DEJIE Pilot Program Schedule

Participants will be able to:

• Begin to refine and share their story as a learner and educator, and explore their positionality to inform future design work.
• Identify ways to contribute to a learning community that is humane and compassionate, open and accountable
• Make connections between the why, why now and what of the foundation institute with their journey as an educator
• Understand the people and structures of High Meadows, in order to engage in the rest of the intensive & potentially continue on as a degree candidate.
• Navigate/locate the academic and technical resources of High Meadows Graduate School of Teaching & Learning

Participants will be able to:

• Describe the what and the why of the 3 core competencies.
• Model their understanding of the relationship between the 3 core competencies.
• Analyze and address a problem of practice using the Innovators’ Compass.

Participants will be able to:

• Recognize & analyze how integrated core competencies can be used to advance culturally sustaining, justice oriented practices.
• Explore & recognize the assets and cultural wealth that students bring to the learning community.
• Explore & recognize the resources and knowledge of the community in which you teach.
• Engage in a culture and process of feedback with faculty and peers.

Participants will be able to:

• Recognize & analyze how integrated core competencies can be used to improve a classroom learning community.
• Explore the relationship between assessment, learning, and power.
• Design solutions for classroom challenges that implement principles and ideas from Teaching for Justice & the Science of Learning & Development
• Collaborate with a group of colleagues to improve your instructional practice.
• Engage in a culture and process of feedback with faculty and peers.

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Participants will be able to:

• Analyze and make use of student data to inform decision making
• Identify colleagues within their building to address instructional and policy challenges.
• Connect to & lift up the assets of their community.
• See the role of teacher as connected/integrated within the larger community context.
• Engage in a culture and process of feedback with faculty and peers.

Participants will be able to:

• Identify short and long term goals to improve their practice, classrooms, schools, and communities using the core competencies.
• Design an experiment to improve or learn more about a problem of practice they have identified.
• Define “what success looks like” for their project / goals.

The second half of the The Designing for Equity, Justice, and Innovation in Education Pilot is dedicated to a project phase. 

During this project cycle, participants apply principles from the foundational institute, engage in additional self-directed learning modules, receive coach feedback and participate in weekly synchronous sessions that support their design project. 

Participants are expected to share their work-in-progress and reflection at a project showcase at the end of the program, as well as provide feedback via follow-up interviews and surveys for the evaluation of this pilot.