Minnesota is revising its Social Studies Standards, and the first draft has drawn criticism for its shift toward equity. We state here our view: the new standards must be inclusive of more lenses, narratives, and histories—and honest about both the achievements and atrocities that mark our nation’s story.
State social studies academic standards are under review. As part of the committee tasked with transforming what Minnesota students learn in social studies, policy director Danyika Leonard urges holding equity at the center, and in a memo outlines equity concerns with the first draft of revised standards and the process to create them.
Distance learning is the norm for many Minnesota students. In this post we focus on the roles of school counselors, psychologists, and social workers in helping students and families navigate uncharted waters.
From October 19 to 29, more than 600 attendees participated in the first ever virtual conference on teacher-powered schools, 2020 Teacher-Powered Odyssey: Rethinking Power in Education. A recap of the event and its themes.
Less than a quarter of Minnesota schools are operating fully in-person, with most offering distance learning or a hybrid approach. Many students struggle with consistent access to the devices and internet they need. Inconsistent attendance in turn leads to lost learning, exacerbated inequities, and disengagement. Student-centered learning, and in particular competency-based education, provide a route to address issues of disengagement and learning loss head on.
An update on education policy activity amidst an unprecedented time for education in Minnesota due to Covid-19 and a national conversation on racial justice.
Minnesota students will resume learning this fall—many once again in a distance learning model. We spoke with educators to ask them their key lessons learned from distance learning in the spring. The predominant theme that emerged: focus on relationships, which are more important than ever.
LAUSD recently announced students will be distance learning when school resumes next month. Distance learning in the district this past spring has been called ineffective, inconsistent, even a failure. But pockets of innovation sprouted during this time. Many schools responded in adaptive and inventive ways—LA Teacher-Powered schools being strong examples of resilience and innovation thanks to their collective leadership structures and cycles of reflection and improvement.
