A network of @tdsb teacher leaders co-learning to drive Indigenous education, equity, anti-racism & anti-oppression in partnership w/ @UIEC_Tdsb & @tdsb_cebsa
Toronto
Joined March 2021
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We welcomed 94 TLC Lead Teachers this week (yay!) We hope to share the co-learning in the months ahead.
Meanwhile, we’re reading “Braiding Sweetgrass” by Robin Wall Kimmerer or “Indigenous Writes” by Chelsea Vowel to deepen our understanding of Indigenous education. Read along!
.@AnimaWrites shares how storytelling as research is a powerful methodology to honour ancestors and herself, and also to keep her research accessible to those for whom she serves.
.@danitroyanna shares how humility is a rigorous academic practice and asks, “How do we challenge students to reduce their extraction of knowledge and become greater experts in their own humility and generosity in research?”
.@MsARTiculate shares that leading is by doing and participating. She takes the time to document the process and shares her collaborative journey with her colleagues to develop deep learning for students that culminated in the thoughtful creation of orange shirts.
Parsa Khandaker fosters genuine relationships, promotes accessibility to learning, and knows the positionality of the learners. She shares that self-efficacy is the greatest predictor of success - do students (and teachers) see themselves as capable of learning?
.@ChrisLeeTDSB reflects on Sue Meyer’s metaphor. He invites his colleagues to determine who the swimmers, shark spotters, or the flag-holders are, how to value where each one is and how to move forward with each one.
.@KulsoomAnwer shares a critically reflective moment of unpacking cell phone use and teachers’ negative perceptions of TikTok, and how those perceptions can often impact teachers’ views and expectations of students.
.@GJaneteas shares the importance of being - and having - a critical friend with which to share ideas, and it starts with asking thoughtful questions and posing wonderings.
.@teacher_ames critically reflects on her leadership efficacy to create lasting change amongst her English department, and the importance of relationships and humility in leading others.
.@andreyapadmore shares how vital it is to provide provocations and opportunities for students, even in the early years, to inquire about their communities, and listening to students and community partners to set up rich, reflective learning spaces.
.@mslongpre shares that it’s productive to start w/ good assumptions about colleagues’ practices and intentions when working to improve pedagogy. It’s often easier to start with developing friends than to push and make enemies, although there are times when pushing is necessary.
.@SeanHenderson16 shares his experience working with colleagues to shift teaching practice. Find common ground with others, have them see it to believe it, overshare to provide as much support as possible, and bring in a knowledgeable outsider to lend a voice.
.@DonnaBroomfie17 shared with her colleagues that critical reflection starts with relationships between teachers and staff, and also teacher with self. It’s about celebrating what has worked well, but also wondering what didn’t go well and to figure out why.
The Teacher Leadership Collective and Combatting Hate and Racism lead educators came together to share their anti-oppressive teaching experiences and impact, as well as continue to deepen their critical leadership in support of success for each and every student.
In the midst of working to disrupt systemic oppression in education and provide learning opportunities where every student is seen, it is important to cherish the in-between moments of joy and togetherness.
We lean into this cause with our hearts and with each other.
ALT Two teachers sitting, talking, and smiling.
ALT Teachers sitting around a table, with one educator standing in and participating.
ALT Eight teachers sitting around a table, posing with their copies of the OK KO OK magazine from the TDSB Urban Indigenous Education Centre.
ALT A wall of reflections written on post-it notes. One is highlighted: “Authentic connections begin with a strong understanding of self. We need to model discomfort, growth, understanding & self love.”
Grateful for Dani Harris from @UIEC_Tdsb to guide educators from the TLC and the @tdsb’s Combatting Hate and Racism strategy through the centre’s amazing publication, OK KO OK. An incredible resource to spark classroom discussions & making connections to truth & reconciliation.
ALT Dani Harris speaking in a microphone.
ALT Covers of two editions of the Urban Indigenous Education Centre’s publication, OK KO OK.
Today, TLC Lead Teachers & educators from the @tdsb’s Combatting Hate & Racism strategy gathered for a day of learning.
@RuizSealey shared great insights into educational oppression & self-reflection, & Dr. Susan Dion highlighted the power of relationships through art & stories.
TLC Lead Teachers began their co-learning today by exploring Indigenous sovereignty & reconciliation, the importance and ways to centre Indigenous knowledge in classrooms, learning about critical consciousness practitioner inquiry, and beginning to build community.
