Day 1

9:00 - 9:10

Welcome!

• • Lenape means “original people,” the “first people,” the “true people.” When William Penn arrived to this land in 1682, there were thousands of Indigenous people here. Lenapehoking stretches from the Delaware River Valley to the lower Hudson River Valley (including Manhattan), covering all of New Jersey and Delaware, eastern Pennsylvania and southern New York.

    1. • Video: Reverend John Norwood reflects on when the Lenni-Lenape arrived in Lenapehoking (Philadelphia: The Great Experiment)

       • Allyship with Lenape Tribal Nations (Philadelphia Yearly Meeting of the Religious Society of Friends)

       • The original people and their land: The Lenape, pre-history to the 18th century (West Philadelphia Collaborative History Center)

       • Indigenous voices in the Historical Society of Pennsylvania collection

  • Review agenda for the day

  • Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

9:10 - 9:35

Writing Into the Day, Introductions, and Virtual Circle

• Writing into the Day: You might have seen memes on social media that depict 2020 as being wildly different from prior times. But there are also voices telling us how these times aren’t all that new. What’s your take? What are you experiencing that’s new (for you)? What’s the same?

• Put your name in a virtual circle to help us know who will share and when using the serial testimony protocol.

  • • More about the serial testimony protocol: Making space, taking time, sharing power (Mahabir, 2012)

• As we go around the virtual circle, share:

  • • Your name

    • Your pronouns

      • Sharing your pronouns/asking people's pronouns is a valued practice showing respect for the people with whom you interact.

      • In 2016, the School District of Philadelphia released policy 252: "A student has the right to be addressed by a name and pronoun that corresponds to the student’s gender identity.

    • Your school

    • Grades and/or subjects you teach

    • One sentence from what you wrote

9:35 - 10:05

Teaching in These Times

• Introduce focus question: What does it mean to teach in these times?

• Take a look at Clayton, C. (1989). We can educate all our children. The Nation, 249(4), 132-135.

• Identify a line that speaks to what seems to be the same about today—but also be attuned to what might be different.

• Add your reflection to a shared document.

• What themes emerge from our writing? Add to the shared document.

• Is there an idea that someone in the group is sharing that seems to stand out, that maybe spurs us to think more deeply about because maybe we weren’t thinking about it ourselves?

10:05 - 10:10

Break

10:10 - 10:55

Teaching Within, Beyond, and Against

• Read Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.

• Consider the frame of working within, against, and beyond the system. Write about some experiences and questions you have working within, against, and beyond the system.

• Then, think about how working within, against, and beyond the system might be a starting point (or continuation point) for an inquiry you might pursue this year.

  1. • You might consider Smith, C. (2020). How culturally responsive lessons teach critical thinking. Teaching Tolerance, 64, 51-54. or other texts as tools for helping you work within, against, and beyond.

10:55 - 11:25

Share Our Reflections on Teaching Within, Beyond, and Against

• Meet your "home group" and share what you wrote using the serial testimony protocol

• After everyone shares, engage in cross talk as you identify connections, resonances, and tensions

11:25 - 11:30

Closing and Afternoon Activities

1. Add a word to a shared slide to describe how you are feeling after day 2.

2. Journal groups

   • • Recommended for this summer: Write for 20 minutes, then meet together for 20 minutes using a platform that works for your group

3. Reaction Sheet

4. Follow up on TPS Teachers Network Posts

5. Review slides from orientation that provide an overview of the Advanced Institute (slides 11 - 22)

6. Reading to Prepare for Day 2:

   • • Everett, S. (2018). “Untold stories”: Cultivating consequential writing with a Black male student through a critical approach to metaphor. Research in the Teaching of English, 53(1), 34-57.

     • Garcia, A., & Dutro, E. (2018). Electing to heal: Trauma, healing, and politics in classrooms. English Education, 50(4), 375-383.

     • Kendi, I. X. (2016). Prologue. In Stamped from the beginning: The definitive history of racist ideas in America (pp. 1-). Nation Books.

     • Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project. Language Arts, 97(5),324-329.