Elevating Educator Well-Being
Our team’s goal is to address some of the most pressing challenges in our classroom and community including school climate, teacher burn-out, and the need for culturally sustaining practices.
Designing Advisory for Access, Belonging, and Connection
Our project will help us build out an advisory curriculum for our newcomer program, “The School of Language,” with the goal of promoting a sense of agency, belonging and connection to our community of immigrants and our high school at large.
Strengthening Studio Arts Instruction
This project will give our Visual Arts team a focused, teacher-driven professional learning that strengthens how we teach studio art.
Union Maya Project
Our project grows from teachers’ recognition that we are not yet serving Mam-speaking students with the care, understanding or respect they deserve.
Mindful Mentoring for Teacher Leaders at Garfield
Our team of six elementary educators will work with The Teaching Well to obtain a two year cycle of wellness coaching. The program will include both self and collective care practices, and will also teach us how to model healthy SEL habits for our students. By integrating mindfulness into our teaching practice, we will develop tools to better manage our stress and build emotional resilience. Our students are still developing their prefrontal cortexes and rely on us to offer a regulated presence they mirror through co-regulation. Engaging in Mindful Mentoring and Group Coaching, the teachers on our team will not only grow individually but also as a cohesive group, equipped to mentor others and sustain this professional learning approach within the Garfield community.
Marshall Elementary Multilingual Learner Support Project
The purpose of this project is to establish a system of support for students who are multilingual learners, also known as English Learners. At Marshall Elementary, there has been an upsurgence in the number of multilingual learners. In this project, selected teachers from general education, special education, and Response to Intervention will work together to create units of study and implement common instructional practices in English Language Development (ELD) in our classrooms. In this community of practice, we will engage in job-embedded professional development to ensure long term, sustainable implementation of ELD practices.