News & Events
I am conducting research about social justice and democracy in education, and, as a NNER member, you may be interested in being a part of the study, which examines educators’ and pre-service educators’ perspectives on the role of education in preparing students to live in and promote a social and political democracy as well as the barriers or limitations to this work.
If you agree to participate, you will fill out the following online survey which will take about 10-15 minutes to complete.
The survey asks you to share information about your personal background and academic and work experiences. You are given the option to skip any items for which you might feel discomfort answering.
If at any time, you do not want to continue taking the survey, you may exit the survey. I will protect your confidentiality by removing identifying data connected with materials submitted and then coded for anonymity, and participants will not be identified in any reports on the research. Your participation in this research is voluntary.
Thank you for taking the time to read about this opportunity. Please feel free to forward this to others who may be interested.
Link to survey and online consent: https://deborah22.typeform.com/to/tUtspB
Link for more information
On Tuesday, November 14, NNER will participate in a blogging roundtable discussion on equity and social justice in education hosted by the Center for Teaching Quality.
From the CTQ website:
We are living through an ugly era. Our students are, too. Children of color, first- and second-generation immigrants, and LGBT students feel the menace in their very bodies. A third-grader should not have to ask, “Why does our President hate me?” But whatever our students’ backgrounds may be, most teachers believe that their role is more complicated, more vital, and demands more courage than at any time in the past.
In the first post of the roundtable discussion on equity and social justice in education, Lori Nazareno, who will be leading the roundtable discussion with AR teacher Justin Minkel, urges us to be a little braver. She asks that we “put our ears to our hearts,” look unflinchingly into the mirror provided by recent events, and ask: “What am I going to do about what I see?”
Over the next two months, the Center for Teaching Quality, in partnership with the National Board for Professional Teaching Standards, will be hosting a blogging roundtable discussion that focuses on issues of equity and social justice. Bloggers from across the country will share what they are doing as educators and as human beings to engage in that action and create that peace. Four bloggers are teachers of color; three are openly gay or lesbian. All have taught children who are particularly vulnerable to the rhetoric, bigotry, and policy shifts of this era.
For information about joining this event click here.
Brooklyn, NY: Brooklyn College Academy (BCA), an early college high school, is the sole New York State finalist in the Farmers Insurance $100,000 Dream Big Teacher Challenge for their development of an innovative Mindfulness Center that will support more than 600 students’ social emotional well-being. The center is one of only two such spaces in a New York City public school to help students beat stress and build the resilience they need to remain mentally healthy and strong.
The Farmers Insurance Dream Big Teacher Challenge is a national competition that funds teachers with big dreams, and BCA is one of only 15 finalists nationwide. The public is invited to vote daily for the winning award recipient at https://lnkd.in/gywwhDq from September 29 through October 30, 2017.
The Mindfulness Center is the brainchild of humanities teacher Linda Noble, PhD, who champions students’ mental health. “Now, more than ever, we need mindful engagement,” says Noble.
“Our students need time to focus on their mental health. There’s an epidemic of depression and anxiety among the nation’s high school students, and many are witness to or victims of violence. These stressors have a powerful impact on students; emotional core,” explains Noble
Studies have shown that mindfulness in schools can build young people’s coping skills, reduce stress, increase happiness in students, and even fight teacher burnout. Practicing mindfulness has also been linked to increased brain activity in the regions associated with positive emotions. BCA’s Mindfulness Center builds on this impact in innovative ways. The Center will add to BCA’s carefully coordinated guidance program, and expand the school’s nurturing environment.
BCA is a highly successful “early-college” high school, serving primarily low-income students who are typically both underserved by their communities and underrepresented in college. Many experience stress, depression, and myriad socio-economic/emotional challenges that can overwhelm their ability to balance a rigorous curriculum (including college coursework) and competitive college admissions. Even with these stressors, 99% of the students graduate (compared with 69% citywide), and 93% go to college.
With a $10,000 Fund for Public Health—New York City Mental Health by Design in Schools Award, BCA renovated a storage room to make room for the Mindfulness Center, which will support students, staff, parents, and eventually, the broader community, with practices that include meditation, reflection, self-soothing, and deep breathing.
David Perrin, director of MNDFL Ed, and BCA’s programming partner for the Mindfulness Center says: “The Mindfulness Center at Brooklyn College Academy demonstrates the school’s commitment to its students. Health and well-being are integral to a well-rounded education. Academic success is only possible when a student develops positive self worth, the ability to listen and empathize with others, and the skills to manage stress and overwhelm.
“We believe mindfulness and compassion practices should be the anchor of any good curriculum, not an additive. The Mindfulness Center at BCA fosters academic success through health and well being. It is a model for many schools to follow and learn from, “explains Perrin.
BCA would use a $100,000 Big Dream award to support mindfulness professional development for all of its teachers, who would in turn use these practices in the classroom and for themselves. Students would also be trained to become mindfulness practitioners, leading meditation and other sessions for their peers in the dedicated space.
Finally, award money would fund a research component to demonstrate how a dedicated space for mindfulness, involving student practitioners and promoting a mindfulness culture across a school, can have far-reaching effects in nurturing a healthy school environment
The Mindfulness Center aligns directly with an initiative spearheaded by the New York City Mayor’s Fund mental health initiative and reinforces New York City First Lady Chirlane McCray’s call for better school-based services to help students on this front.
Additional sites for information about the center:
Vote to Help Brooklyn College Academy Win $100,000!
Brooklyn College Academy debuts new space dedicated to mindfulness
Link for more information
In Summer 2016, 38 members from the National Network for Educational Renewal (NNER) participated in a two-day strategic planning work session to better define NNER’s future strategic direction. The planning session included an in-depth analysis of NNER as it currently exists, including who is served by NNER, their requirements and expectations of NNER, current Network processes and activities, and Network measurement and feedback mechanisms. The analysis and resulting discussion guided the recommended next steps presented in this document, which provides measurable goals and actions that will be monitored and communicated broadly.
The NNER Strategic Direction Action Plan will continue the widely celebrated and highly regarded work of John Goodlad through a revitalized, enhanced mission, and it will be actualized through the recommended next steps determined by the Institute participants.
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