The differences between equality and equity in education are significant, and they matter on many levels. Equal treatment is insufficient. This discussion points out the common confusion between equality and equity among teachers and the importance of providing the necessary resources for each student to succeed. The group advocates high standards in curriculum, critical peer evaluation among teachers, and the provision of tools and resources to genuinely achieve equity over mere equality.

Follow on Twitter: @mriceboothe @jehan_hakim @j_b_cardenas @DrNelms @larryferlazzo @jonHarper70bd @bamradionetwork

Dr. Shaun Nelms is an author and prominent figure in the field of education and school transformation. He is the Vice President for Community Partnerships at the University of Rochester. One of his notable achievements was creating and implementing a school transformation model for the lowest-performing school in the lowest-performing district in New York State. Shaun C. Nelms, EdD Vice President of Community Partnerships Director, William and Sheila Konar Center for Urban Education Success.

Mary Rice-Boothe, Ed.D., joined The Leadership Academy in 2015 with more than 20 years of experience in education as a teacher, principal, principal coach, and curriculum designer and currently serves as Executive Director, Curriculum Development and Equity. She is the author of Leading Within Systems of Inequity in Education: A Liberation Guide for Leaders of Color and can be found on Twitter @mriceboothe or by reading her newsletter.

Jehan Hakim a second generation Arab-American Muslim woman, and mother of four. She is a Bay Area native that was born and raised in the Tenderloin district of San Francisco, California – and graduated from San Francisco State University with a Bachelor’s degree in Political Science. Though she’s been a community organizer and educator for decades. The depths  of her experience span from program management & coordination within school districts, to interfaith coalition building, community outreach, foreign affairs, and diversity.

Jennifer Cárdenas M. Ed. is a WIDA fellow and a multilingual learner program specialist in Columbia, SC. She is pursuing her Ed. D. in curriculum studies, focusing on equity for language learners.

Four teachers share their personal experiences and challenges as teachers of color in predominantly white educational settings. They cite specific examples of bias, micro-aggressions, and the feeling of being both invisible and hyper-visible in the educational system. They confess to not feeling truly valued or acknowledged for their contributions. Turning to solutions, the group pointed to the need for districts to take more proactive steps to support teachers of color. This includes more robust recruiting and retention processes, increased leadership diversity, training on implicit biases, and the significance of fostering a genuine culture of inclusion and appreciation. The conversation wrapped with reflections on questions white administrators can ask themselves to support educators of color better.

Follow on Twitter: @janicewyattross @RachelEdohoEket @Laleh114000 @klrembert @larryferlazzo@jonHarper70bd @bamradionetwork

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Dr. Janice Wyatt-Ross has a Bachelor’s in Special Education from the University of Central Arkansas, a Master’s in Special Education from the University of Arkansas at Little Rock and a Doctorate in Urban Educational Leadership from the University of Cincinnati. Presently she is employed as the Program Director for Success Academy of Fayette County Public Schools.

Laleh Ghotbi Salt Lake City School District // 4th grade – Utah Teacher Fellow since 2021. Laleh started her teaching career in 1992 in Iran, where she taught in middle and high school for 7 years and worked as an academic coach at the school district for the next two year. In August 2000, she came to the United States with her husband and their 8-year-old son. Since then, she has worked as an Academic Enhancement Coordinator at Indian Hills Elementary for two years and earned two masters’ degrees; Master of Science and Technology-Biotechnology from the University of Utah, and a Master of Arts in Teaching from Westminster College where she graduated with honors and was chosen as the student speaker for the 2017 commencement.

Keisha Rembert is a passionate learner and fierce equity advocate. She is an award-winning educator who taught middle school ELA and United States History teacher for many years and now instructs future educators. She hopes to change our world one student at a time.

Dr. Edoho-Eket has been a public school educator for 18 years and currently serves as Principal of a top ranked elementary school in Maryland. She is the author of the newly released book titled: The Principal’s Journey: Navigating the Path to School Leadership.

Differentiating instruction can be a loaded term for many teachers. Some think it means creating a separate lesson plan for each student. Join us as we provide specific examples of differentiated instruction done well and what we need from each student to make differentiated instruction work

Follow on Twitter: @larryferlazzo@jonHarper70bd @bamradionetwork @IsabelitaBec @teachbk

Isabel Becerra is the Multilingual Consultant for Region 10 in Richardson, Texas. She was born in Bolivia and has been an educator since 1992. She is a passionate advocate for Bilingual Education and is actively supporting equity for all learners.
Andrea Castellano serves as an elementary teacher in New York City’s public school system. She also supports teachers as an Instructional Coach and PBL curriculum writer and staff developer.

Restorative practices are promising ways to manage disruptive student behaviors and recover broken relationships. The principles and strategies are sound. The challenge is implementing them well. Here’s what works.

Follow on Twitter: @Upeguijara @DrMarieMoreno @2WardEquity @CShawR10

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David Upegui, EdD, serves as a science teacher at his alma mater, Central Falls High School (RI) and as an adjunct professor of Education at Brown University. He completed his doctoral degree in education at the University of RI, focusing on science education and social justice. His latest book, Integrating Racial Justice Into Your High-School Biology Classroom: Using Evolution to Understand Diversity, is scheduled to be released this September.

Angela M. Ward, PhD is an Antiracist educator with over 25 years of experience in education. She is a professional learning connoisseur focused on creating identity-safe schools and workplaces. Follow her @2WardEquity on Instagram & Twitter and visit http://2wardequity.com/blog/ to subscribe to the 2Ward Equity newsletter.

Chandra Shaw has more than 24 years of experience in education, as a teacher, reading specialist, instructional coach, and now a Literacy Consultant at Region10 Education Service Center providing professional development, planning assistance, and instructional coaching services to more than 120 districts in the DFW area. Whether as a TEDx speaker and amateur YouTuber Chandra loves to find creative ways to share her passion and love for teaching and learning with educators everywhere.

Dr. Marie Moreno is a newcomer specialist focusing on strategies and social-emotional learning. She supports administrators, staff, and teachers from across the country in ensuring programming, structures, and resources are implemented to see academic achievement among all students. She is the CEO and founder of Newcomer Success LLC.

Research confirms that students learn better in environments where their teachers and classmates recognize and validate their identities. In this discussion, we exchange proven ways to encourage students to constructively express their uniqueness and create a classroom climate that supports learning.

Follow on Twitter: @larryferlazzo @jonHarper70bd @bamradionetwork @CrystalMWatson @doctorasilva @drcourtneyrose @identityshaper

Courtney Rose, Ed.D. is a professor, educational consultant, culturally-relevant/responsive educator, founder of Ivy Rose Consulting and author of the upcoming book, Woven Together: How Unpacking Your Teacher Identity Creates a Stronger Learning Community. She currently serves as a Visiting Assistant Teaching Professor in the Educational Policy Studies department at Florida International University.

Crystal M. Watson, Ed.M is an innovative, passionate, and authentic mathematics educator and life long learner who you can count on to always ask “What do the students think?” Her work is centered around providing space for voice and identity development in order for everyone, particularly those most marginalized, to experience high quality, deep, and personal mathematics. Crystal has worked alongside other scholars to develop culturally responsive, reflective, and/or anti-racist curricular resources that center young people in every lesson. You might catch her at both local and national conferences, on podcasts, developing and leading professional development sessions, or having conversations about how we are cultivating youth-centered spaces.

Kwame Sarfo-Mensah is the founder & CEO of Identity Talk Consulting, LLC., an independent global educational consulting firm that provides professional development and consulting services to K-12 school districts, educators, colleges & universities and educational non-profit organizations. A proud graduate of Temple University, Kwame holds a Bachelor’s Degree in Mathematics and a Master’s Degree in Elementary Education. Throughout his sixteen-year career as a math educator, author, and consultant, Kwame has earned numerous accolades for his work, including being honored as the 2019 National Member of the Year by Black Educators Rock, Inc. and being recognized as a Top Education Influencer by brightbeam, Inc. in 2021 and 2022. Kwame‘s work has also been featured on The Tavis Smiley Show, Edutopia, Ed Post, Teaching Channel, WGBH News, The Educators’ Room, LLC., and Medium.

Dr. Erica Silva leads professional development with schools and districts across the country to advance racial equity. She is also an adjunct assistant professor at USC and a former elementary/middle school teacher and instructional coach.

In this discussion, we acknowledge that some efforts at self-care hit the mark and are well received.  Other efforts at self-care miss the mark and create more stress and angst.  Join us as we aim to adjust our approach to self-care around what we've learned actually works.

Follow our PLN: @MorganeMichael @8amber8 @larryferlazzo @JennyGRankin

@jonHarper70bd @bamradionetwork

Dr. Jenny Grant Rankin has two doctorates (including a PhD in Education) and is a Fulbright Specialist for the US Department of State. She worked many years in public education as a teacher, assistant principal, district administrator, and chief education and research officer. Most recently she taught a class at Columbia University and has also lectured at the University of Cambridge, the University of Oxford, federal agencies, and TED, and is a frequent keynote speaker. She has written 14 books for educators and writes for Psychology Today. The White House once flew the American flag over its Capitol Building in honor of Dr. Rankin's dedication to students. Jenny is also a Mensan who volunteers as Coordinator of Mensa's Gifted Youth Program in Orange County.

Morgane Michael is the author of the book From Burnt Out to Fired Up: Reigniting Your Passion for teaching, the host and producer of the Kindsight 101 podcast, and a kindergarten educator. Since 2008, Morgane Michael has been an elementary school educator with the Greater Victoria School District in British Columbia. She is a passionate advocate for social-emotional learning, kindness education, and educator well-being.

Amber Teamann is an award-winning assistant principal in Texas, where she is most passionate about being positive, integrating effective technology for student engagement, and making school FUN without compromising academic success for every student.

Despite all of the energy and intellectual horsepower we've applied to solve the big challenges of educating our students, we still have many unresolved issues. What are some of the big remaining questions?

Follow on Twitter:  @fromrooma212 @ReadByExample @larryferlazzo @bamradionetwork, @Jonharper70bd

Dr. July Hill-Wilkinson is a veteran classroom teacher, former administrator, and Adjunct Professor whose work centers around the issues of gifted, kinesthetic, and male students. She presents at various conferences around California to promote research and practices that focus on the needs of 21st century students in the areas of curriculum planning, and best practices that impact academic success.

Ann Stiltner is a high school special education teacher. She received a master’s degree in special education from the University of Hartford and a certificate of advanced studies in literacy from Sacred Heart University. She writes the blog from Room A212 (annstiltner.com/blog).

Matt Renwick has served in public education for 22 years. He started as a 5th and 6th-grade teacher in a country school outside of Wisconsin Rapids, WI. Matt now serves as an elementary principal for the Mineral Point Unified School District. Matt is the author of three books: 5 Myths About Classroom Technology: How Do I Integrate Technology to Truly Enhance Learning? (ASCD, 2016), Digital Portfolios in the Classroom: Showcasing and Assessing Student Work (ASCD, 2017), and Leading Like a C.O.A.C.H.: Five Strategies for Supporting Teaching and Learning (Corwin, 2022).

His newsletter is (readbyexample.substack.com).

Even constructive, positive feedback can be difficult to offer and receive. How can we make giving and accepting feedback more palpable and effective?

Follow on Twitter: @AnnHC_Champ4All @AshleyCKearney@larryferlazzo @bamradionetwork, @Jonharper70bd

Ashley Kearney is an education organizer and award winning secondary mathematics educator with experience as a teacher leader and effectiveness development coach in school-based and alternative teacher development programs. Ashley received her Masters from Johns Hopkins University and currently serves as a 2021-2022 Albert Einstein Distinguished Fellow.
Ann Hlabangana-Clay has been an instructional leader, coach, and presenter serving students and adult learners in Delaware and Pennsylvania for 28 years. She is the host of the Coaching You Through All Things Education Podcast and is passionate about providing equitable opportunities for every learner by dismantling barriers, building relationships, increasing capacity, and restoring resilience – one educator and one student at a time.

Getting comfortable speaking a foreign language in public is a hurdle most ELL students must overcome to participate in class. In this discussion, ELL teachers share strategies to help students break through any hesitance or concerns.

Follow on Twitter: @Laleh114000 @drivannia @Tools4Teacherss @JodyNolf @larryferlazzo @bamradionetwork, @Jonharper70bd

Laleh Ghotbi started her teaching career in 1992 in Iran, where she taught in middle and high school for 7 years and worked as an academic coach at the school district for the next two year. In August 2000, she came to the United States with her husband and their 8-year-old son. Since then, she has worked as an Academic Enhancement Coordinator at Indian Hills Elementary for two years and earned two masters’ degrees; Master of Science and Technology-Biotechnology from the University of Utah, and a Master of Arts in Teaching from Westminster College where she graduated with honors and was chosen as the student speaker for the 2017 commencement.
Dr. Ivannia Soto is a Professor of Education and Director of Graduate Programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach, as well as district office and county office administrator.

Jody Nolf is a former public school educator and has a degree in English, certification in reading and ESOL, and a master’s degree in leadership and administration. For over twenty years, she has taught English and Reading to middle and high school students. Six years ago, she transitioned into the world of ESOL as a full-time coordinator and advocate for ELL learners. In 2020, she was named a Champion of Equity by the American Consortium for Equity in Education. In June of 2022, she began a new career at Vista Higher Learning as the Florida Literacy and Language Sales Specialist. She continues to share her passion for literacy and advocate for multilingual learners.

Anastasia Martinez has worked with Multilingual learners in the United States and abroad for more than 10 years. Currently, she is serving Multilingual learners and their families in Pittsburg, CA as an ELD and AVID Excel teacher.

Tapping into our students’ intrinsic motivation is more important than ever in our post-pandemic classrooms. Join us as we share the insights and engagement strategies that are working and identify the ones that aren’t.

Follow on Twitter: @CShawR10@riordan_meg @irina_mcgrath @AndrewSharosAP@larryferlazzo @bamradionetwork, @Jonharper70bd

Chandra Shaw has more than 24 years of experience in education, as a teacher, reading specialist, instructional coach, and now a Literacy Consultant at Region10 Education Service Center providing professional development, planning assistance, and instructional coaching services to more than 120 districts in the DFW area. Whether as a TEDx speaker and amateur YouTuber Chandra loves to find creative ways to share her passion and love for teaching and learning with educators everywhere.

Meg Riordan, Ph.D. is the Chief Learning Officer for The Possible Project, entrepreneurship and work-based learning program that works to advance economic equity by supporting young people to develop an entrepreneurial spirit, skills, and networks to launch successful careers. She has been in the field of education for almost 30 years as a middle and high school teacher, ELL instructor, college professor, Regional Director of NYC Outward Bound Schools, and Director of External Research with EL Education. She was a Deeper Learning Equity Fellow and her research focuses on teacher professional learning, equity, experiential learning, and scaling-up school designs.

Irina McGrath is an ESL expert and English Language Learner herself. She serves Jefferson County Public Schools as an Education Recovery Specialist. She is a co-director of the Louisville Writing Project (LWP) and a University of Louisville & Indiana University Southeast adjunct who teaches ESL/ENL Instruction as well as Assessment, Literature, and Cultural and Linguistic Diversity courses. Irina was born and raised in St. Petersburg, Russia. Michelle Shory is a veteran language educator with 24 years of experience in five states. She is currently a district ESL instructional coach in Jefferson County Public Schools, Louisville, KY. She is passionate about literacy and high quality (and engaging) professional learning. Michelle helped establish Dolly Parton’s Imagination Library in Louisville.

Andrew Sharos is a current administrator and teacher who lives in Chicago. He is the founder and CEO of the Village Project Consulting Group, which provides professional development to schools to improve their AP programs, their new teacher mentorship programs, and their overall culture of success. Also Amazon best-selling author for All 4s and 5s: A Guide for Teaching and Leading Advanced Placement Programs and Finding Lifelines: A Practical Tale about Teachers and Mentors.

We invited a panel of educators to discuss specific strategies they use to improve their mastery of the teaching craft.

Follow on Twitter: @latreseyounger @leaders_black @booked_wellread @mrstowner9 @larryferlazzo @jonHarper70bd @bamradionetwork

Latrese D. Younger has over fifteen years of education experience across several different school districts. She began her journey as an English Language Arts teacher in Dinwiddie County, VA, which she credits with firming her foundation in education excellence. Throughout her career, she has taught ELA for grades 6-12. She possesses a Bachelor of Arts in English Education from Virginia State University and a Master of Educational Leadership with a concentration in Technology Education from Strayer University Henrico Campus. Currently, she is pursuing her doctoral degree from Virginia Tech University. She is the content curator for and founder of the non-profit, Black Women Education Leaders, Inc (BWEL).

Kayla Towner is a senior technology trainer at the Utah Education Network and a Hope Street Group Fellow. Kayla instructs, guides, consults and helps educators of any level effectively use technology in the classroom. She has used her expertise to present at schools and districts across the state of Utah. She is pumped about sharing Utah’s Online Library with educators and encouraging educators to expand their comfort zones to be innovative creators. Kayla is Advanced Nearpod Certified, Google Level 1 Certified, Microsoft Innovative Expert, and an ISTE Certified Educator. Prior to her work at the Utah Education Network, Kayla was the 2020 Outstanding Young Educator at UCET and a leading educator in Davis School District, where she taught all subjects in elementary school (2nd and 5th grade).

Carissa McCray, PhD (she/her), is an English instructor in K–12 education who has worked in the city of Duval County and rural Sumter County, Florida. With insight gained from teaching grades 6 through 12, including teaching corrective to advanced courses, she has refined her craft to focus on redefining the educational trajectory for students of color that addresses equitable education, rural education, and the impact of trauma. Her current book, Equitable Instruction, Empowered Students, provides tools to combat biases inherent in education with pedagogy that encourages students to dismantle the injustices surrounding them. Tackling every angle of the classroom, from instructional practices and curriculum to classroom culture and communication, the book provides opportunities for reflection and inspires readers to ignite change.