Dave Trejo (Environmental Charter Middle School-Gardena, Los Angeles)

Aspirational and Constructive Environment

For the first two weeks, Dave focused on three things: 

  • parent communication using the Talking Points app; 
  • trauma response; 
  • and teacher tracking of attendance. 

Parents have been very grateful for the consistent communication. He noticed that students that previously had behavior issues in a traditional classroom were producing consistent, quality work during their remote learning time.

Black Belt Teaching

Dave is chunking the academic plans in three-week cycles, using student focus groups and parent surveys to improve the implementation. Dave and his team focused heavily on overcommunication the first 2 weeks. Dave is keeping in mind building a scaffolded, sustainable plan. In the initial launch, the team focused on content review and getting tech worked out. Teachers started out tracking whether students were able to attend remote classes. The team is gradually shifting to a focus on the quality of work submitted. He has dedicated staff members tracking compliance so classroom teachers can focus on planning and instruction. 

Javier Hernandez (Voices – Stockton, CA)

Aspirational and Constructive Environment

Javier was able to be a leader in his network in ensuring the basic needs of students were met first, before launching into rigorous e-learning plans. With the urgency that educators feel to deliver high-quality instruction consistently, reminders are needed that students cannot learn if their basic needs are not met. Javier continued to press for this and his network leadership responded, working relentlessly to meet the basic needs of all students before moving to Phase 2.

Katie Kirley and Duane Krambeck (Steel City Academy, Indiana)

Aspirational and Constructive Environment

These two leaders are living the philosophy of the school as a community, sending out daily morning messages to staff, students, and parents. Students remain engaged through daily class morning meetings and weekly classroom competitions. The school is able to provide meals, tech devices, and internet to all families through various grants and partnerships that Katie and Duane have worked to secure. 

Kash Wilson (Noble Hansberry College Prep High, Chicago)

Aspirational and Constructive Environment

To support the social and emotional needs of students during this time of uncertainty, Kash is giving teachers access to the school social worker, who is providing support through Google Classroom. This benefits the students, parents and teachers who are all coping with the impact of uncertainty.

Black-Belt Teaching

Kash has used this crisis as an opportunity to create a new vision for learning. A crisis can force us to confront the status quo and ask ourselves, how can we do better for students and families? These leaders have seized that opportunity to look at current practice and innovate.

The question of how you support the professional development needs of teachers during this crisis is a main concern for leaders who rely on coaching and professional development to always improve practice. Kash and Whitney McIntosh are co-facilitating virtual professional development for teacher support on their instructional plan. They utilized Zoom meetings for whole group sessions and facilitated breakout rooms for teachers to practice and receive individualized support. 

 

Jackson Sprayberry (Valor College Prep, Nashville)

Aspirational and Constructive Environment

Jackson is continuing his strong SEL support program by having weekly Valor circles between mentor and mentee groups to make sure that students’ emotional needs are still being met in addition to their academic needs.

Learn more about the SEL program used by Valor (powered by COMPASS)

Video: How One Nashville Public School is Transforming Education

 

 

Andi Hernandez (Watsonville Prep, California)

Aspirational and Constructive Environment

Andi and the Navigator family of schools have been obtaining and distributing hotspots to all families without Wi-Fi so that all students can continue to use their school-provided tablets.

 

Kawika Chun (Equitas Academy #5, Los Angeles)

Aspirational and Constructive Environment

Kawika and the Equitas family of schools have been serving 35,000 meals each week to the Pico Union community, deployed 1500 Chromebooks to scholars and purchased 270 Wi-Fi hotspots for families without internet access. They have also provided families with a toolkit that contains guidance for self-care, distance learning, and links to additional community resources. 

High-Performing Team

To ensure that all staff members would continue to get paid, Kawika Chun (Equitas Academy #5, Los Angeles) assigned specific tasks to his school’s hourly workers, such as manning the parent hotline.

Katie-jo Ramirez (Legal Prep, Chicago)

High-Performing Team

Cascading communication in such uncertain times, Katie-jo facilitates daily staff huddles to provide information to staff as quickly as possible, conduct check-ins with them on how they are coping, and communicate to all about the health of staff and students. 

Change Management

Via staff huddles, Katie-jo shifted her communication from her Phase I meetings to keep to a regular communication schedule about e-learning expectations, reminding teachers to “stay the course.” 

Black-Belt Teaching

Katie-jo has used this crisis as an opportunity to create a new vision for learning. A crisis can force us to confront the status quo and ask ourselves, how can we do better for students and families? These leaders have seized that opportunity to look at current practice and innovate.

Dorothy Cotton-Kindred (University Pathways Medical Magnet Academy, Los Angeles)

High-Performing Team

Because of the positive collaboration between the Los Angeles union and the district, Dorothy has been able to communicate a clear plan for teachers to deliver online instruction and requirements for students to log 4 hours of online learning. She created a master schedule for students and teachers and is also holding weekly all-staff virtual meetings.  

Adam Sparks (Acero-Cisneros, Chicago)

High-Performing Team

Adam's commitment to communication has kept staff engagement high. He has been spending time participating in virtual calls with cohorts of teachers meeting with their Leadership Team members, Leadership Team meetings, professional development sessions, and informal staff huddles.

Black-Belt Teaching

Adam has teamed up with Allison Hansen (Acero-Marquez, Chicago) to take the lead on their charter network’s remote learning plan. They spearheaded the launch of #AceroLearnsEverywhere, the online platform for remote learning for the ACERO network, which has been a valuable resource for students, teachers, and families

Angela Johnson-Williams (Providence Englewood Charter School, Chicago)

Change Management

Angela has her team so bought in to goals and systems that after the switch to remote working, they still wanted to keep their momentum going with virtual data analysis meetings.

Luke Corry (Acero-Brighton Park, Chicago)

Change Management

Luke and his team created a tracker to analyze student engagement in their remote learning, giving them a new set of data to use in their data analysis meetings.

Anoli Muñoz (Stella Elementary Charter Academy, Los Angeles)

Black-Belt Teaching

Anoli created a TK-2 plan focused on consistency and connection, while navigating the network’s expectations and proactively planning for a fall “slide” in student achievement. 

Shavon Mathus (Great Lakes Academy, Chicago)

Black Belt Teaching

The question of how you support the professional development needs of teachers during this crisis is a main concern for leaders who rely on coaching and professional development to always improve practice. Shavon and Whitney McIntosh (Great Lakes Academy, Chicago) are co-facilitating virtual professional development for teacher support on their instructional plan. They utilized Zoom meetings for whole group sessions and facilitated breakout rooms for teachers to practice and receive individualized support.

Whitney McIntosh (Great Lakes Academy, Chicago)

Black-Belt Teaching

Whitney has used this crisis as an opportunity to create a new vision for learning. A crisis can force us to confront the status quo and ask ourselves, how can we do better for students and families? These leaders have seized that opportunity to look at current practice and innovate.

The question of how you support the professional development needs of teachers during this crisis is a main concern for leaders who rely on coaching and professional development to always improve practice. Whitney and Shavon Mathus are co-facilitating virtual professional development for teacher support on their instructional plan. They utilized Zoom meetings for whole group sessions and facilitated breakout rooms for teachers to practice and receive individualized support. 

Allison Hansen (Acero-Marquez, Chicago) 

Black-Belt Teaching

Allison teamed up with Adam Sparks (Acero-Cisneros, Chicago) to take the lead on their charter network’s remote learning plan. They spearheaded the launch of #AceroLearnsEverywhere, the online platform for remote learning for the ACERO network, which has been a valuable resource for students, teachers, and families

Chris Cigan (LEARN 10 Charter, North Chicago)

Black-Belt Teaching

After Chris distributed tech devices to the students that needed one, his teachers were able to start providing intervention classrooms based on what they were seeing in the student data.

Rachel Garber (High-Tech LA, Los Angeles)

Black-Belt Teaching

Rachel began preparations for the transition before students left the building by having staff practice the technology access, class structure and what accountability would look like once the transition happened. Every parent was contacted to determine who has access to internet and a computer with school laptops being sent home with those students needing them. The online platform for students was created and once the remote transition happened, the staff and students seamlessly made the switch.