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Saturday Seminar: Sept. 29 – featuring Darrick Smith, Ed.D


September 29, 2018

Gloria Ladson-Billings’ notion of “culturally relevant pedagogy” has continued to be a popular pedagogical approach within the broader educational community as schools continue to face the many challenges and benefits that come with ever diversifying student populations. However, many educators still find themselves unclear and confused when considering how to apply the concept across various subject areas and school culture work. This session will attempt to address critical questions regarding the possibilities for the collective embracing and implementation of a culturally relevant pedagogy at your school site.

Guest Speaker: Darrick Smith, Ed.D

Screen Shot 2018-08-29 at 11.48.26 AMDr. Darrick Smith is an Assistant Professor of Educational Leadership at the University of San Francisco and Co-Director of the School of Education’s new Transformative School Leadership (TSL) program. His research interests include culturally responsive discipline practices; critical pedagogy; social justice leadership, and equity issues in higher education. Dr. Smith is the founder and former Director of the TryUMF (pronounced “triumph”) program in Oakland, CA and formerly served as the Co-Director/Principal of the June Jordan School for Equity in San Francisco. As a result of his work with the Foundation for California Community Colleges, he currently serves as a recommended consultant for the system’s Professional Learning Network. Dr. Smith also currently serves as a national consultant for the Now is the Time Technical Assistance (NITT-TA) Center funded through the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA).

January 26, 2019, 2018

Students Are Thinkers: Developing a Dynamic Approach to Teaching in our Schools

At the center of teaching is understanding the intellectual power of our students. What do we learn from our students? How do we distill what we’ve understood into anti-racist teaching strategies? Hear from a panel of experienced educators and journalists grappling with these questions.

Guest Speakers: “Mission High”

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Pirette McKamey has been an educator since 1989 and is now an Assistant Principal at Mission High. An educator for thirty years, Robert Roth teaches both History and Ethnic Studies at Mission High. Kristina Rizga is the author of Mission High: One School, How Experts Tried to Fail It, and the Students and Teachers Who Made It Triumph. Bita Nazarian directs 826 Valencia, a nonprofit dedicated to supporting under-resourced students with their creative and expository writing skills. Roth, McKamey, and Nazarian are all Bay Area Writing Project (BAWP) Teacher Consultants.

March 23, 2019

Guest Speaker: Ruth Cossey

Screen Shot 2018-08-29 at 12.33.36 PM.pngRuth Cossey teaches pre-service mathematics methods, Equity Leadership, and master degree research courses in the Mills College School of Education in Oakland, California, where she has taught over 20 years. Her most recent research focuses on the establishment of the Oakland Urban Teacher Residency which supports career development of excellent mathematics and science teachers in Oakland. Before holding an endowed Chair at Mills College, Professor Cossey was a mathematics teacher in elementary and secondary schools in Oakland, Washington DC, and Richmond, California. Cossey is co-author of Family Math.

Beyond the Mundane: Teacher PD to lift you up!

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Come join practicing Teachers as they share techniques and strategies that work in their classrooms. The Bay Area Writing Project is excited to provide high quality professional development opportunities at an affordable price for teachers throughout the Bay Area. This workshop series is perfect for teachers, administrators, coaches, coordinators, student teachers or anyone interested in the teaching of writing.

$20.00 registrationFebruary 24, 2018 Registration

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April 28, 2018 Weekend Workshop line-up: 

Beyond the Mundane

21st century classrooms are spaces that encourage creation and innovation. Workshops will focus on taking writing beyond the traditional writer’s workshop time and essay assignment. Teachers will experience a variety of ways to support students to compose both individually, collaboratively, digitally, traditionally, and artistically.

April 28th WWorkshop 2018 (pdf flyer)

This workshop event will feature your choice of one workshop each session.

Location: UC Berkeley, Tolman Hall Education Library (2nd Floor)
Directional signs will be posted the day of the workshops

Free street parking on Arch, LeConte and Spruce
Campus (Fee) parking options (Recommended: Lower Hearst parking structure)

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Schedule:

Check-in and Coffee: 8:30 am
Opening Remarks: 8:45 am
Session 1: 9:00 am – 10:30 am
Session 2: 10:45 am – 12:15 pm

April 28, 2018

Session 1:

Genre Writing in the Primary Grades
Presenter: Carrie Johnston
Do you want your students to enjoy writing?  Are you hoping to increase their fluency writing in different subject areas?  Do you struggle with how to increase the conventional accuracy of their texts without stifling their voice? Carrie Johnston will share ideas about teaching different genres and across different subjects.  Her workshop will also touch on using partner talk to help student writers construct ideas and narratives.

The Civil Rights Movement and The Problem We Live With
Presenter: Carla Williams-Namboodiri
This workshop focuses on school desegregation from a range of perspectives, and examines changes and continuities reflecting how racism and segregation have an impact on our schools.  We will share the experience of the Little Rock Nine and probe how laws today enforce racial disparities in education. This workshop will use interactive exercises to give participants a teaching toolkit on the effects of racism and segregation.

Session 2:

Poetic License: Modelling Content-Based Creative Writing
Presenter: Katie Libby
In this interactive workshop, participants will explore a variety of creative poetry writing lessons that not only harness students’ creativity and unique perspectives, but also deepen their grasp of academic vocabulary and content knowledge. Utilizing mentor texts, workshop participants will explore lessons from English and History courses, engage in creative writing practice and examine student written poems. Scaffolded lessons with mentor texts from Langston Hughes, Allen Ginsberg, Walter Dean Myers, Immortal Technique and Rodolfo “Corky” Gonzales will be provided

Respect the Architects: Building Writer’s Voice through Explication and Excavation
Presenter: Mark Ali
Where do Cardi B, Peter Elbow, Michael Harriot, Biz Markie, David Walker, Paul Beatty, Ralph Ellison, and Viet Thanh Nguyen convene? They all intersect at The Architects Project. Experience how students explore diverse influences as they develop voice as writers by exercising critical thinking, and employing careful thought. This interactive workshop integrates mixed media, discussion, writing, and witnessing students as practitioners.

February 24, 2018: Voice, Identity, Access and Equity

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February 24 2018 Weekend Workshop line-up:

Voice, Identity, Access and Equity

Moving beyond the single story requires the contribution of new stories. Classrooms provide safe spaces for bringing students in conversation with one another and the world. Teachers will experience strategies, protocols, and content that allow students to contribute their stories and share their truths.

This workshop event will feature your choice of one workshop each session.

Location: UC Berkeley, Tolman Hall Education Library (2nd Floor)
Directional signs will be posted the day of the workshops

Free street parking on Arch, LeConte and Spruce
Campus (Fee) parking options (Recommended: Lower Hearst parking structure)

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Schedule:

Check-in and Coffee: 8:30 am
Opening Remarks: 8:45 am
Session 1: 9:00 am – 10:30 am
Session 2: 10:45 am – 12:15 pm

February 24, 2018

Session 1:

Revision as REmix: Using Hip Hop Elements to Increase Student Engagement with Revision
Presenter: Adrienne Oliver
A common struggle for students is revising their work. In this workshop, teachers will explore hip hop instructional practices to help students overcome this struggle. By exploring the core elements of hip hop, workshop participants will learn to guide a hip-hop infused lesson on revision for their students. To explore these core elements, we will write and practice the revision techniques. This interactive workshop incorporates elements of music, movement, and art.

It’s Perfectly Queer: Using a Civil Discourse Sequence to Teach and Write about LGBTQ+ Texts
Presenter: Jim Gilligan
Civil discourse and critical thinking about social justice and equity CAN change the world. Participate in a demonstration of Cindy O’Donnell-Allen’s Civil Discourse Sequence and experience it as a strategy for teaching and writing about LGBTQ texts in the secondary English Language Arts classroom. Working in small groups, you will develop guidelines for engaging in civil discourse (“tough talk”) before analyzing a “tough text” that features LGBTQ characters and themes. The session will include scaffolded activities that can be adapted for teaching a variety of “tough texts” using writing and multimedia projects.

Session 2:

Ally Up!
Presenter: Carmen Johnston
As we face new challenges as a global community we must unify to move forward together. With that in mind, how can we use the writing process to encourage this process? How do we use research to help our students become better allies to each other? In what ways can we use technology as part of this work? In this workshop, participants will examine alliance building, and write an exploratory inquiry piece to be used as a blog.

Naming The World Through Reflective Writing and Class Discussions
Presenter: José M. Martínez
This presentation uses Freire’s philosophy of “naming the world” as the foundation for establishing safe and courageous conversations and classroom discussions about race, class and social injustices in American society. In this session educators will participate in community building, writing and discussion activities that they can bring to their classrooms, enabling their students to reflect on the historical context of current social hierarchies and engage in transforming their futures as informed, socially conscious and conscientious American scholars.