Discover an AI tool that challenges students while keeping them in control of their writing.

• Guests: 
  • Rahul Patel, ConnectInk & Insights & Innovation
  • Julio Intriago-Izquierdo, Insights & Innovations
  • Joseph Martinez, Designer for ConnectINK
• Host: Dr. Roberta Lenger Kang
• CPET Panelists
  • Dr. Cristina Compton
  • Dr. Kelsey Hammond
  • Gregory Petershack

​This episode explores ConnectINK, an innovative AI-powered writing coach developed through collaboration between CPET's Student Press Initiative team and Insights and Innovations. The conversation features the full project team—including educators, software engineers, and program managers—discussing how they designed a tool that addresses the critical problem of delayed feedback in writing instruction. Unlike typical AI writing tools, ConnectINK never generates content for students. Instead, it provides inquiry-based, affirming feedback that keeps students in control of their own writing while speeding up the feedback cycle from weeks to real-time.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• The broken feedback loop in writing instruction and how AI can help fix it
• Designing AI tools with pedagogical integrity
• The power of collaborative, student-centered design across disciplines

The broken feedback loop in writing instruction and how AI can help fix it
Dr. Roberta Lenger Kang opens the episode by describing a familiar challenge: students write on Wednesday, but don't receive feedback until two weeks later—and may not read it at all. With 150 students and 15 minutes of feedback per paper, teachers face 8-10 hours of grading that must happen outside their regular teaching schedule. This delay breaks the connection between drafting and revision, leaving students without the timely support they need to improve. The team shares research from their pilot showing that 68% of students want feedback on their writing, yet only 21% believe their writing can impact the world. ConnectINK addresses this gap by providing immediate, inquiry-based feedback throughout the writing process—from brainstorming prompts to draft development—allowing teachers to focus on deeper instructional moments while students receive consistent support.

Designing AI tools with pedagogical integrity: Keeping students in the driver's seat
What sets ConnectINK apart is its fundamental design principle: the tool will never generate content for students. Instead, it functions as a coach, asking questions like "Who else was there?" or "What did that feel like for you?" This inquiry-based approach, rooted in SPI's methodology, helps students develop their own voice and critical thinking. Joseph Martinez shares a powerful moment when a 16-year-old student rejected his suggestion for a proactive "get unstuck" feature, explaining: "Writing is supposed to be difficult. What I like about this tool is that it keeps me in the driver's seat." The team designed the tool to supplement—never replace—teacher feedback and human interaction. Gregory Peterschack notes that many students who were initially resistant to AI, believing "everyone just uses it to cheat," became enthusiastic once they understood the tool wouldn't do the work for them but would help them think through their ideas.

The power of collaborative, student-centered design across disciplines
The development process brought together educators (Cristina Compton, Kelsey Hammond, Gregory Peterschack), a software engineer (Joseph Martinez), a program manager (Julio Intriago-Izquierdo), and the founder (Rahul Patel) in intensive design conversations where, as Rahul admits, the team told him his initial idea—to have AI do everything—was "terrible." This productive tension between educational expertise and technical possibility created something better than any individual could have envisioned. 

• Approach AI with curiosity, not fear - Keep wondering rather than engaging in all-or-nothing thinking. Ask how AI tools can support your teaching and encourage conversations about building critical thinking rather than replacing it.
• Prioritize tools that supplement human connection - Look for AI writing tools that provide inquiry-based feedback through questions rather than generating content. Ensure technology creates space for more differentiated, individualized teacher-student interactions.
• Involve students and teachers in the design process - The team's success came from keeping students at the center of every decision and testing with real classrooms. Pilot new tools in authentic settings and let user feedback shape development.
• Reframe AI's role in writing instruction - Use AI to speed up feedback cycles and help students get "unstuck" during brainstorming and drafting, while preserving the essential work of developing voice, identity, and the belief that student writing can impact the world.
• Learn more about SPI and ConnectINK - Visit tc.edu/CPET to explore the Student Press Initiative or build a ConnectINK connection for your school or district.

Summary assisted by Cleanvoice (2024 Cleanvoice AI) and Claude (Anthropic, 2024) 
​

Transform unexpected moments into meaningful learning experiences.

• Guest: Dr. Adam Wolfsdorf
• Host: Dr. Roberta Lenger Kang

Additional resources connected to this episode:
Don’t Take it Personally: De-Escalating Conflicts in the Classroom

​In this episode, Dr. Roberta Lenger Kang speaks with Dr. Adam Wolfsdorf, Humanities Department Chair at Bay Ridge Prep and author of the upcoming book Teaching in the Riptide: Anchoring Pedagogies for Soulful Practitioners. The conversation explores the jarring gap between teacher preparation and classroom reality, focusing on unexpected moments when students challenge classroom norms and power dynamics. Adam introduces the concept of "subversive moments"—instances when the teacher's sense of control is completely upended—and discusses how these disruptions, whether destructive or constructive, can become profound opportunities for growth when educators respond with mindfulness, flexibility, and grace rather than reflexive control.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• The gap between teacher preparation and the unpredictable reality of classroom life
• Three types of subversive moments: obstructive, destructive, and constructive
• Mindful strategies for responding to classroom disruptions without escalating conflict

The gap between teacher preparation and the unpredictable reality of classroom life.
New teachers often enter classrooms with idealized visions shaped by their favorite films and teachers, expecting students to hang on their every word. However, the reality involves unexpected challenges—students walking in late, shouting profanities, or creating disruptions that no amount of coursework can fully prepare you for. Adam describes how even elite teacher preparation programs can't replicate the experience of being alone in a classroom when something completely destabilizes your lesson plan. Teaching is learned through doing, through falling down and getting back up, and every classroom becomes a unique space where 20-30 different personalities, motivations, needs, cultures, and languages collide like balls in a pinball machine.

Three types of subversive moments: obstructive, destructive, and constructive.
Adam defines subversive moments as complete power shifts in the classroom where the teacher's sense of authority and control is suddenly turned upside down. Obstructive subversions occur when students actively block the teacher's planned work, like the graduate student who brought 50 balloons and cupcakes to derail a trauma-informed pedagogy workshop. Destructive subversions involve more aggressive challenges, such as when a student shouted profanities and threw a trash can after being asked to refocus. However, Adam also describes constructive subversions—moments when students exceed all expectations in profound ways, like the freshman who wrote a devastating poem about her father's death from dementia that completely shifted the teacher's understanding of what young writers are capable of producing.

Mindful strategies for responding to classroom disruptions without escalating conflict.
When faced with subversive moments, teachers must resist the urge to respond reflexively from a place of emotional hijacking. Adam emphasizes the importance of taking a step back, breathing, and recognizing when you don't have a good answer in the moment. Rather than escalating by shouting threats or making the situation about ego, teachers should ensure safety, check in with the disruptive student privately, and give themselves time to process before responding. Teachers shouldn't take student behavior personally—kids often don't know us and we may represent authority figures or power structures they're reacting against. Creating space for everyone to process what happened, perhaps through journaling or reflective writing, allows the classroom community to move forward. These moments require acknowledging our own inflexibilities and remaining open to what students bring, even when it challenges our expectations.

• Practice mindfulness techniques when you feel yourself emotionally hijacked—recognize your triggers and give yourself permission to pause before responding to disruptive moments
  
• Remember "don't take this personally"—student behavior is rarely about you as an individual but rather about complex psychological material, power dynamics, and what you represent to them
  
• Create space after disruptive incidents by acknowledging what happened with the class (e.g., having everyone write their thoughts for three minutes) rather than pretending nothing occurred
  
• Have proactive conversations with your guidance department and colleagues about protocols for handling subversive moments before they arise, since you can't predict what will happen but can be certain something will
  
• Embrace flexibility and expansiveness in your classroom expectations—when you're open to possibilities beyond your planned agenda, you create psychological and emotional terrain for students to show up authentically, even when that means falling apart or exceeding your expectations
  

Summary assisted by Cleanvoice (2024 Cleanvoice AI) and Claude (Anthropic, 2024) 
​

Navigate the AI revolution in education with practical insights on how to keep human connection at the center of teaching.

Guests: Dr. Julianne (Juli) Ross-Kleinmann, Yaa Yaa Whaley-Williams
Host: Dr. Roberta Lenger Kang

Key links to ideas / tools referenced in this episode:

• CoSN and AESA Program Supports Districts With Mission-aligned Strategies for Generative AI Implementation
• K-12 Gen AI Maturity Tool

​In this episode, Dr. Roberta Lenger Kang speaks with Dr. Julianne Ross-Kleinmann and Yaa Yaa Whaley-Williams, both supervisors of instructional services at Ulster BOCES Education Edge, about the intersection of artificial intelligence and education. The conversation explores the multifaceted digital divide facing schools, the critical need for educators to develop AI literacy alongside their students, and the irreplaceable human elements of teaching that AI cannot replicate. Juli and Yaa Yaa share their own conversion experiences with technology integration, emphasize the importance of approaching AI implementation with intentionality and equity, and offer practical guidance for educators navigating this rapidly evolving landscape while maintaining the heart of what makes teaching transformational.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Understanding the digital divide as more than just access—encompassing how technology is used and how educators are supported in designing meaningful learning experiences
• The AI maturity journey for districts and the importance of meeting educators where they are with sustained, hands-on professional learning
• Preserving the irreplaceable human elements of teaching that AI cannot replicate, including authentic relationships, cultural responsiveness, and the ability to read a room

Understanding the digital divide as more than just access—encompassing how technology is used and how educators are supported in designing meaningful learning experiences.
The 2024 National Educational Technology Plan identifies three distinct types of digital divides that schools must address. The digital use divide focuses on how students actually engage with technology—whether they're being producers and critical thinkers or simply clicking through digital worksheets. The design divide addresses whether educators have the time, training, and support to explore AI and other tools meaningfully rather than just creating AI-generated worksheets. The access divide, the one most commonly discussed, involves ensuring students have both devices and reliable Wi-Fi connectivity, which remains a significant challenge in rural and under-resourced communities. If schools completely ban AI without teaching it, they're failing to prepare students for what's already here, widening the divide between those with access to learning about these tools and those without.

The AI maturity journey for districts and the importance of meeting educators where they are with sustained, hands-on professional learning.
The K-12 Gen AI Maturity Tool, developed by CoSN and the Council of Great City Schools, provides a framework for districts to assess their current state across seven domains and create a roadmap for growth through emerging, developing, and mature levels. This isn't a sprint but a marathon, requiring evidence-based progress and shared language across buildings and districts about what AI use means, what's allowed, and how to cite sources appropriately. When working with districts, the key requirement is that if educators are expected to learn about AI tools, those tools must be unlocked for hands-on exploration—it cannot be one-and-done professional development where teachers get excited only to have access shut down immediately afterward. Educators express both excitement about AI's potential to shorten repetitive tasks and concern about student misuse, ethical implications, data privacy, and whether AI might replace the human side of teaching. The paradox is clear: if we're concerned about misuse but not teaching proper use, students will continue using AI anyway, without support or guidance.

Preserving the irreplaceable human elements of teaching that AI cannot replicate, including authentic relationships, cultural responsiveness, and the ability to read a room.
What Juli calls "the SEL of AI" recognizes that while artificial intelligence can simulate dialogue, personalize content, and serve as a supreme co-teacher (especially valuable for districts struggling with teacher recruitment), it cannot truly know a student's context, lived experience, or community knowledge. AI cannot read the silence in a room, pick up on body language that says more than words, recognize when a student needs a hand on their shoulder or space to breathe, or weave culture into curriculum as foundation rather than decoration. Teachers who intentionally center equity bring deep understanding of their students' lives and the ability to see, hear, and affirm them in ways that transcend algorithms. The graphing calculator analogy still applies—the tool is only as smart as the person using it, and whatever you prompt AI to produce is what it will generate artificially. While AI can dramatically assist with handling the robotic parts of teaching, it's the teacher who brings transformation, lights intellectual fires, and preserves humanity in the learning space. Human connection is the heartbeat of teaching.

• Use the K-12 Gen AI Maturity Tool to assess where your district currently is across seven domains and create an evidence-based roadmap for growth (not a sprint, but a marathon)
• Involve all key stakeholders in AI implementation—assistant superintendents, superintendents, tech directors, and especially data privacy coordinators
• Create space for dialogue with educators and communities to understand their needs, hopes, and concerns around AI before implementing policies
• Pilot AI integration responsibly using small-scale implementations to learn what works before attempting large overhauls
• Center equity in policy decisions by involving voices from historically marginalized groups and under-resourced districts to ensure the digital divide doesn't widen
• Help educators ask themselves: "How is this tool helping me teach better, not just faster?"

Summary assisted by Cleanvoice (2024 Cleanvoice AI) and Claude (Anthropic, 2024) 
​

Four frameworks to help you rethink your curriculum, reveal hidden values, and bridge the gap between mandates and classroom reality.

• Host: Dr. Roberta Lenger Kang
• Guest: Dr. Jacqui Stolzer
• Panelist: Dr. Cristina Compton

In this episode, Dr. Roberta Lenger Kang and Dr. Cristina Compton speak with Dr. Jacqui Stolzer about her dissertation research on curriculum ideologies. The conversation explores the common challenges teachers face—from having too little curriculum guidance to being overwhelmed by scripted programs—and introduces Michael Schiro's four curriculum ideologies as a framework for understanding the values and beliefs that shape curricular decisions. The discussion bridges theory and practice by examining how teachers can use these ideologies as lenses to critically reflect on their curriculum work and navigate the tensions between their own values and institutional demands.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• The spectrum of curriculum challenges teachers face, from insufficient guidance to overwhelming scripted programs
• Four curriculum ideologies as frameworks for understanding different visions of education
• Using curriculum ideologies as lenses for critical reflection and navigating professional tensions

The spectrum of curriculum challenges teachers face, from insufficient guidance to overwhelming scripted programs.
Teachers often find themselves at extremes when it comes to curriculum support. Some receive almost nothing—perhaps just a list of books or a paragraph description —leaving them to figure out what and how to teach on their own. Others face the opposite problem: scripted curricula that dictate exactly what to say and when, leaving little room for professional judgment or responsiveness to students. Whether facing too little or too much, teachers frequently lack the space, tools, and support to meaningfully deliberate about curriculum and make informed instructional choices that align with their values and students' needs.

Four curriculum ideologies as frameworks for understanding different visions of education.
Dr. Stolzer's research draws on Michael Schiro's four curriculum ideologies: scholar academic (focused on disciplinary knowledge and acculturating students to academic fields), social efficiency (preparing students for society as it currently exists, emphasizing practical skills and procedural curriculum design), learner-centered (prioritizing student interests, experiences, and self-actualization), and social reconstruction (preparing students to critically examine and transform society to address injustices). These archetypes aren't rigid categories but rather overlapping frameworks that help educators identify the values embedded in curriculum decisions. Understanding these ideologies provides teachers with language to articulate tensions between how they've been taught, how they want to teach, and how institutional constraints shape their practice.

Using curriculum ideologies as lenses for critical reflection and navigating professional tensions.
Rather than using these ideologies to categorize or label curriculum as "good" or "bad," teachers can use them as lenses to examine what they might not be seeing in their own curriculum work. The framework helps educators question their assumptions, identify conflicts between their values and administrative expectations, and hold multiple truths simultaneously without judgment. By understanding curriculum as operating on three levels—institutional (policies and standards), programmatic (materials and products), and classroom (the lived experience between teachers and students)—educators can better navigate the complex decisions about what to teach, why it matters, and how to structure learning experiences.

• Use the four curriculum ideologies as lenses to examine your own curriculum practices and ask: What am I not seeing in my work here? What values are being communicated through my curricular choices?
• Practice "unknowing and not knowing"—acknowledge ambivalence and recognize that multiple perspectives can be true simultaneously without canceling each other out
• When facing curriculum tensions, use the framework to identify whether conflicts stem from competing ideologies rather than personal failings or student deficits
• Create space for meaningful deliberation about curriculum decisions with colleagues, using these ideologies as a common language to discuss the "why" behind the "what" and "how"
• Reflect on who decides what knowledge matters in your classroom and consider how power and decision-making are distributed in your curricular choices

Summary assisted by Cleanvoice (2024 Cleanvoice AI) and Claude (Anthropic, 2024) 
​​​​​

Learn how sensory-rich strategies can transform reading instruction and engage multilingual learners in meaningful ways.

In this episode, we dive into the art of creating captivating, immersive experiences that bring texts to life in any classroom setting — especially for multilingual learners!

Our inspiring panel of educators reveal the behind-the-scenes magic of their groundbreaking workshop with students and teachers visiting from Shanghai, sharing practical strategies that will revolutionize your teaching approach. ✨Connect brain to body through energizing pre-reading activities ✨Awaken the senses with multisensory engagement techniques ✨ Spark creativity by empowering participants to become creators. Listen to how this transformative methodology works in:

• Immersive all-day workshops
• Bite-sized sessions that build progressively
• Regular classroom routines woven throughout the school week

Ready to break boundaries and unlock new dimensions of learning? This episode is your gateway to reimagining literacy education! Learn about the Literacy Unbound summer program and apply for our next session.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Literacy Unbound: An Innovative, Effective Approach to Reading Instruction
• Arts Integration and Sensory Experiences in Learning
• Cultural Sensitivity and Multilingual Strategies

Literacy Unbound: An Innovative, Effective Approach to Reading Instruction
Our Literacy Unbound initiative continues to transform traditional reading instruction into a more experiential and multimodal approach. As Roberta explains, she was teaching 9th grade students who struggled with reading and literacy skills, highlighting the importance of deep reading instruction and the need for students to engage with texts in a more experiential and multimodal way. The initiative brings texts to life through real-life experiences and hands-on activities, creating immersive learning environments that can be integrated into typical classroom structures.

Arts Integration and Sensory Experiences in Learning
Integrating arts and performance into reading practices enhances student engagement and comprehension. During the hands-on workshop with students and teachers from Shanghai, China, the team prepared students for a reading experience by creating a sensory experience of the text's setting, using images and narration to transport the students into the text. This approach emphasizes pre-reading through the body and sensitizing students to language through interactive and sensory experiences, which has proven particularly valuable when working with diverse languages and students from various backgrounds.

Cultural Sensitivity and Multilingual Strategies
Cultural awareness and adaptability are essential when working with students from different backgrounds, particularly multilingual learners. During the workshop with Shanghai teachers and students, the team navigated the challenges of encouraging thoughtful responses from Chinese students while respecting cultural reservations of students to speak out loud and the tendency to respect seniors and teachers in a way that kept discussion out of reach without scaffolding. Strategies such as breaking into smaller groups to encourage participation and build confidence were effective, along with the need to be aware of cultural differences in expressing excitement and the value of seeking feedback when working across cultures. Continual reflection, teaching adjustments, and checking in with participants opened up new possibilities and pathways to clear communication and increased connection to the text.

• Refine and experiment with literacy unbound strategies for your diverse learners
• Consider incorporating written tasks for students who aren’t yet comfortable with discussion
• Take one small step to integrate arts / multimodal learning into traditional classroom settings. 
  • Include images that represent the time period of the text in a prereading activity
  • Play music that connects to the text as students read, and share prompts to support students to make connections between what they are hearing and reading
  • Invite students to connect to their bodies with a short practice like one student arranging three of their peers into a sculpture that represents a keyword or phrase from the text
• Be a participant alongside your students 
• When trying something new, frame it for your students as an experiment, noting that if something isn’t working, you can change it together and try again

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​​​​

Create inclusive environments where individuals can thrive and express their true selves.

Ever wonder why speaking your native language feels like putting on comfortable house clothes? This fascinating episode dives into the transformative power of affinity spaces — environments where people connect through shared language, culture, and experiences. Dr. Marcelle Mentor and Dr. Roberta Lenger Kang discuss how these spaces serve as crucial safe havens, particularly for individuals navigating predominantly English-speaking institutions. Through powerful analogies and personal experiences, they illustrate how these spaces enable individuals to truly be themselves. Listen to this episode to understand why affinity spaces aren't just nice to have - they're essential for building stronger, more inclusive communities for all.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Affinity Spaces as Safe Havens
• Language and Cultural Identity in Community Building
• Educational Equity and Support Systems
  

Affinity Spaces as Safe Havens
Affinity spaces emerge as essential environments where individuals can authentically express themselves without the pressure of code-switching or maintaining formal personas. Dr. Mentor uses the powerful analogy of changing from formal wear into comfortable "house clothes" to illustrate how these spaces allow people to relax and be their true selves. These gatherings aren't about excluding others, but rather about creating necessary refuges where people can recharge and process their experiences. The discussion emphasizes that such spaces ultimately enable individuals to better engage with the broader community, as they provide the emotional and psychological resources needed to navigate more diverse settings.

Language and Cultural Identity in Community Building
Language serves as a fundamental marker of belonging and identity, possessing what Dr. Lenger Kang describes as a "magical power" to shape thought processes and connect individuals to something larger than themselves. Within affinity spaces, shared language and cultural experiences create deep bonds between community members. This shared linguistic and cultural foundation allows people to feel "at home" and fully express themselves, particularly in contexts where they might otherwise be surrounded by dominant cultural norms.This linguistic and cultural connection isn't exclusionary but rather provides essential community support and comfort, especially for those living in predominantly English-speaking societies.

Educational Equity and Support Systems
The discussion also explores the unique challenges faced by underrepresented and first-generation college students in navigating educational institutions. These students often lack the inherent support systems and institutional knowledge that their peers possess, so creating support systems for these students isn't merely an act of kindness but a necessity for achieving educational equity. Providing space and resources for affinity groups to discover for themselves who they are, what they have in common, and how they want to gather, are some ways affinity spaces can provide crucial support, allowing students to feel more comfortable and vocal when surrounded by peers with similar experiences. These support systems are essential for diversifying the education field and ensuring all students have an equal opportunity to succeed.

• Create Informal Gathering Opportunities: Organize casual, low-pressure events like tea times or game nights where students can naturally gravitate toward peers with shared experiences and interests. The key is to keep these gatherings informal and student-led, allowing organic connections to form. 
• Establish Support Programs with Peer Connections: Develop structured programs intentionally designed to provide both academic and social support, giving students a place where they feel comfortable being vocal and expressing themselves fully.
• Balance Structure and Flexibility: Create a framework that balances both heterogeneous and homogeneous groupings in the school environment. This means deliberately scheduling times and designating physical spaces where affinity groups can meet, while ensuring these spaces remain flexible enough for students to shape them organically. ​

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​​​​

Foster civic engagement in students and navigating political discussions in the classroom.

What role do schools and administrators play in supporting teachers to engage students in discussions about civic issues? How can structured curricula and coaching help educators facilitate constructive dialogue across political and social differences?

In this episode of Teaching Today, Roberta and Cristina are joined by Elizabeth Clay Roy, CEO of Generation Citizen, who shares her background in urban planning and her passion for fostering social justice and community engagement. Elizabeth explains how she became interested in Generation Citizen's work, which aims to engage young people in their communities through project-based civics. She highlights the organization's success with students, leading to meaningful change in their communities.  Over the course of the episode, the group discusses the importance of civic education, experiential civics, and relationship building in democracy, and share simple, effective ways of integrating civics education across content areas and grade levels. 

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• The Nature of Civic Education
• Navigating Political and Social Discussions in Schools
• Strategies for Implementing Civic Education

The Nature of Civic Education 
Civic education extends beyond teaching government processes — it's about understanding the dynamic relationship between individuals and institutions. Drawing inspiration from experienced educators like Elizabeth's great aunt Ruth, modern civic education emphasizes experiential learning and real-world engagement. Through approaches like Generation Citizen's democratic classroom model, students learn to identify community issues and build relationships with stakeholders, making civic education both practical and meaningful.

Navigating Political and Social Discussions in Schools 
Teachers face significant challenges when addressing political and social issues in today's polarized environment. Many feel hesitant to discuss major events due to potential backlash, yet recognize the importance of creating space for these conversations. To help navigate these sensitive discussions, educators can utilize resources like Explore Generation Citizen's Navigating Social Issues: A Toolkit for Educators. Success requires building strong relationships with students, parents, and administrators while creating a supportive environment for authentic civic engagement.

Strategies for Implementing Civic Education
Schools can effectively integrate civic education by using strategic entry points like cultural months and holidays to discuss complex topics. This approach allows teachers time to prepare and involve parents while creating meaningful connections between classroom learning and community involvement. Critical thinking skills and multiple perspectives should be emphasized even with young children, because it's never too early to discuss community issues. Resources like GC Connect and open-ended writing assignments can help prepare students for more engaged civic education by late elementary or early middle school.

• Set the table: spend time “setting the table” for your classroom conversations. Agree on shared language for discussion and provide guidance for how students can handle disagreements. Better yet, support your students to develop their own ideas of how to navigate their discussions with respect and kindness. 
• Start with cultural entry points: Use upcoming cultural celebrations, holidays, or heritage months as natural opportunities to explore civic engagement. Plan lessons that connect these events to local community issues and involve parents / guardians and other family members in the discussion. 
• Build bridges: between your classroom and the local community:
  • Invite community leaders or public servants to speak to your class virtually or in person
  • Have students identify one issue in their school or neighborhood they'd like to improve
  • Create simple writing assignments where students practice composing letters to local officials
  • Begin a classroom service project that addresses a need students have identified

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​​​​

Global classrooms, local impact — hear from educators navigating diverse school environments around the world.

​This episode features Dr. Katie McMullen and Jonathan Beltran-Alvarado sharing their experiences teaching in Singapore, Lebanon, and Colombia. They explore how educators can successfully navigate cultural differences and work with diverse student and teacher populations in international schools. The discussion covers practical considerations for teaching across different settings — from urban to suburban to rural environments. Our guests provide guidance on evaluating potential schools and building meaningful connections within new teaching communities. Throughout the episode, we emphasize the fundamental importance of providing quality education for all students, regardless of location.

​In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Challenges and support in educational environments
• Teacher preparation and safety considerations
• Community integration and educational investment

Challenges and Support in Educational Environments
Teaching in diverse and high-need environments presents unique challenges that require specific support and incentives. Schools must develop strategies to attract and retain teachers in low-income areas while acknowledging the need for career flexibility. The commitment required for educators to embed themselves in a community can involve significant risks, as illustrated by Dr. Katie McMullen’s experience of leaving a volatile region due to safety concerns. Additionally, countries must demonstrate their commitment to public education by creating supportive environments for educators, taking inspiration from successful models like Finland's educational investment approach.

Teacher Preparation and Safety Considerations
Educators face unexpected responsibilities and situations that extend beyond traditional teaching duties. This reality is exemplified by Katie’s role as a designated runner in case of a school shooting. The challenge of preparing teachers for unique settings, such as war zones, volatile communities, or any school that goes through a traumatic experience,  requires specialized training and support. Teachers must maintain flexibility and open-mindedness when working in different environments, viewing challenges as opportunities for professional growth and resource development. These considerations highlight the complex balance between educational responsibilities and personal safety.

Community Integration and Educational Investment
The importance of understanding and integrating into new educational communities is paramount, particularly in light of current challenges such as the COVID-19 pandemic's impact on educational investment and student learning. Teachers moving to new communities, whether domestically or internationally, must conduct thorough research and remain open to learning from local solutions. The pandemic has highlighted the critical need for international cooperation in addressing learning loss and maintaining educational investment. Success in new environments often depends on educators' willingness to spend time understanding community dynamics while balancing self-care with their commitment to student success.

• Whatever your location, remember that as a teacher, you are also a learner. Enjoy what you can learn from the community around you.
• When interviewing at a new school, remember you are interviewing them, too. Ask questions about how the school supports its teachers. Find out what resources will be available to you. 
• If logistically possible, visit local spots in the neighborhood of the school in which you plan to teach. Spend time at the park, cafe, nail salon, bookstore, or bodega. Listen and learn from the community around you so you can connect with your students and their families. ​

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​​​

Language barriers shouldn’t be learning barriers — explore how you can uplift and empower multilingual students.

​In this episode, we discuss the importance of recognizing and valuing multilingual learners, with a focus on the connection between language and identity. Maria Luisa Garcia Underwood, Senior Professional Development Advisor at CPET, and Vince Moua, CPET Professional Development Coach, and Teachers College Zankel Fellow, share origin stories of their personal and professional passion for supporting multilingual learners. Alongside Teaching Today host Dr. Roberta Lenger Kang, they explore the challenges faced by students whose primary language at home is not English, and the need for educators to create safe spaces for linguistic mobility. We share practical ways educators can use available tools and resources to connect with students who may have language barriers, and emphasize the need for ongoing conversations to better support and affirm multilingual learners in classrooms.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Language, identity, and personal experience
• Challenges and support in multilingual education
• Decolonizing language education and cultural understanding

Language, Identity, and Personal Experience
Language is fundamentally intertwined with personal identity, similar to gender, race, or ethnicity. This connection is exemplified through personal experiences, such as Maria's journey as a Cuban immigrant balancing English acquisition while maintaining her native language, and Vince's experiences with linguistic barriers in academic settings. The discussion highlights how language proficiency stereotypes often incorrectly link language ability to intelligence and aptitude. Personal stories reveal how individuals must navigate different cultural spaces through linguistic mobility and code-switching, while emphasizing the importance of maintaining and celebrating one's home language throughout the English acquisition process.

Challenges and Support in Multilingual Education
Multilingual learners face unique challenges in educational settings, particularly when their primary language at home isn't English. These students carry an additional burden of learning a language they may have limited access to outside of school. Educators must recognize and reflect on each child's specific needs, understanding that language acquisition occurs through constant communication and exposure, even when students cannot immediately produce the language. Supporting multilingual learners requires specific strategies, such as getting to know students from the beginning of the school year, celebrating their home languages, and utilizing available tools like Google Translate to facilitate communication. The creation of safe spaces where individuals can express themselves without fear of judgment is crucial for effective learning.

Decolonizing Language Education and Cultural Understanding
The educational approach to language learning requires a critical examination of socio-historical contexts and power relations to avoid perpetuating oppressive systems in the classroom. This includes understanding how histories of voluntary versus involuntary migration shape dispositions toward learning English and participation in standardized schooling. Educators need to adopt a decolonial lens that values multilingualism and diverse knowledge systems. This perspective emphasizes the importance of storytelling, particularly for communities like Hmong Americans, where language is integral to cultural identity. The value of multilingual communities extends beyond those who speak languages other than English, benefiting the entire educational community through diverse lived experiences and perspectives.

• Learn about the different communities represented in your classrooms through books, documentaries, or other resources
• Collaborate with colleagues across subjects to ensure consistent use of key terms for multilingual students
• Use tools like Google Translate to communicate basic phrases with multilingual students
• Affirm and celebrate students' use of home languages when getting to know them at the start of the school year and at the start of each term
• Seek out additional resources to better understand second language acquisition and effective pedagogical practices

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​​

Explore considerations for adapting and implementing new curricula, focusing on teacher support and administrative roles in the process.

This conversation, Beyond the Package: Analyze, Adopt & Adapt Curriculum, revolves around the challenges and benefits of adapting and implementing new curriculum in educational settings, with a focus on the role of administration and teachers in the process. The conversation between Courtney Brown and Dr. Roberta Lenger Kang also touches on the evaluation and selection of curriculum, emphasizing the importance of cultural relevance and responsiveness, and the potential benefits and drawbacks of prepackaged curriculum. Lastly, the conversation highlights the importance of supporting educators and expanding access to resources, as well as the need for educators to be critical consumers and to create authentic learning experiences that integrate skills across disciplines.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Understanding and selecting curriculum
• Implementation challenges and teacher support
• Benefits and professional development

Understanding and Selecting Curriculum
The foundation of curriculum in education encompasses content and instructional strategies used in teaching, which can be presented in various formats including day-to-day lesson plans, assessments, and differentiated instruction. Pre-packaged curricula, while often high quality, are typically designed for broad audiences and may not align with specific state or district expectations. The first step in choosing a curriculum will be determining its alignment with state standards and expectations, including high-stakes assessments. Cultural relevance and responsiveness are crucial considerations, incorporating the concept of "doors and windows" to expose students to both familiar and unfamiliar concepts. It’s important to remember that these curricula are often created by private industry for profit and may not be specifically tailored to particular state or district needs.

Implementation Challenges and Teacher Support
The implementation of prescribed curriculum presents significant challenges, particularly regarding fidelity of implementation. Teachers often experience stress when expected to follow scripts or cover all topics, considering each class and student being unique. Understanding the curriculum's language and format requires substantial time and effort to adapt it to the school community's needs. Teachers need to internalize and customize the curriculum, including unit templates and lesson plans, while maintaining opportunities for differentiation. The process demands administrators provide adequate time and support for teachers to adapt and implement effectively. There are also concerns about moving away from interdisciplinary and project-based learning, potentially furthering siloed disciplines. The concept of "implementation with fidelity" needs clear definition at both school and district levels, with recognition that teachers need agency to adjust based on student needs.

Benefits and Professional Development
Prepackaged curriculum offers several advantages to educational communities, providing a shared understanding and coherent learning experience while relieving teachers of curriculum design responsibilities. This proves especially valuable for new or struggling teachers, allowing them to focus on implementation and student relationships. While not a comprehensive solution for improving teaching, a well-structured curriculum can support teacher effectiveness through regular deep dives into its components. Professional development plays a crucial role in providing teachers resources, expertise, and practical strategies as they adopt and implement curriculum. Content and practices can be differentiated based on teachers’ strengths, with some focusing on curriculum development and others on facilitating learning. This approach recognizes that curriculum development and instructional design are complex tasks requiring expertise and time that teachers may not have in abundance.

• Teachers: maintain agency and critical thinking when implementing packaged curriculum, viewing yourselves as empowered consumers
• Administrators: consider how you can provide teachers with adequate time to unpack, learn, and adapt new curriculum before implementation
• Teachers: critically evaluate and adapt packaged curriculum to meet the needs of your specific student population and school community
• School leaders: facilitate regular guided deep dives into curriculum materials with teachers to ensure shared understanding and effective implementation

Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024) ​

Dive into essential elements of successful co-teaching: communication, mutual respect, and leveraging each teacher’s strengths.

​This conversation, Rethinking Co-Teaching for Success, focuses on the Integrated Co-Teaching (ICT) model and its impact on educational practices, emphasizing the importance of peer-to-peer role models and the challenges of co-teaching. The team also discusses various co-teaching models, their effectiveness depending on the type of student engagement activity and learning goals, and the challenges of implementing these models in different teaching scenarios. Last and definitely not least, the importance of advocacy, trust, and relationship building in co-teaching is highlighted, along with the need for mental preparation and understanding of each others’ roles to effectively advocate for students.

In this episode, we bridge theory and practice in the classroom as we discuss the following:

• Integrated Co-Teaching (ICT) Model
• Co-teaching dynamics and models
• Essential elements and challenges

Integrated Co-Teaching (ICT) Model
ICT is a policy-driven approach supporting students with special needs and language barriers through reduced student-teacher ratios and diverse learning environments. When implemented effectively, it leverages peer-to-peer role models, though success depends heavily on the co-teaching relationship.

Co-Teaching Dynamics and Models
The six established models include one teach one assist, one teach one observe, parallel instruction, stations, and alternative teaching. Model selection should be driven by learning goals and student data rather than mandate. Team teaching proves most effective when leveraging both teachers' expertise, particularly for modeling dialogue or different problem-solving approaches.

Essential Elements and Challenges
Successful co-teaching requires explicit communication, mutual respect, and understanding of each partner's strengths. Common challenges include time constraints, building trust in new partnerships, balancing different teaching styles, and managing high-needs students without adequate planning time or content expertise. However, co-teachers can remain effective by being present as learners, using strategies like scribing during discussions, and adapting models to suit their classroom's specific needs.

• Co-teachers establish clear communication and discuss values, roles, and expectations upfront.
• Co-teachers practice being present and attentive during lessons, even when not directly delivering content.
• Co-teachers strategically use different co-teaching models based on lesson objectives and student needs.
• Special education teachers advocate for students by interjecting or asking for clarification when needed during lessons.
• School leaders provide adequate planning time for co-teachers to collaborate effectively.
• Teachers and school leaders advocate for the kind of coaching and professional development support they need to take action on what they’ve learned. 

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Summary assisted by Zoom AI Companion and Claude (Anthropic, 2024)