Spring 2015 Reading Recommendations From Eagle Rock

We’re thinking it was Harry S. Truman who said, “Not all readers are leaders, but all leaders are readers,” and that rhymed remark certainly holds true for educators. The staff here at the Eagle Rock School are avid readers, each knowing full well that in order to be good educators, you have to keep up with trends in education — not to mention culture.

Here then are some books they suggest for your spring perusal:

TheGlobalAchievementGapThe Global Achievement Gap — By: Tony Wagner
Recommended by Sarah Bertucci, Professional Development Center Associate

The premise of this book is that there is a gap between what our schools are teaching and the skills and knowledge students actually need in today’s world. Tony Wagner, who currently serves as an Expert In Residence at Harvard University’s Innovation Lab, shows convincingly that even our “best” schools are not teaching key skills like critical thinking and adaptability. I’ve drawn upon Wagner’s work when helping Eagle Rock’s partner schools articulate their priorities for student learning, and to fuel work, finding better ways to assess what students are learning and how well schools are doing. Wagner recommends the College and Work Readiness Assessment (CWRA) as one of the very few assessments that measure the skills that matter. And that is a key assessment that we have chosen to use at Eagle Rock.

CoveringBookCoverCovering: The Hidden Assault of Our Civil Rights — By: Kenji Yoshino
Recommended by Philbert SmithDirector of Students

This book provides a different lens through which to look at civil rights. The premise is that we all have a tendency to tone down an identity that does not fit the mainstream. In other words “cover.”  I found this book to be insightful. I like the final paragraph, which reads, “We must use the relative freedom of adulthood to integrate the many selves we hold.” This includes uncovering the selves we buried long ago because they were inconvenient, impractical or even hated. Because they must pass the test of survival, most of the selves we hold, like most of our lives, are ordinary. Yet sometimes, what is consequential in us begins to shine.”

WhatKindOfCitizenWhat Kind of Citizen?: Educating Our Children for the Common Good — By: Joel Westheimer
Recommended by Diego Duran-Medina, Societies and Cultures Instructional Specialist

I’ve been reading this book for the last couple of weeks and it’s been instrumental in how I think about my teaching.

I love this book because it argues for placing citizenship as one of the most important goals of education, and argues that critical skills are not only useful for reading, writing and academics, but for shaping the kind of society that our students inherit and work to build. The book has been helpful in thinking about what we do in the Heartivism courses and Societies and Cultures Department here at Eagle Rock. Is should be required reading for anyone who teaches social studies or history. A key takeaway is understanding that education can be a force for conformity instead of intellectual and societal liberation.

BlackFacesWhiteSpacesBookCoverBlack Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors — By: Carolyn Finney
Recommended by Jesse Beightol, Instructional Specialist in Outdoor Education

“Finney reveals the perceived and real ways in which nature and the environment are racialized in America. Looking toward the future, she also highlights the work of African Americans who are opening doors to greater participation in environmental and conservation concerns.”

The above quote is from the back cover of this book. Many Eagle Rock School students arrive here with the perception that outdoor education is not for people of color. There are many institutional barriers to equal participation in outdoor pursuits, and books such as “Black Faces, White Spaces” help to explain why these barriers exist and what we can Continue reading…

Eagle Rock Staff Descends on Tucson for School Reform Initiative Winter Meeting

With five staff members in attendance, Eagle Rock was well represented at last month’s School Reform Initiative (SRI) Winter Meeting in Tucson, Ariz.

The theme for this year’s meeting was “Place,” and while our visit included learning a lot about Arizona and Tucson, what truly brought the conference to life was coming together with educators from around the country to share in the common struggle and opportunity of teaching.

Unlike traditional conferences, where participants sign up for various workshops and lectures, most of the work at the SRI Winter Meeting takes place in small groups. Within these gatherings, 10 to 12 educators share dilemmas facing them in their practice. And, through the use of collaborative protocols, these groups work to reach a greater understand of issues, solve problems or uncork ideas.

The work in small groups is also a chance for educators to practice using protocols and facilitating Critical Friends Groups®, which we use in many different ways here at the Eagle Rock School and Professional Development Center.

SRI_WinterMeeting15In our Critical Friends Groups at Winter Meeting, Eagle Rock’s Professional Development Center staff worked through a variety of dilemmas. Science instructor Janet Johnson got her plan for internally run professional development at Eagle Rock tuned, and Societies and Cultures instructional specialist Diego Duran-Medina got a fresh perspective on his “Heartivism” class. Public Allies Fellow in Professional Development Kelsey Baun worked on ways to increase diversity in the Public Allies Fellows corps, and I received feedback on plans to increase literacy across the curriculum at Eagle Rock.

Even though we were working with Continue reading…

Recapping the Events of Our Latest Explore Week

Our most recent Explore Week here at Eagle Rock served a pair of purposes. First, it enabled our instructors to catch their second wind and prepare for future coursework. Second, it gave our students the opportunity to be engaged in activities they normally wouldn’t have time for during the regular trimester.

Our latest such Explore Week was in late October, and our students were treated to a variety of classes and events that ranged from art expeditions to the stress-relieving benefits of beating on a drum. The week was highlighted with guest artists and speakers, as well as a few Eagle Rock staffers who just happen to have their own special interests that proved interesting enough to stir student interest.

Some of the activities conducted during Explore Week included:

  • Student leaders Ashalou and Aaron Simon were co-leaders for the 2014 Orientation Class for our newest students.
  • Students Emelia, Javonnie, Desiree, Cristian, Cat and Yeshra traveled with Cindy Elkins (Visual Art Instructional Specialist), Dayna Safferstein (Public Allies Visual Arts Fellow) and Niko Viglione Public Allies Human Performance Center Fellow) to Santa Fe, New Mexico, on an art expedition.
  • Criminal attorney William Galloway brought students Rahmel, Daisy, Melvin, Jenny, Aaron, Levi, DJ, Jared and Carson up to date on their rights as U.S. citizens. His presentations included preserving rights while interacting with the police, as well as the history behind some landmark U.S. Supreme Court decisions. Through popular culture references — such as Jay-Z’s hit “99 Problems” — sprinkled with an abundance of courtroom “war stories,” Galloway turned the Bill of Rights and a couple of hundred years of Supreme Court decisions into an interesting and meaningful experience.
  • Estes Park Rotary Club members heard Eagle Rock students Hunter, Mikaela, Cassandra, Sonja, Kiyah, Marty and Khalil share their Continue reading…

Heeding Heartivism at the Rock

Heartivism. Were you of a mind to break it down, the term is the combination of three words:

  • Heart
  • Art
  • Activism

And within the Societies and Culture class here at Eagle Rock, our strategy for having students develop as individuals through learning skills for activism is to offer a course that uses historical context as a catalyst for exactly that. Each of these words — heart, art, and activism — is important in developing a new way of thinking about (and teaching) history as students grapple with creative processes and participate in the making of history itself.

The philosophical foundation of the class is rooted in the work of Paulo Reglus Neves Freire, Ph.D., and John Dewey, FAA. From Freire, we apply the notion that our students are not “empty vessels” waiting to be filled with knowledge. Instead, they come into the classroom with opinions, intuitions and values that drive their behavior, choices and thoughts.

Dewey talks about two concepts that are relevant: teaching the “life of downtown” — or in this case, moving from the textbook to what is happening in the news and the world — and the idea of co-constructing knowledge through experience, which is building on prior knowledge to create new forms of knowing.

We aim to apply these pedagogical stances to inform what we actually do in the course, which is to infuse historical examples as a means to talk about student agency (i.e., empowering students through curriculum approaches that engage them, are respectful of and seek their opinions, give them opportunities to feel connected to school life, promote positive and caring relationships between all members of the school community, promote wellbeing and focus on the whole student, relate to real-life experiences, are safe and supportive — Source: Value Centered School… a guide on Student Agency [PDF]).

It’s never about just teaching facts, but creating a Continue reading…

New Faculty And Staff Members Join Our Ranks

We’re not exactly a revolving door here at Eagle Rock, but staff members do come and go on occasion, as was the case this summer when we said farewell to last year’s Public Allies Fellows and a handful of staff members.

And now we’re turning around and tossing down the welcome mat for eight new full-time staffers — some of whom we already know who have taken on new positions, and some who are brand new to our mountain side high school.

Without further ado, let’s introduce our new staff members, in no particular order:

Brighid_Scanlon_Eagle_RockBrighid Scanlon, World Languages Instructional Specialist, Ponderosa House Parent

Brighid has a Master of Arts degree in foreign language pedagogy (Spanish focus) from the University of Delaware Newark, Del., and a Bachelor of Arts degree from the same institution in Spanish studies and mass communication.

Recent Eagle Rockers will recall that Brighid was the World Languages Fellow two years ago, and this past year was the interim performance and music instructor after Ike Leslie moved on. She will be co-house parenting this year with second-year Public Allies Science Fellow, Sara Benge.

Dan-Hoffman-Eagle-RockDan Hoffman, Language Arts Instructional Specialist

Dan received his teaching certification in secondary education and social studies From Prescott College after earning a Bachelor of Arts degree in Urban & Environmental Policy from Occidental College in Los Angeles.

Some of you will recognize Dan from his year as the Eagle Rock/Public Allies Societies and Cultures Fellow in 2009-10. Dan returns to Eagle Rock having worked at Voyager Academy High School in Durham N.C., as a curriculum specialist and social studies teacher.

Dan will join the Ponderosa House team.

Diego-Duran-Medina-Eagle-RockDiego Duran-Medina, Societies Cultures Instructional Specialist

Diego’s impressive creds include a Bachelor of Arts degree from Colgate University; a Masters of Arts degree from New York University; and, a Masters of Education degree from Teachers College, Columbia University. While at Columbia, he studied educational administration at The Klingenstein Center for Independent School Leadership.

Diego has extensive experience with independent schools, having worked at the Punahou School  (Honolulu, HI) and The Edmund Burke School (Washington, DC).

He will join the Juniper House Team.

Stephanie Dixon, Registrar and Life After Eagle Rock Counselor

Stephanie worked for five years as a career and post-secondary counselor and teacher in the high-need Denver Public Schools that featured a diverse population of young people between 14 and 24 years of age — most with multiple obstacles to educational success.

She was also a Continue reading…