Next Wave Workshops
We are grateful for the creativity and generosity of so many in our community, who have come forward with a range of incredible Next Wave workshops. These will be offered at either 10:30 am or 1:30 pm. Registered Next Wave attendees will have the opportunity to reserve their spot in our fabulous workshops on a first-come, first-reserved basis. Already registered? Look for a Next Wave Workshop Selection email on September 26.
Fresh Connect: Where the Arts and Social Justice Meet
Amirah Sackett | Dancer, Choreographer, Educator, and Activist
Peter DiMuro | Executive Artistic Director | The Dance Complex | Cambridge, MA
Students | Boston Arts Academy | Boston, MA
Learn about Amirah as an artist and the way she fuses her Muslim American identity with hip-hop culture. Amirah will guide educators through her creative process and what drives her choices in a variety of educational settings. She will also show videos of past works to illustrate the artistry in action. This session will also explore using creative arts in the classroom to have students explore their identity and develop their own unique voice. To further visualize these ideas, students from Boston Arts Academy will work with area choreographer and Executive Artistic Director of The Dance Complex, Peter DiMuro. Expanding upon Amirah’s prompts, they will investigate using dance as a unifying experience in the classroom by developing their own material based off self-selected poetry that resonates with their definition of identity. An internationally recognized hip-hop dancer, choreographer, and teacher, Amirah Sackett explores and embodies her Muslim American identity through combining hip-hop movement and Islamic themes. She is widely known for her creation of the choreography and performance group known as, “We’re Muslim, Don’t Panic”, which reached viral video fame after being featured on POPSUGAR Celebrity, The Huffington Post, AJ+, and Upworthy. Sackett was honored to be a TEDx speaker, guest lecturer at Harvard University, and a cultural diplomat with the U.S. State Department in Bangladesh and Malaysia.
Everything has to change. And it has to start today.
Justin W. Cook | Director | Rhode Island School of Design Center for Complexity | Providence, RI
Irmeli Halinen | Head of Curriculum Development (retired) | Finland
Jenna Lähdemäki-Pekkinen | Specialist | The Finnish Innovation Fund | Finland
Hanna Sarakorpi | Principal Saunalahti School | Espoo, Finland
In a 2018 speech given at Parliament Square London, the then 15 year-old climate activist Greta Thunberg said, "Everything has to change. And it has to start today." She was just months into building what has become a world changing movement demanding adults to take action on climate change and protect the future of children. What will you do when the next Greta Thunberg shows up in your classroom? How will you enable her to tackle what she feels is most urgent? What kinds of infrastructure and support can you provide to strengthen her agency? What is the role of classrooms and schools in addressing climate change or other urgent challenges? What are the limits? This discussion and workshop will draw on recent experience from leading thinkers and practitioners from Finland and the U.S.
Moving Beyond the Deficit Model of Education
Jiar Ahmed | School Adjustment Counselor | Putnam Avenue Upper School | Cambridge, MA
In most American public schools, students are constantly asking for permission. Basic bodily functions such as speaking and using the restroom are mediated by authority figures with power over students bodies. What are the implications of this for teachers working towards education for liberation? This workshop will look at the historical context of educational oppression and the work of educational thinkers such as Paulo Freire, bell hooks, and Christopher Emdin to move beyond deficit-modes of thinking about and engaging with students. Participants will use current initiatives at Putnam Avenue Upper School as a basis for discussion. This session is restricted to 10-12 participants.
Leading Beyond Compliance and Towards Inclusion
Rhianon Gutierrez | Digital Learning Specialist | Boston Public Schools | Boston, MA
What does it mean to lead in a space that was not built for people like you? In this workshop, the presenter will share her leadership journey and the set of inclusive practices she developed to help any organization or team lead with inclusion in mind. Participants will leave with proactive and practical strategies to design face-to-face and online professional learning and instructional content to welcome the widest range of learners.
Tell Me A Tale: Social-Justice SEL via the Recording Arts
Michael Lipset | Lead Impact Catalyst | High School for Recording Arts | St. Paul, MN
Tony Simmons | Executive Director | High School for Recording Arts | St. Paul, MN
In this workshop, Tony and Michael will lead participants through a critical explication of Michael Kiwanuka's song, “Tell Me A Tale,” and one of our own student's songs, “Therapy,” to unpack the therapeutic elements of song. Such therapeutic elements as demonstrated by these two songs stem from the necessity to offer young people powerful opportunities to explore themselves, their trauma, and who they are/wish to be. By the end of the workshop, participants will have gained a deeper understanding of the tensions within SEL and the risks run by instructing young people how to "act properly" without also working with young people to be their truest selves. Participants will "tell a tale" of their own identity development in order to more deeply connect to the journey their students embark upon under the guidance of educators.
Music and Dialogue for Healing
Shaw Pong Liu | Violinist and Director | Code Listen | Boston, MA
Clarissa Turner | Founder and Director | Legacy Lives On | Boston, MA
This participatory workshop will offer concrete tools and strategies for building restorative justice listening circles and music-based dialogue for healing. Kennedy Center Citizen Artist Fellow Shaw Pong Liu and Clarissa Turner, director of Legacy Lives On, a network of homicide survivors, will share ideas, experiences and questions around how to build relationships and healing through collaborative music and dialogue. The workshop will draw from Liu's experience directing the Code Listen ensemble of Boston Police, teen artists and homicide survivors, and Turner's experience as founder and director of Legacy Lives On, an organization supporting homicide survivors through relationships and restorative justice.
Supporting Students of Color in the Classroom
Michelle Calioro | Math Coach | Putnam Avenue Upper School | Cambridge, MA
Kareem Cutler| Math Teacher | Putnam Avenue Upper School | Cambridge, MA
Nicole Lew | Math Teacher | Putnam Avenue Upper School | Cambridge, MA
Fatima Sammy | Science Teacher | Putnam Avenue Upper School | Cambridge, MA
During this session, we will share strategies and structures that we have found to be successful in supporting students of color in the classroom. We will discuss the importance of learner visibility and pose the question, "Can students see themselves reflected in our work?" The Putnam Avenue Upper School has a commitment to ensuring that the staff represent and reflect the diversity of our students. For the last 3 years, more than 50% of our staff identify as people of color. The session will run similar to classroom stations. We will start with a whole group overview, break into smaller groups and end with a whole group debrief. Our hope is that attendees will walk away with ideas or strategies to better engage and support students in their classroom. We would like teachers to leave the session with an enhanced capacity to reflect and refine their practice based on the students who are in front of them each year.
Designing Anti-Racist Schools
Hannah Williams | School Foundry/Big Picture Learning | Seattle, WA
Jeff Petty | School Foundry/Big Picture Learning | Seattle, WA
Baionne Coleman | School Foundry Fellow | Rainier Valley Leadership Academy | Seattle, WA
Monique Harrison | School Foundry Fellow) | Ashé Prep | Kent, WA
Ben Wild | Big Picture Learning Affinity Cohort | Walkabout Bronx High School | Bronx, NY
Kam Gordon | Big Picture Learning Affinity Cohort | Walkabout Bronx High School | Bronx, NY
Lorry Henderson | School Designer/Equity Facilitator | Populace/Embracing Equity | Cambridge, MA
Sheldon Ryan Hitchens | Chief of Staff | Timothy Smith Network | Boston, MA
Journey to Brotherhood: Creating Rituals, Contesting Masculinity, Building Solidarity
Abdi Ali | Fifth/Sixth Grade Teacher | Mission Hill School | Boston, MA
Participants will explore, interact and assess the tools and resources provided in an 11-week rites of passage curriculum for young men in middle and high schools. We will share curriculum and facilitation tools designed for impassioned and caring adults to prepare them to start a young men's group in their school.
Executive Functioning Skills for Generation Z
Shameka Charley | Software Development Instructor | Year Up | Boston, MA
This workshop will define Generation Z and explore the importance of building executive functioning skills for this particular group to succeed in higher education and the workforce. We will identify the reasons for why these skills are dormant in some environments and active in others. Workshop outcomes include defining Generation Z and the impact of Executive Dysfunction of this group, identifying the need for building executive functioning skills for Generation Z, identifying students in your classroom who may be suffering from Executive Dysfunction and learning activities to do in the classroom to build executive functioning skills.
The Greenfield Method for Kindergarten
Hayes Greenfield |Saxophonist, Composer, and Educator | Brooklyn, NY
In this highly interactive and hands on workshop, participants will mirror how The Greenfield Method effectively works in the classroom and is specifically designed for the general, non-music teacher who has no experience, training or knowledge of music or playing an instrument. Attendees will participate as both leaders and ensemble players, create sound sculptures for each other, and engage in a thorough concluding discussion and debriefing to highlight lessons learned and answer questions about real-life classroom application. Learning outcomes include developing understandings in how sound seamlessly integrates with any content area or management style, helps develop executive function, phonemic awareness, pre-reading literacy, math and science skills and develops social emotional learning, active listening skills, eye-hand coordination, raises children’s self-esteem and creates a more empathetic community.
Using Inquiry to Democratize Our Schools
Meghan Harrington | Fourth Grade Teacher | Orchard Gardens K-8 Pilot School | Boston, MA
Katy Connolly | Program Associate | Right Question Institute | Cambridge, MA
This workshop explores on using questions to shift the balance of power in our schools, which are often focused on compliance--especially in schools that primarily serve Black and Brown students and in which the teachers in positions of power are often white. In order to develop students’ capacity to participate more effectively in decisions that affect them, workshop participants will have the opportunity to experience the the Right Question Institute's Question Formulation Technique (QFT) process to use questions to shift the balance of power in schools and districts where there is a mismatch between student and teacher/leader identities and to push for an emphasis on critical thinking over compliance. Workshop participants will reflect and then think about the impact that incorporating questioning might have on their teaching, learning, and leadership, and help them consider what they truly want from students.
The Playback Experience
Will C. | Playback Theatre | Cambridge, MA
Ukumbwa Sauti | Playback Theatre | Cambridge, MA
Annie Hoffman | Playback Theatre | Cambridge, MA
Melissa Nussbaum Freeman | Playback Theatre | Cambridge, MA
Brandon Sloan | Playback Theatre | Cambridge, MA
This interactive workshop will explore the ways Playback Theatre invites individuals to share personal stories in a public setting, and will provide opportunities for participants to experience practicing this form of community-building improvisation. In addition to learning about the educational contexts in which Playback Theatre is utilized, participants can expect to move and be moved, make new connections, and embrace play, all while learning a bit more about self and others.
Love and Fear in Education
Angie UyHam | Founder and Co-Designer | Cambridge Educators Design Lab | Cambridge, MA
Khari Milner | Co-Director | Cambridge Agenda for Children | Cambridge, MA
Come join "Love and Fear in Education." We'll explore the question: How might we help shift learning and school culture from fear to love? Using a co-design model we'll dive into this challenge starting with awareness + learning, moving to interpreting + brainstorming, and ending with prototypes to try in your community. Be ready to talk openly about our fears and the love it takes to be courageous educators.
Flow with Me: Yoga in Communities of Color
Taheera Massey | K1 Teacher Leader | Conservatory Lab Charter School | Dorchester, MA
Michael Massey | 33 Degree Yoga | Roxbury, MA
Tyrone Thomas | 33 Degree Yoga | Roxbury, MA
The Fall 2019 cohort of 33 Degree Yoga teacher trainees
The heart of this workshop is about accepting/acknowledging the many negative effects of trauma in inner cities, in which a vast majority of our public schools reside in; and creating a whole community effort to heal through yoga and meditation practices. We utilize breath work, guided meditations, personal vignettes, asanas, and other tools rooted in ancient to modern yoga. Our work is focused on the root of yoga practices, the unseen elements, the internal work that is so necessary to heal students, families, and community members from the effects of trauma. Our yoga instructors are POC, that have gone through public schools in Massachusetts without consistent representations of themselves observed in staff. We recognize when POC show up for yoga we may be only one, or one of just a few, so many choose not to show up. In this workshop, we will speak to the healing space that needs to be offered when confronting issues of trauma in communities of color. We recognize the power of community and representation; we create healing spaces in and outside of the classroom and we will connect through energy, to ourselves and to others, In efforts to heal communities of color: “One Breath at a Time.”
The Art of Communicating While Wearing Many Different Hats
Carolyn Meadows Márquez | Director of Strategic Initiatives | Boston Arts Academy | Boston, MA
Most organizations tend to gravitate towards a top down approach of communication. In this model, goal-setting and decision-making are often left to those at the top of the hierarchy within the organization. While this model top down model is useful when the organization has to align its projects to its strategic goals, there are times when decisions have to be made or strategies have to be implemented quickly. This is when bottom-up communication is the most effective. This workshop will explore how bottom up communication can be harnessed to deal with the operational challenges and opportunities for the day-to-day functioning of schools. There will be a focus on communicating and decision making across school communities and on the presenters first hand experience with leading through transition at the Boston Arts Academy.
White Supremacy and The Well Meaning White Girl
Kate Wand | MFA Candidate | Emerson College | Boston, MA
This workshop uses theatre to explore white privilege and white supremacy in U.S. societies. Grounded in the traditions of Black radicalism and the work of public intellectuals such as James Baldwin and bell hooks to deconstruct whiteness, this work will ask the question: how do everyday practices exhibited in white culture collude with and perpetuate racial inequality and white supremacy? This workshop seeks to call in white allies invested in racial justice to reflect, engage, and process common practices found in white culture with the intention to increase accountability and collective action. The workshop begins with an excerpted performance from (white)GIRL, an anthology absurdist play on white women culture. Participants dialogue and discuss performance themes through collaborative, physical, and reflective theatre games and techniques pulled from Theatre of the Oppressed, a Popular Theatre style used to explore dynamics of power, oppression and privilege. Theatre of the Oppressed founder, Augosto Boal envisioned theatre as a rehearsal for reality, a means to transform society that could help "build our future, rather than just waiting for it." No prior theatre experience is necessary to participate.
Eighth Grade Capstone Projects: Art, Activism, and Social Justice
Elizabeth Schibuk | Middle School Science Teacher | Conservatory Lab Charter School
This workshop will share the vision, materials, and process that the eighth grade team developed at Conservatory Lab Charter School for students to leverage art as a vehicle for engaging in activism and social justice work as a part of their Eighth Grade Capstone Projects.
Music, Community, and Truthfulness: Social and Emotional Learning as an Artistic and Activist Practice
Heron Russell | Music Teacher | George H. Conley Elementary School | Boston, MA
Zoe Rogers | Fifth Grade Teacher | Orchard Gardens K-8 Pilot School | Boston, MA
In the pursuit of closing opportunity gaps and promoting equity, we have re-centered our school community to focus pluralistically on academic and social and emotional learning. With the lenses of Responsive Classroom and Culturally Responsive Teaching, this shift has prompted innovations in our classrooms, integrating classroom community building, music and culture, and a pedagogy of critical thinking and truthfulness, all with the purpose of cultivating strong learning communities and rigorous inquiry. As we continue to journey in this process, we would like to share some of what we have learned and created, and to innovate together in the pursuit of new practices that participants can bring back to their learning communities.