Day 5

Friday, July 24, 2020

9:00 - 9:10

- Remember to update your name on Zoom to include your pronouns.
- 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.
- Review Day 4 reflections: What stands out? Share with the whole group.
- Discuss last night's Board of Education meeting and advocacy moves made by participants

9:10 - 9:30

Introduce today's focus question: In what ways might advocacy and activism be central to teaching?
Briefly re-read Reed, S. (2013). A teacher activist’s response to schools closing. PennGSE Perspectives on Urban Education, 10(1).
What advocacy moves did Reed make? Write in a journal or document of your choosing.
- - Use the “Design Thinking for School Leaders” handout to help you think about similar advocacy moves.
  - You might also consider moves explicitly or implicitly described in these pieces as well:
- After writing, share some of your reflections in the chat and/or with the whole group.

9:30 - 10:20

Individually, propose an issue/problem that you would want to organize advocacy around (or currently are organizing around). This will likely be a "wicked problem," that exists both inside and outside your school school. Propose the issue/problem by writings about it on a sticky in Jamboard.
As you read sticky's written by others, you might help reorganize the stickies.
- - If you see one that is related to your sticky, move it next to it.
  - If you see something someone else wrote and want to re-voice it, then create a new sticky and put it nearby.
  - If you see a sticky that resonates with you that someone else wrote, put a star, heart, or other annotation.
As a group (and with the help of facilitators), decide on three issues. (There may be some overlap.)
Pull up your chair in one of the three virtual circles with one of the topics listed in the center of the circle.
Use the Issue / Why / How Design Thinking Template to help you reflect individually on your issue, why this is an issue, and how you might address it. Then, discuss your notes with your breakout group.

10:20 - 10:30

10:30 - 11:30

Use the Concept Poster Design Template to consider what advocacy moves you might make—and what questions you have about what to do. This design thinking template is something that Reed uses in his class.
1. - Problem statement
  - Concept name (e.g., anti-racist convening)
  - What's the big idea?
  - Who is it for?
  - How does it work? (Illustrate the idea.)
  - Why might this idea fail?
This activity challenges you to “ideate,” or rapidly conceive of an idea without overthinking constraints.
You may work with partners to plan.
After 35 minutes of planning, review at least two other designs and provide feedback by adding comments.
Discuss as a whole group: What stood out to you about the proposals? What about the process worked for you?

11:30 - 11:50 + afternoon

Complete Reaction Sheet
Meet with Journal Group
What's Next?
1. - - Monthly whole group meetings (1 hour) co-facilitated by two TCs in the institute: Identify a focus question, select a reading (or two), and develop an agenda that involves checking in and celebrating successes, discussing readings and responses, and making plans for the coming month.
    - Monthly commitments to some kind of small group activity with Advanced Institute participants or other educators. This might involve writing together, planning or facilitating professional learning and documenting it, and/or advocacy activity and documenting it.
    - Begin to think about venues in which you might go public with practice.
Follow Up on TPS Teachers Network Posts
Optional Check-in with Co-facilitators [1:00 - 2:30]