at Center for Responsive Schools, Karen was a Responsive Classroom Curriculum & Instructional Designer, and Consulting Teacher, working with educators worldwide to transform their school communities. Before joining the staff at CRS, she spent ten years as a classroom teacher, and seven years as a principal—utilizing Responsive Classroom techniques and practices in the classroom and in the two schools for which she was the founding principal.