The year 2020 has brought new and unprecedented challenges to today’s teachers who are faced with uncomfortable and unfamiliar virtual learning platforms and the lowest engagement schools have had to face in recent history. All this is happening while racial harm has risen to the forefront of our social dynamic. As a result, our teachers are challenged not only to provide meaningful and effective academic instruction but also to foster a healing space that tells every student they are welcome and can be held safely enough to engage with their academics.
Join us for this instructive and interactive webinar where you will learn about and practice a student discourse protocol that can serve as one strategy to bridge and support these two goals.
During this webinar, participants…
1) will deepen their understanding of reflective processing as a necessary condition for increased student engagement with each other and the content, and
2) will gain greater knowledge for crafting and facilitating In2Out questions intended to support students to process and heal from barriers and to make deeper meaning of academic content.
Participants will brainstorm topics of need and receive a follow up email with a booster set of related In2Out prompts to get started.
Course Curriculum
Gregory Peters, Ed.D.
Dr. Gregory Peters is a school reform leader with a longstanding history working within both local and national efforts. Peters served as Principal of San Francisco’s Leadership High School – a National Demonstration and Mentor School. At LHS, Peters and his teachers were highly commended for making progress in closing the racial achievement gap by “…graduating all their students – of every race/ ethnicity – UC/CSU eligible”. In 2005, Gregory established The San Francisco Coalition of Essential Small Schools (SF-CESS), which is committed “to interrupt and transform current and systemic educational inequities to ensure all students have access to personalized, equitable and high performing schools that believe and demonstrate each student can, should and will succeed.”
Gregory’s instructional expertise and leadership in curriculum and school design, data based inquiry, and equity-centered professional development have resulted in a number recognition’s including CES’ “Commitment to Equity Award” and CANEC’s “Innovations in Excellence Award”. Gregory earned his doctorate in Educational Leadership & Social Justice from California State University East Bay in 2012; his dissertation focused on Teacher Transformation.