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Category: AccessElement: Dignity and BelongingWe believe the greatest challenge and responsibility of leaders – especially public servants – is to create and maintain environments where each person belongs and thrives.&nbsp;In recent history, school districts and other organizations have pursued this goal through initiatives such as diversity, equity, and inclusion.&nbsp; However, implementing such initiatives can be really tough and lead to more conflict.&nbsp; Many leaders care deeply about their community but aren’t quite sure how to take accountability for providing each person the conditions needed to thrive. Some leaders fear they might even make things worse if they try.Organizations often turn to buzzwords, engage in counterproductive actions, avoid addressing the conflict, or believe the problem exists in other communities — not theirs. However, indignity is everywhere and belonging challenges exist in every community and relationship.&nbsp;We all know what it feels like to belong. We also know what it is like to question your belonging and feel like you’re being perceived as the other – not part of the in-group. Even though we all have access to those types of experiences, the truth is that we don’t all have to experience them with the same frequency and volume. That is the problem for organizations dedicated to providing equal opportunity and access.Because belonging precedes achievement and is the primary activator of engagement, people who lack belonging can’t fully engage and, inevitably, underperform. Biology and social science have helped us understand the incredible negative impact of not belonging. People in a community who experience less belonging than other community members simply don’t have fair access to opportunity. It is impossible.We know how difficult it is to foster a culture of real belonging. That’s why we wrote&nbsp;Belonging Through a Culture of Dignity — to help.&nbsp; From engaging with the content, educational leaders can gain clarity of how to bring a community together and create environments within which each person thrives. The key is&nbsp;dignity. Drawing from Donna Hicks’s (2017) groundbreaking work, we demystify that word and define specific actions.&nbsp;As educators, we should all know precisely what treating people with dignity means (as well as how to measure it).&nbsp; So that schools don’t leave belonging and dignity to chance, we recommend institutionalizing specific structures and processes for accountability for healthy workplace and school cultures that honor dignity and, thus, nurture belonging.&nbsp;<h2>Resources</h2><ul><li><a href="https://www.dignityconsulting.com">https://www.dignityconsulting.com</a></li><li><a href="https://home.edweb.net/creating-equity-through-a-culture-of-dignity/">https://home.edweb.net/creating-equity-through-a-culture-of-dignity/</a></li><li><a href="https://www.pon.harvard.edu/events/kelman-cobb-krownapple-reframing-diversity-equity-inclusion/">https://www.pon.harvard.edu/events/kelman-cobb-krownapple-reframing-diversity-equity-inclusion/</a></li><li><a href="https://www.amazon.com/Belonging-Through-Culture-Dignity-Implementation-ebook/dp/B081D7H6JM">https://www.amazon.com/Belonging-Through-Culture-Dignity-Implementation-ebook/dp/B081D7H6JM</a> &nbsp;</li></ul>

Cobb, F. & Krownapple, J. (2019) Belonging Through a Culture of Dignity

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Title:&nbsp;Student Voice in Elementary School Reform: Examining Youth Development in Fifth GradersYear: 2012Author:&nbsp;Dana L. Mitra, Stephanie C. SerrierePrimary Author:&nbsp;Dana Mitra&nbsp; &nbsp;<a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fed.psu.edu%2Fdirectory%2Fdr-dana-mitra&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=X73o1PjWxRvQfYPCSyhIiSmiefR4mT3laSn7urcYwKU%3D&amp;reserved=0">https://ed.psu.edu/directory/dr-dana-mitra</a><a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdanamitra.net%2F&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=fSyUSNYqdRusXbJlvIBd1Vxsj18Io8pfcOp0uiFq9cI%3D&amp;reserved=0">https://danamitra.net/</a>Criteria:&nbsp;Prominence of author, compelling story/case study, implications for programs at the elementary school levelKey Takeaway:&nbsp;Discover the inspiring journey of the "Salad Girls," a group of fifth-grade students who sparked a revolution in their school lunch policy.&nbsp; Through this compelling case study, educators will gain insights into the power of student voice, as these young leaders navigate roadblocks, conduct school-wide data collection, and bring about a district-wide policy change. This tale of empowerment demonstrates the transformative potential of teaching students to tackle real-world issues.Summation and Insights:&nbsp;This incredible case study chronicles the lives of “the Salad Girls,” six fifth-grade girls who decided to change the traditional salad served at their school lunch.&nbsp; Though many of us think of empowerment and changing school or public policy as the domain of adults or teenagers learning to be adults, this important study in student voice featured six elementary school girls, affectionately known in their school district as the “Salad Girls.”&nbsp; The Salad Girls came together over Dewey Elementary School’s premade lunch salad, served with croutons, cheese, and ham.&nbsp;&nbsp;One regular Friday afternoon in the cafeteria, three students, Tameka, Ayesha, and Haley discovered that none of them could eat the school salad served for lunch that day due to various health and religious reasons.&nbsp; Tameka was lactose-intolerant, Ayesha was Muslim, and Haley was an Orthodox Christian and it was a Friday.&nbsp; The three girls agreed that their lack of food choices was an important shared concern to bring to their teacher, Mrs. O.&nbsp;&nbsp;Starting with Mrs. O, the story of the Salad Girls is also the story of tremendous educators who empowered their students.&nbsp; Mrs O. had an incredible response to the Salad Girls.&nbsp; She told the girls that “she was proud of them” and helped them to set up a meeting with their principal, “Principal S.”&nbsp; Though the girls initial impulse was to picket and protest the school lunch, Principal S. led them in a different direction - toward an amazing civic journey that would transform each of their young lives.&nbsp; Teaching an “inquiry-based approach,” Principal S.’s first move was to direct the Salad Girls to the weekly school-wide community forum, or All School Gathering, where Tameka, Ayesha, and Haley presented their concerns to their peers and asked for their help - in the process picking up three more “Salad Girls” for the cause - Bella, Libby, and Madison.&nbsp; The girls ultimately were guided through a process in which they visited every single classroom in the school to ask other students’ opinions on changing the school salad.&nbsp;&nbsp;The Salad Girls took on the task of school-wide data collection and professionally presented this data to the school’s cafeteria coordinator and the district-wide cafeteria manager.&nbsp; At first, both cafeteria managers initially denied the “Salad Girls” request, citing roadblocks such as district requirements, efficiency, etc. but ultimately the district wide cafeteria manager agreed to run a pilot program at Dewey where the children would have three salad options, including one with no meat and one with no cheese.&nbsp; This successful policy was eventually adopted by the entire school district, and the Salad Girls became community heroes featured in the local paper and graced by a visit from the State Department of Health.&nbsp; This exercise in student voice, in which students take on active leadership roles in solving real-world problems, transformed these girls’ sense of their own empowerment and ability to affect change in the world.&nbsp; One quote from a Salad Girl says it best: “I know that I can change stuff now, and if I try hard enough that I can.”&nbsp;&nbsp;&nbsp;

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

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Category: AccessElement: Student ChoiceTitle:&nbsp; Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in LearningYear:&nbsp; 2015Author:&nbsp;Miriam Evans and Alyssa R. BoucherPrimary Author:&nbsp; Miriam Evans&nbsp; <a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FMiriam-Evans-2&amp;data=05%7C01%7C%7C8602adfb8c134a71e5ec08db2e400b30%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638154624824720676%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=9WUo49snFF9Fdz%2BW%2BB%2BuBs2sYwKYwoWiz6Lh5UeQ4vQ%3D&amp;reserved=0">https://www.researchgate.net/profile/Miriam-Evans-2</a>Criteria:&nbsp; An extensive literature review on studies regarding student voice, practical recommendations that can be implemented by educators at all levelsKey Takeaway:&nbsp;This comprehensive literature review showcases the transformative power of student voice in K-12 schools, directly linking it to heightened student motivation, well-being, and engaged learning. The review provides educators with a goldmine of practical recommendations - ranging from promoting student choice and input, building trust, fostering collaboration, and encouraging reflection and community engagement. Enhance academic performance by empowering students in their learning journey.Summation and Insights:&nbsp;This extensive literature review examined studies on student voice across K-12 schools.&nbsp; Student voice, or creating meaningful opportunities for students to make choices about their learning experiences, is significantly tied to student motivation, well-being, and engaged learning.&nbsp; When educators promote student voice, it can lead to improved academic performance.&nbsp; The authors make several practical recommendations for educators looking for actionable ways to implement student voice in the classroom and promote engaged learning:Providing students with choice: Offering students a variety of choices in their learning, such as allowing them to select the topics they want to explore, can promote a sense of autonomy and increase engagement. Teachers can also offer students different ways to demonstrate their learning, such as through presentations, written work, or creative projects.Encouraging student input in decision-making: Teachers should involve students in the decision-making processes related to their education, such as setting classroom rules, choosing materials and resources, and determining the structure of lessons. This helps students feel more invested in their learning and fosters a sense of ownership.Building a culture of trust: Creating a safe and supportive learning environment is crucial for encouraging student voice. Teachers should establish trust by being open to students' ideas and opinions, actively listening to their concerns, and demonstrating empathy and understanding.Providing opportunities for collaboration: Teachers can facilitate collaboration among students by incorporating group work, peer feedback, and cooperative learning strategies. This promotes a sense of shared responsibility and helps students develop essential communication and problem-solving skills.Encouraging reflection and self-assessment: Providing opportunities for students to reflect on their learning experiences and assess their own progress is an essential aspect of promoting student voice. Some ways to achieve this could be through journaling, self-evaluation forms, or one-on-one conferences with teachers.Offering support and scaffolding: While it's important to offer choices, it's also important to provide scaffolding and support to help students make the most of those choices. This might include providing clear guidelines and expectations, offering feedback and guidance, and helping students to reflect on their choices and their learning.Engaging with parents and the community: Involving parents and the community in the educational process can help support student voice initiatives. Teachers can communicate with parents about the importance of student voice and encourage them to be involved in their child's education.By implementing these recommendations, educators, teachers, and administrators can help cultivate a learning environment that values and supports student voice. This not only benefits students in terms of motivation and engagement but can increase student academic performance and promote students’ overall well-being.&nbsp; Additionally, fostering student voice can lead to a more positive classroom environment and stronger relationships between students and teachers.&nbsp;

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

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Category of Exploration: AccessElement:&nbsp;Learning Opportunities and OutcomesResource:&nbsp;<a href="https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/">https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/</a>Title: Contributive LearningYear: 2022Author: Beth Hamilton, Executive Director at TheLearnerFirst<a href="https://www.thelearnerfirst.com/about/meet-the-team/">https://www.thelearnerfirst.com/about/meet-the-team/</a>Criteria:&nbsp;In-depth analysis of an educational approach blending academic and socio-emotional learning, highlighting practical methodologies for holistic student developmentKey Takeaways:"Contributive Learning" offers a transformative approach to education, seamlessly blending academic and socio-emotional learning. TheLearnerFirst offers structured workshops and key insights into a "Lead Learner" methodology that can equip educators to holistically address students' educational and well-being needs.&nbsp;Summation and Insights:In the evolving landscape of education, "Contributive Learning" emerges as a beacon for holistic educational approaches that integrate both academic and socio-emotional learning. This educational philosophy pivots on a simple yet profound notion: learning to add to the world. It emphasizes the intertwined nature of academic and socio-emotional learning. “Contributive Learning” is a comprehensive vision that offers educators a structured methodology and tools to craft lessons that deeply resonate with students' interests, identities, and needs.&nbsp;The heart of "Contributive Learning" is its focus on integrating academic and socio-emotional learning into everyday instruction. This methodology empowers students, educators, families, and broader communities. Schools interested in adopting a “Contributive Learning” approach can partner with TheLearnerFirst to embark on a series of collaborative, interactive workshops. These sessions are tailored to equip educators with the confidence and capability to improve students' well-being through curricular learning.&nbsp;But what does it mean to contribute? Contributing is painted as a broad canvas ranging from impacting someone personally to making groundbreaking scientific discoveries. Every individual, in any moment of their personal or professional life, has the potential to make a positive impact and contribute. In the academic realm, this act of contributing is nurtured through four pillars:1. Self-Understanding: By understanding who they are, including their interests, beliefs, goals, cultures, and more, students can find purpose in learning.2. Connection: Establishing connections ensures students engage in constructive actions, contributing positively to their surroundings and society.3. Knowledge: While knowledge equips students to solve problems, it is the purposeful application of knowledge, driven by self-understanding and connection, that determines its actual value.4. Competency: Beyond acquiring knowledge, students need to know how to apply it effectively, which requires commitment, collaboration, communication, and critical thinking.A crucial component of the Contributive Learning process is the "Lead Learner" approach. Every teacher identifies a student, termed the "Lead Learner," who would benefit the most from targeted changes in teaching and learning. This student-centric approach ensures that even those traditionally underserved by the educational system become focal points for tailored learning. By focusing on these students, teachers can craft strategies that not only serve the "Lead Learner" but all students in their charge.Embedded in this philosophy is the belief that academic achievement and well-being should be two sides of the same coin. Traditional educational paradigms often create dichotomies where a student excelling might lack social and emotional well-being and vice versa. "Contributive Learning" seeks to bridge this gap, ensuring every student succeeds holistically.This approach is not just theoretical; it's practical and actionable. Schools can immerse themselves in a series of six workshops that span:1. Learning Culture: Setting the stage for contributive learning.2. Learning Connections: Understanding students and their unique needs.3. Everyday Learning Design: Merging curricular learning with socio-emotional objectives.4. Authentic Assessment: Identifying evidence of learning and future needs.5. Proven Practice: Refining teaching methods based on experiences.6. Collaborative Moderation: Celebrating achievements and sharing best practices.A testament to the efficacy of TheLearnerFirst “Contributive Learning” approach is the feedback from educators. As one middle school teacher reflects, "I'm constantly thinking now… I'm trying to be a lot more intentional about how I design lessons. I want to make sure that they're purposeful, that they're engaging."&nbsp; Similarly, a high school principal shares the transformative impact of his “Contributive Learning” experience, stating, "It's been so powerful to see the change in attitude of the teachers. Seeing another side of the students has really ignited the souls of my staff."In conclusion, "Contributive Learning" offers a paradigm shift, reimagining the purpose of education. Integrating self-understanding, connection, knowledge, and competency ensures that students excel academically and thrive as individuals, ready to contribute positively to the world. As educators, embracing this philosophy is a step towards a more purposeful, engaging, and fulfilling educational experience for all.&nbsp;

Welcome!

Recommended Research

Cobb, F. & Krownapple, J. (2019) Belonging Through a Culture of Dignity

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Hamilton, B. (2022) The Learner First- Contributive Learning

Joanne McEachen

Shannon Buerk

Floyd Cobb

Explore The Research.
Learn The Practice.
Create Impact.

Welcome!

Recommended Research

Cobb, F. & Krownapple, J. (2019) Belonging Through a Culture of Dignity

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Hamilton, B. (2022) The Learner First- Contributive Learning

Joanne McEachen

Shannon Buerk

Floyd Cobb

Explore The Research.Learn The Practice.Create Impact.

Explore The Research.
Learn The Practice.
Create Impact.