The Rural Library Traveling Exhibit Project
Connecting Communities: The Impact of Great River Children’s Museum Education Kits
The Great River Children’s Museum (GRCM) brings engaging, hands-on learning experiences to children and families across Central Minnesota. Through a unique partnership with the Great River Regional Library (GRRL), the museum developed an educational initiative that reaches children who might otherwise lack access to exciting museum content. This program, which involves the distribution of rotating educational kits to libraries in the region, has already made a significant impact in the community.
Expanding Access and Building Relationships
The Great River Children’s Museum was successful in:
Raising Awareness about the Museum’s Future Location
The educational kits provided library staff with materials that helped them share information about the museum’s future location and offerings. Extra Experience programming, a collaboration between the museum and library staff, further helped raise awareness through community outreach.
Providing Access to Engaging Content
The project provided children and their families with educational materials and experiences that would otherwise be inaccessible. Each kit was carefully designed to reflect the content of the museum’s permanent exhibits. These kits included a variety of engaging materials, from coding bugs and foam dinosaur blocks to novel science experiments and weaving looms.
Strengthening Partnerships with GRRL
By building a collaborative relationship with GRRL, the project provided librarians with the training, materials, and programming needed to support their educational initiatives. This collaboration not only helped enrich library programs but also established a foundation for future partnerships between the museum and the libraries.
In parallel, GRRL aimed to:
Develop Lifelong Learning Partnerships
The museum’s programming aligned with GRRL’s strategic goals to promote lifelong learning. The kits encouraged individual libraries to collaborate with GRCM, ensuring that programming needs were met while fostering strong community ties.
Enhance Literacy Skills Through Museum Exhibits
As part of the grant, library staff were encouraged to create themed book displays that complemented the kits. These displays further reinforced the connection between the kits and the development of literacy skills for children, offering a holistic approach to learning.
Connect Library Users to Museum Resources
Library staff encouraged visitors to sign up for the museum’s newsletter, keeping them informed about the progress of the museum and additional resources available as the project moved forward.
Impact on Learning: Connecting with Thousands of Children and Families
The museum’s educational initiative has already had a profound effect on learning in rural communities that are typically far from larger metro areas like Minneapolis and St. Paul. Many of the children served by this program would not have had access to the type of museum-quality programming provided by GRCM.
Additionally, the program has opened up new opportunities for collaboration with local daycares, schools, and early childhood programs. These partnerships have allowed the museum to pilot future exhibits and programs, which will support long-term learning as the museum prepares to open its physical doors in the Spring of 2025.
The museum’s outreach efforts have been met with enthusiasm, and the libraries involved in the program have often requested additional Extra Experience events due to their success. In fact, the program’s popularity led to GRCM being invited to present at two conferences to share insights into how the project has shaped community partnerships and educational efforts.
Continuing to Serve Central Minnesota
As the Great River Children’s Museum moves toward opening its doors, the success of this project will undoubtedly play a key role in shaping the museum’s future programming. The relationships built with libraries, schools, and community organizations during this project will provide a solid foundation for continued collaboration.
With the ongoing support of GRRL and the museum’s growing presence in Central Minnesota, the project will continue to inspire and educate children, fostering a lifelong love of learning and exploration in a way that’s accessible to all. Click the link below for updates on the Great River Children’s Museum.
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Breaking Barriers with “Aire Libre”
At Yerba Buena High School in San Jose, California, a groundbreaking initiative is transforming the educational experience for at-risk students. Introducing “Aire Libre,” a project designed to remove both literal and metaphorical barriers, provides students with the freedom to explore the natural world and unlock their intellectual and creative potential.
“Aire Libre” translates to “free air,” and encapsulates the vision for the project. Many students face challenges that limit their opportunities—being students of color, low-income backgrounds, and often part of immigrant families. The project has created an environment where they can break free from these constraints and thrive.
The TERRA Club: A Foundation for Growth
The journey began with the TERRA club, co-led by Karen Lo and Ivon Rodriguez. This inclusive space teaches students about gardening and animal husbandry, including caring for a flock of chickens. What started as a beautiful garden on campus has evolved into a dynamic learning environment, fostering “unintentional” learning through hands-on experiences.
Connecting Education and Nature
Aire Libre is not just about gardening; it’s about education that is relevant and enriching. The curriculum is linked to student learning outcomes and focuses on:
- Environmental Education: Students engage in activities that promote awareness of environmental issues while hypothesizing and experimenting with solutions.
- Culinary Exploration: By cooking recipes from various cultures using fresh, organic produce, students learn about nutrition and the importance of healthy eating.
- Mental Health Awareness: Gardening has been shown to alleviate stress, anxiety, and depression, making it a vital component of our project.
- Personal Development: Lessons centered around perseverance, responsibility, and patience help students grow into well-rounded individuals.
A Collaborative and Community-Centric Approach
Aire Libre was integrated into the AVID (Advancement via Individual Determination) program and made available to all interested teachers. A collaborative spirit among educators was developed while ensuring that every student had access to these transformative experiences.
Further, families participated in the garden alongside their children. This initiative not only strengthened community ties but also emphasized the importance of holistic health, encouraging families to bring fresh produce home.
Cultivating Learning: The Impact of the Aire Libre Garden Project
The Aire Libre garden project was initiated with clear and impactful goals: to establish a spiraling curriculum that integrates Schoolwide Learner Outcomes, environmental education, and the promotion of physical, mental, and emotional health. Our aim was not just to create a green space, but to turn it into a vibrant educational hub accessible to every teacher on campus.
In our efforts to integrate the garden into the curriculum, we collaborated with former students now at UC Berkeley to develop five reproducible lesson plans for grades 9-12. These lessons have been embraced by teachers across various subjects, including AP Environmental Science, Photography, Art, and English Language Development. The results have shown an impressive increase in student engagement. In 2023-2024 alone, over 2,300 students interacted with the garden—a remarkable jump from just 678 in 2018-2019. This growth reflects a deepening connection between students and their environment, and a growing interest from teachers to utilize this outdoor classroom for core instruction.
Led by five dedicated teachers, curriculum lessons were implemented in eleven classes. Through student surveys, we tailored lessons to reflect their interests, ensuring that the garden remains a space where learning is both relevant and engaging. Mini-lessons, often centered around student curiosity, have proven effective. For instance, one student with aspirations in entomology worked with peers to explore the role of insects in our ecosystem, leading to the introduction of beneficial insects like Black Soldier Fly Larvae in the garden.
Impact on Students and Teachers
The impact of the Aire Libre garden on student learning has been profound. Self-evaluations indicate that students feel they have improved across all areas of the Schoolwide Learner Outcomes. The garden has become a sanctuary for personal growth, fostering mental health and motivation among students. Teachers are also noticing the benefits; the experiential learning opportunities provided by the garden have sparked interest and engagement in subjects that may have once felt distant from students’ lives.
The Aire Libre garden has blossomed into a vital resource for our school community. With ongoing dedication and adaptability, we look forward to enhancing the curriculum and further enriching the educational experiences of our students. Together, we are cultivating not only plants but also a love for learning and a respect for our environment.
Be sure to visit the Instagram page for an in depth look: https://www.instagram.com/terra.ybhs/
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Bringing History to Life: Education Trunks Connecting Oklahoma’s Diverse Communities
To engage Oklahoma students with the rich, yet often overlooked, history and culture of the state, a transformative educational initiative was launched—creating two educational “exhibit in a box” trunks available for teachers to check out at no cost. These trunks focused on topics vital to understanding Oklahoma’s diverse communities: Latinos in Oklahoma and Migration and Oklahoma. By making these resources accessible to educators across the state, the project aimed to preserve and share the histories of Oklahoma’s people while supporting classroom learning.
Oklahoma is home to many communities, including a large Latino population, and the educational gaps regarding their contributions and stories have been significant. For example, many of the histories and experiences of Latinos in Oklahoma were undocumented, making research and preservation essential.
The project proposed created two educational trunks, one focused on Latinos in Oklahoma and the other on Migration and Oklahoma. The trunks were designed to be comprehensive educational resources that can be checked out by teachers, community organizations, and other educators, offering a hands-on way to engage students in learning about Oklahoma’s diverse history.
Research, Community Engagement, and Collaboration
Because the history of Latinos in Oklahoma had not been widely documented, the team involved community experts. By working closely with local leaders, historians, and community members, the project grew beyond the original scope. Not only were the trunks developed, but valuable partnerships were formed, new educational materials were created, and additional resources for future research were collected. This collaboration allowed for a deeper understanding of the subject matter and ensured that the trunks would resonate with the communities they represented.
Impact on Students, Teachers, and the Community
The Latinos in Oklahoma trunk has had a significant impact on students. For many, it fills a critical gap in their understanding of the state’s history. For example, one teacher shared how the trunk materials enabled her students to connect with the subject matter in a deeper, more meaningful way than traditional textbooks could. Beyond classrooms, the project has also inspired new academic work. Jorge Luis Chavez, a public history graduate student at Oklahoma State University, used the research materials created for the trunk in his thesis and joined the team in a new role—showcasing how the project has led to further opportunities for the next generation of scholars.
The project’s broader impact extends beyond the classroom. For instance, oral histories from members of the Latino community are now being collected and preserved for future research. These histories are included in the trunks and are being sent to research libraries for broader access. The partnership with Oklahoma City Public Schools’ Language and Cultural Services department has been instrumental. The department has helped refine the trunks and will support English Language Learners (ELLs), particularly through the inclusion of stories from newcomer students in the book Where the Rainbow Ends. This collaboration has emphasized the importance of culturally relevant, hands-on materials for ELL students.
Expanding Reach and Impact
As both trunks become available to a broader range of educators, they will become an integral part of Oklahoma’s educational landscape. With additional partnerships, continuous feedback, and the ongoing creation of supplementary materials, these trunks will play a key role in helping students across Oklahoma connect with the state’s rich and diverse history.
This project stands as a testament to the power of collaboration, education, and the importance of preserving the stories of all communities.
To request a trunk or view its contents, please visit https://www.okhistory.org/historycenter/trunktopics
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Brave Space to Talk about Race and Racial Justice Teacher Development: Innovative projects to improve outcomes highlight strategies for all
“It only takes a moment, all you need is one partner, you can do this work on your own, it’s hard but you can do these things from the bottom up” – Emily Portle, Racial Equity Teacher Development
“People always object. I listen. I make myself available to talk.” – Jon Jagermann, Brave Space to Talk About Race
Educators and districts around the country have been working to take a hard look at racial equity; from discipline policies and dress codes to school climate and instructional methods, a re-examination of schooling has been underway. Addressing systemic racism is challenging and also controversial. Still, innovative educators have been seeking out ways to positively impact their students and communities. This blog highlights two of the courageous efforts awarded funding through the McCarthey Dressman Education Foundation’s annual grant program.
Awarded in 2020-2021 school year, the Brave Space to Talk about Race project and the Racial Justice Teacher Development project were both able to create opportunities for leadership, educators and staff to engage in a closer look at racial equity in their work. These projects are important to highlight, not only because they took on challenging topics but also because they help demonstrate how these efforts can be impactful. What can we learn from these efforts?
Instructional leadership takes on a new meaning
The Racial Justice Teacher Development project took multiple approaches to engaging the whole staff in professional development which would lead to a school wide vision where children on the edges became a central point of focus. The teachers shifted from focusing on the feedback from PTO to looking closer at conversations with parents who weren’t coming to PTO, but it wasn’t a journey that happened overnight – instead it grew over time through an instructional leadership perspective.
This project started by sending a school-based leadership team to attend summits and conferences where they could immerse themselves in learning about race and equity. They established a plan to engage the educators and staff. A cohort of educators planned yearlong strands of racial justice learning for their peers to increase their capacity as teacher leaders, including an equity strand for staff focused on increasing cultural competence and becoming an anti-racist educator. As part of their professional development staff also received The Racial Healing Handbook by Dr. Anneleise Singh and participated in their choice of book studies with a selection of books.
As a result of the professional development in the Racial Justice Teacher Development project, project leaders reported strengthened classroom communities and a decrease in behavior incidents. Through their professional learning efforts, they were able to begin redesigning instructional models and systems at their school toward a student-centered, restorative, inclusive school for all of their student body. Leaders in the school have also developed new ways to address equity in class placement, identification of students with advanced learning needs, and changes to instructional blocks that are more responsive to all students. The equity strands were impactful and will be a continued effort in the future.
Not a “Safe Space,” instead a brave one
Brave Space to Talk About Race is a project in Milwaukee Public Schools created to increase staff member conversations about race. The goals were to help identify actions the district could take to address issues of discipline disproportionality and school climate and to develop antiracist educators who could increase school capacity to maintain and sustain the work of having these conversations.
The project incorporated ways for staff members to engage with these topics through reading groups, by creating book study guides, participating in Jamboard reflections, offering viewings of the documentary “Pushout,” and offering programs for educators who were interested in participating . These included offering a Race Practitioner’s Cohort and planning a three-year program called Courageous Conversations about Race Exploration. In addition, the team worked to integrate action steps into school improvement plans for the coming year. At the end of the year project leaders shared cohort action steps with the district leadership and participating school-based cohorts had action steps to continue these conversations in the next school year.
Challenges along the way
Of course one of the major challenges for both project teams was COVID-19 and its impact on schooling. Some schools taught the first part of the year online and had a phased re-opening in the spring, which made it difficult to sustain professional development. Some schools were entirely virtual. This made book studies more challenging, but also opened up some virtual learning opportunities which can be useful in multi-school or district projects.
Recommendations for educators
Both of these projects took on challenging topics and both offer examples in their approach that could be beneficial to others who are working to improve racial equity.
- Getting buy in at all levels by building relationships
- Creating norms for conversations
- Engaging in reflection on policies and methods
- Facilitating conversations around meaningful texts, media and/or events
- Allowing people to engage with the project at their own comfort level
- Developing action steps for the next year
While the work of racial equity is not easy to do, it can be done by small groups of educators working together. These projects have shown some impactful ways that educators can develop projects that can grow to serve these communities over time, supporting the leadership and staff in an ongoing effort to support racial equity. As Emily stated, the message is: Don’t wait! Start Now!
Learn more about Racial Equity and Teacher Development
- 3 Ways Schools can Support Racial Equity (EDC, 2021)
- A guide to Equity and Antiracism for Educators (Edutopia, 2020)
- Understanding the need for change, discipline disproportionality (NASSP, 2020).
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Where the Light Travels: Creative Media Builds Confidence and Digital Literacy
“Soon the digital divide will not be between the haves and the have-nots. It will be between the know-hows and the non-know-hows.”
– Stanford lecturer Howard Rheingold
Where the Light Travels is an after-school enrichment class designed to integrate photography and digital media into core areas of learning such as English Language Arts and Social Science. This project supports refugee youth in San Diego, creating engagement and connection by bridging hands-on creativity with technology and art.
The need for technology and visual communication has never been more important. This was highlighted as the world was sent into isolation with the impacts of COVID-19. “We use digital photos and videos to share our understanding, to connect with our communities, and to express ourselves,” stated Jana McBeath, Media Educator and Youth Council Coordinator with Outside the Lens. Receiving a three-year grant from the McCarthey Dressman Education Foundation is allowing McBeath’s project, Where the Light Travels, to transform an elementary after school digital media class into a safe space to build confidence while increasing digital and media literacies. She has seen firsthand how having media skills to use in life can change a student’s focus from self-identity, to family, community and eventually become a new language to use worldwide.
What were the goals of the project and how were they achieved?
Where the Light Travels was implemented virtually in partnership with the San Diego Refugee Tutoring Program as an after-school class with goals to:
- integrate ELA and core academic subjects using photography, videography, animation, and mixed media
- build confidence and engagement in students and their academic subjects
- create a safe space to encourage storytelling, identity and creativity
- showcase projects at a community exhibit honoring student work from throughout the year
Craft boxes with various art supplies and props were provided, as well as sealed envelopes with project materials. iPads loaded with apps for animation, photography, digital art, film editing, and other resources were also given to each student. To help combat screen fatigue, now that all of the students were learning online every day, the focus of the projects relied on the incorporation of tactile and hands-on activities, even though the project was designed to enhance digital literacy.
Consistent engagement became one of the major components of success. This was achieved in many ways. In addition to opening the sealed project envelopes online together each week, an emphasis was put on daily connection, using digital tools like Flipgrid and Google Chat for sharing jokes, art and ideas separate from the specific project.
Students were encouraged to experiment, explore and create in their free time in whatever interested them most and report back with self-directed projects. This was an opportunity to see what interested each student most, and reinforce the ELA and Skill standards in the discussion and evaluation of each student’s work. The consistent engagement, paired with the flexibility to adapt the curriculum to address varying curiosities, concerns and interests made the pivot to a virtual afterschool program arguably more successful than originally envisioned.
What progress did they make to their goals?
The projects created by the students really speak to the progress made in this program. The confidence of the students shines throughout and the results were far reaching. From comedic YouTube videos to dance performances and tactile science experiments, all of the projects incorporated some form of digital media problem solving, verbal and written communication, which addressed the crucial ELA, 21st Century Skills and digital media literacy needs.
What challenges were experienced along the way and what are the ideas for improving the project?
The onset of COVID-19 changed the goal for creative outlets to a necessity and was the biggest challenge for the project. What was meant to be an engaging in person experience now had to be redesigned to an accessible virtual setting that still allowed for meaningful connections for students who were already spending the day learning online. A lot of inventiveness went into pivoting this project to be something joyful for the students to look forward to during what ended up being a very difficult year for them in so many ways.
How has Where the Light Travels affected the learning of students and/or teachers?
Based on feedback from the students, parents, tutors and partners of the San Diego Refugee Tutoring Program, the effect on students was solidly positive. Engagement was achieved, as well as a returning student base. The students were truly able to nurture and develop their identity using their own passions and hobbies to explore interests and curiosities using the iPads and craft kits.
Exciting plans for the Future
As the project entered its second year, still virtual, the number of participating students doubled and included all previous students from the first year. Whether the program continues online, in person, or possibly even as a hybrid, the plans for the future include continuing with the student-led curriculum, utilizing techniques to stay highly adaptable, focus on mixed media projects, introducing advanced photographic processes, and keeping the asynchronous work and connections between classes.
Additional Resources
Learn more about supporting digital literacy for learners who are refugees:
- The Tech Advocate: Digital Literacy and Lifelong Learning
- Migration Policy Institute: Bridging the Digital Divide for U.S. Children in Immigrant Families
- International Rescue Committee: Digital Skills in Refugee Integration: Lessons Learned from Research and Practice
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HawkWatch International: Using Hands-on, Real-life Learning to Improve Student Achievement
What were the goals of the project?
The goals of the “Cavity Nester Citizen Science Study” fall into four categories:
- To improve science proficiency in local high school students by giving students the opportunity to participate in real scientific research.
- To get students outdoors as part of their education.
- To support the community and create community awareness of cavity-nesting species.
- To learn more about the movements, environmental impacts, and causes behind declining populations of local cavity-nesting birds and what we can do to conserve these species.
How were these goals achieved?
The project team hosted professional development workshops for teachers to introduce them to the project and explain how it supports the state’s curriculum. Lesson plans in biology, statistics, and environmental science were created. The lesson plans are shareable so the project can be replicated in other schools.
Students were trained how to properly monitor next boxes and cavities. HawkWatch International led trips for students to learn about and assist with banding birds. Utilizing their new skills, students monitored nest boxes and cavities near their school, conducted weekly habitat assessments, and recorded their data observations in field journals. They formulated hypotheses, analyzed the data collected, and formed conclusions about the birds being studied. Students presented their findings in a symposium open to their peers, families and the broader community.
What challenges were experienced along the way and how were they addressed?
Like most organizations, HawkWatch International was deeply affected by the COVID-19 pandemic. Of the four schools originally involved, two had to drop the program and the remaining two temporarily closed. Since they were unable to physically visit classrooms or take students out to check nest boxes, they were forced to pivot to virtual visits. The project later transformed into a hybrid approach, providing a mix of virtual and real-life visits to classrooms.
Exciting plans for the future:
HawkWatch International hopes to eventually pilot this project outside of the Wasatch Front in Utah to reach more students and transform them into conscientious environmental stewards eager to take an active role protecting the habitats of cavity nesting birds.
Additional resources:
- The Benefits of Environmental Education
- Scientific Method for Grades K-12
- Make Outdoor Learning Your Plan A
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MDEF Recognizes Demands on Educators, Extends Deadline for 2022
McCarthey Dressman Education Foundation extends funding opportunity deadline to address educational enrichment for a generation impacted by the pandemic.
The Foundation website https://www.mccartheydressman.org includes information about eligibility requirements, program overviews, and previously funded projects. The extended deadline for applications is May 1, 2022.
Over $197K in funding was awarded by McCarthey Dressman Education Foundation for the 2021-2022 school year. According to Sarah J. McCarthey, Chair of the Foundation’s Board of Trustees, grants and scholarships awarded by the Foundation serve as a catalyst in maximizing the skills and creativity of educators at the K-12 levels and in cultivating pioneering approaches to meeting the needs of a generation impacted by the global pandemic.
“We are looking for proposals geared to enrich the education of a generation of learners who have survived the multiple years of dramatic educational change. We know that there are many demands on educators the past several years. Grant submissions have been lower than average and we recognize this as an outcome of the many issues impacting districts, schools and classrooms” noted Professor McCarthey. Successful applicants may receive funding of up to $10,000 per year for a maximum of three years by proposing a project, completing an application including letters of recommendation to show evidence of project need and possible impact.
Individual and small teams of teachers may apply for Teacher Development Grants to fund projects that provide groundbreaking K-12 classroom instruction. A recipient may receive up to $10,000 per year for a maximum of three years. Funded projects will impact unmet needs for students and encourage professional development in innovative areas for teachers. Applicants are not required to have a signed contract for the 2022-2023 school year as the funds are disbursed in the following school year when teaching assignments are in place.
Full-time students specializing in elementary or secondary education and who are in their final year of teacher education programs at New Mexico State University, University of California at Santa Cruz, University of Texas at Austin, and Steven F. Austin State University are eligible to apply for one-year Student Teaching Scholarships of $6,000 each. “Our objective,” commented Professor McCarthey, “is to help scholarship recipients acquire and strengthen exemplary teaching practices that inspire learning.”
About the McCarthey Dressman Education Foundation (501c3)
The mission of McCarthey Dressman Education Foundation (mccartheydressman.org) is to serve as a catalyst in maximizing the skills and creativity of educators at the K-12 levels and in cultivating pioneering approaches to teaching that result in dynamic student learning. The Foundation sponsors proposals that enhance student learning and educational quality, paying particular attention to those that best serve under-funded schools. Only 350 applications will be accepted this year. The application deadline is May 1 for proposals with significant potential to enrich the educational experiences for youth, but the application will close before that date if 350 submissions have been received.
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Environmental Science Pathways: Empowering Students To Find Solutions To Protect The Planet
School aged children have experienced growing up in a world where we discuss and hear the current status of the global climate. What if we empowered our students to find solutions to protect the planet? The project team at South Plantation High School in Plantation, FL did just that through their Environmental Science Pathway project. With the support of the McCarthey Dressman Education Foundation, they sought to develop a curriculum that is guided by the themes of reducing the carbon footprint, water issues, and human population issues.
What were the goals of the project?
The project team wanted to instill environmental stewardship in their students through their comprehensive Environmental Science Pathway Curriculum. In doing so, students will become more engaged in their coursework and gain industry-identified content knowledge and employability skills. To accomplish their goal, the team recognized their teachers needed time to work collaboratively to identify and address student challenges, develop shared goals for the pathway, and gain the skills necessary to implement the developed goals. They planned to continue with the Environmental Science and Everglades Restoration Professional Learning Community (PLC) and to collaborate with the Environmental Advisory Committee to train and support teachers.
What progress did they make to their goals?
Even with schools going virtual, the project continued on.
The PLC met virtually and in person on a regular basis. Members of the community were trained in new software and e-learning platforms and supported each other by sharing their new skill sets. Chemistry and Environmental Research teachers joined the magnet team.
The PLC team hosted monthly campus beautification days where the school’s outdoor classroom gardens and green spaces were maintained while providing training for faculty and teachers.
Teachers participated in professional learning by attending virtual workshops and on campus events. Students were provided with opportunities for community and civic engagement outside of the classroom through virtual symposiums and conferences.
Cambridge courses that are in alignment with the Environmental Science Pathway were infused into the magnet course selection. Environmental programs/ lessons and field trips were executed virtually, on campus, and at home with the help from their Environmental Advisory Committee across all grade levels. Most programs included an outdoor learning component. Teachers provided hands on learning opportunities that exceeded curriculum standards for in-person and virtual students.
What challenges did they face and how did they address them?
The greatest challenge for the project team was learning how to use the online learning software in which all school operations had to take place. The grant team learned a new set of tools and a very high level of patience as technology is a great educational vehicle until it doesn’t work or students cannot access.
The team also recruited an alumnus to provide additional technology support. The Environmental Advisory Committee shifted their work from the field to a virtual Environmental programming for students and teachers. The traditional Magnet Open House was in the style of a drive-thru using QR codes.
Another challenge the team faced is not being able to implement the PLC’s common research paper and lab report format due to teachers working in isolation and science labs being limited.
What will they do next?
The PLC teachers have collaborated with the Environmental Advisory Committee to come up with ideas for infusing the newly created virtual programming into their traditional project based learning and field trips. Cross-curricular connections, science research, and hands-on lab investigations will be part of the Environmental Science Pathway Curriculum.
The Everglades Foundation’s literacy training is being planned as professional development for all magnet teachers. In doing so, the project team hopes to become an Everglades Champion School that showcases the project’s success!
Additional Resources
- Why Sustainable Education Is Crucial for the Next Generation
- Teaching Climate Change Across Subjects
- Finding Hope in the Face of Climate Change: Why Some Teachers Focus on Solutions
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The Best of Buena Vista: Empowering Community through Social Media
Just as we learn through experience, multi-year projects learn from previous years implementations. The Best of Buena Vista is a multi-year project that continues to build momentum each year it is repeated. Project leaders built on their success, addressed past challenges, and incorporated new opportunities and ideas.
Located in Buena Vista, VA, the project team at Parry McCluer High School sought to collaborate with their community to create optimism by celebrating the The Best of Buena Vista.
The goals of “The Best of BV” were to expand the current program of weekly video announcements made by and for the PMHS student body. In the second year of the project, the team built on the excitement and eagerness of new and returning students in their Blue Library and Film/TV classes. At the request of the their students, they sought to provide additional inter-generational opportunities and experiences utilizing film and written media.
The project aspired to disrupt the negative small-town mindset as their students engaged in interviewing adults about their positive contributions to the community.
The team also wanted to allow their students to benefit economically as they increased their communication, writing, and storytelling skills, while practicing responsibility and accountability.
What progress did they make towards their goals?
The project continued to make progress towards all of their goals. They Best of Buena Vista established and produced a regular pattern of publication which included promoting student achievement.
The negative small-town mindset continued to be disrupted as students connected with community members and created platforms of growth for both students and elders. PMHS students have a stronger connection to their school and community though the deep and meaningful relationships they have created with the community elders. Project lead, Rishi Richardson, reports that every experience has been richly rewarding as each interview and interaction is met with surprise and delight by all the participants.
Academic opportunities for their students have expanded while the students and community members are empowered was a new, positive perspective. Students are becoming progressive story tellers of their communities’ rich and complex history. Furthermore, the elders in the community also learn as they are excited to access their interview on social media and share with others.
What did students learn while participating in and producing The Best of Buena Vista?
PMHS students learned how to use camera equipment and practiced being in front of the camera. They increased their communication skills, writing skills and confidence through mentoring, interviewing, filming, creating content, and successfully producing film and writing products for “the Best of BV”. One student who needed help to write a paragraph when she first started the program is now completing rough drafts on her own! Another student with developmental challenges has gained confidence and improved his ability to share his ideas in front of the camera.
What challenges did they face and how did addressing these challenges shape future plans for the project?
From slowing down the project to a snail’s pace to stopping the project in its tracks, COVID and COVID related restrictions continued to be a major challenge for the project team Addressing these challenges head on, the project leaders rethought and reorganized how the project moved forward. They consulted closed with the communities’ elders and created contracts with students to complete the unfinished work from this year’s project.
After meeting with the communities’ elders, the project team revised their methods and took two directions towards completing their project goals. After all, “the Best of BV” was contributing to an optimistic mindset for the community, they could not let COVID hinder the momentum. The first direction was to continue interviewing elders as they have done in the past. The second direction was to create teams of students who would study one aspect of the community more deeply and for a longer period of time. Aspects of the community that have been studied thus far include the Buena Vista Colored School (a place where African-Americans attended school under segregation) and the Paxton House (a home built in the 1800’s which has been restored).
Both directions have been successful. In the first direction, community elders stepped forward to share their experiences with the students. In the second direction, student commitment to the project increased. So much so, project leaders have decided to expand the project into the summer months and the students are excited to participate!
Plans for the future
As students take on more responsibility, become more courageous, and find their inner voice, they are beginning to look for ways to shape the town’s future. With COVID restrictions starting to relax, community elders have once again come to the school to have conversations with the students.
The program is looking forward to the next school year and anticipate that the students will continue to grow and succeed in their participation. We at McCarthy Dressman Education Foundation are excited to see how “the Best of BV” continues to positively impact the students and community!
The project team is thrilled to share this video describing their accomplishments.
Additional Resources
Golden Rules for Engaging Students in Learning Activities
How School and Community Partnerships Enhance Student Learning
12 Ways to Use Social Media for Education
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Growing to Scale: Theatrical Journeys-Embedding STEAM into Early Childhood Education Through Multi-sensory Guided Pretend Play
As students attend school during the COVID-19 pandemic, it is important to support learners in thinking “outside-the-box” and practice problem solving skills. Young children often engage in pretend play, acting out observations and experiences they have. Educators know children learn through play and the importance of providing children with interdisciplinary learning opportunities in languages they are familiar with. Through, her project, Growing to Scale: A 3-Phase Teacher Development Initiative of The Theatrical Journey Project, veteran CentroNía staff member and theater artist Elizabeth Bruce, developed and published a bilingual STEAM curriculum enhancement for Pre-K children to “become science problem solvers who remedy science problems through hands–on simulations of real phenomenon. They are experts who solve the problems and emergencies presented in each journey.”
The concepts presented in The Journey Playbook are valuable to educators as The Journey Playbook provides fun opportunities to guide young children through play as they learn STEAM concepts and develop problem solving skills to become experts in solving problems most children experience regardless of socioeconomic factors and educational setting. Located in Washington D.C., CentroNía overwhelmingly serves low and moderate income and immigrant families, a majority of whom are Latino, African, African-American, or bicultural. CentroNía’s holistic approach provides a bilingual, multicultural environment where children and families they serve receive the support and encouragement they need to succeed.
What were the goals of the project and how were they achieved?
Elizabeth Bruce wanted to support the expansion of the strategies presented bilingually in the Theatrical Journey Playbook: Introducing Science to Young Children through Pretend Play to scale by expanding a previously funded Teacher Development Initiative locally, regionally, and internationally through CentroNía’s Institute. To reach her goal, she created the project, Growing to Scale: A 3-Phase Teacher Development Initiative of The Theatrical Journey Project.
As one can imagine, with the undertaking of her project, there were many steps Elizabeth Bruce needed to accomplish. She planned to produce and translate The Journey Playbook, train educators, collaborate with educational and community partners and disseminate The Journey Playbook.
She planned to :
- Embed the Journey Project Teacher Development with CentroNía Institute’s Development of Laboratory Pre-K classrooms led by Master Teachers, who will become Trainers of Trainers with Four CentroNía Sites.
- Have participation from Pre-K Colleague Centers through linkages with DC Public Schools, Public Charter Schools, and Early Childhood Centers.
- Collaborate with the CentroNía Institute to present about The Journey Project’s methodology within the Early Childhood Education, STEM + Art =STEAM, or arts education sectors, locally, regionally, and/or internationally
- Create and distribute low-tech teaching tools for Journey Kits for participating Lab Classroom Master Teachers.
- Partner with CentroNía’s pro-bono partners, including engineering professionals to conceptualize/design low-cost, multi-use, inter-changeable, space-saving devices as Journey teaching tools.
- Print and broaden promotion of The Theatrical Journey Playbook and Teacher Development Program through press, social media, and professional networks.
What progress was made toward her goals?
Elizabeth completed final production and translation of The Journey Playbook! She co-facilitated in Spanish with CentroNía’s Food & Wellness staff, providing Professional Development/Teacher Training Workshops with CentroNía Teachers through a bi-weekly series of workshops on The Theatrical Journey Project to Early Childhood Educators. Educators participated in either the English or Spanish cohorts. The workshops/training included The Theatrical Journey Project content and process and integrated nutrition and wellness content explored through the journey process. She also provided bi-weekly Journey Project demo/training workshops with all Pre-K Lead Teachers and Assistant Teachers at CentroNía Maryland and co-facilitated (with Robert Michael Oliver, PhD, of The Performing Knowledge Project) workshops on Creativity and Dramatic Engagement for CentroNía Early Childhood, StudioROCKS, and Family Center teachers and staff. Here are a few other highlights from the project efforts:
- Facilitated year-round journey workshops with: Pre-K/Junior Pre-K/Early Headstart Classrooms at CentroNía.
- Presented bilingually with Spanish translation workshops engaged in 1 ½ hour hands-on demonstration of The Journey of the Sick Teddy Bear, complete with teddy bears, stethoscopes, thermometer, vocal/physical warm-ups, etc. Explanatory debriefs followed each section of the workshop, with a Journey Project one-pager, sample journey, and curriculum methodology handouts were provided. Through this experience, Elizabeth received “Excellent engagement and feedback!”
- Presented a Training of Trainers on the methodology and pedagogy of the Theatrical Journey Project for Early Childhood Home Visitors.
- Facilitated a collaboration between CentroNía Family Center and the Society of Hispanic Professional Engineers (SHPE).
- Nurtured additional elements of the Journey Playbook/Project Teacher Training Project including:
- Disseminating mini Journey Kits to Early Childhood Classrooms.
- Planning CentroNía Family Center parent-child journey workshops.
- Developing new journeys with CentroNía Food & Wellness , specifically on topics of hydration, circulation, vitamins and nutrients, and oxygenation.
- Highlighting Journey Project techniques and methodologies
during teacher assessments using the “CLASS” assessment tool.
- One bilingual Journey Project collaborating teacher, Phoenix Harris, previously adapted her own variation of a Teddy Bear Journey as a final project for her Masters’ Degree at Trinity Washington University.
Exciting plans for the future
Project leaders participated and networked extensively at conferences and submitted proposals to continue to present, disseminate, and train teachers on The Journey Playbook.
The Journey Project is collaborating with the “Changing the Face of STEM: A Transformational Journey” event targeted to under-represented communities (Latinos, African-Americans, Native Americans) at the National Academy of Science in June 2018.
Elizabeth Bruce and others within CentroNía leadership have engaged in/are pursuing extensive and accelerated outreach to educational colleagues and organizations (nationally and internationally) receptive to Journey Project/Playbook teacher training, project collaboration and replication including English-language cohorts and one Amharic-language cohort (with translation). Additional plans include continuubg to facilitate workshops at CentroNía with Kinder/1st Graders; having weekly Journey workshops with CentroNía Universal Pre-K Classrooms, and continuing with fundraising for Journey Project Replication/Video Tutorials.
How has The Journey Playbook affected the learning of students and/or teachers?
The learning of students and teachers has been deeply affected both directly, through the extensive hands-on Journey workshops, hands-on teacher trainings/professional development, conference presentations, and indirectly through the production, promotion, and dissemination of the Theatrical Journey Playbook: Introducing Science to Early Learners through Guided Pretend Play, as well as promotion of the Journey Project introductory video, webpage, and promotional materials.
Extensive outreach to major educational partners, schools, and institutions has been and continues to be underway, with projects for teacher training/project replication or adaptation with educational colleagues and Journey Playbook distribution to at least 135 educational colleagues and targeted teacher training/project replication, funding, or other support activities.
PreK/Early Childhood Educators/Teachers engaged directly in collaboratively journey workshops, collaborations, mentoring/modeling, and other teacher training. The Journey Project began working for the first time with younger children, ages 2 ½ to 3 years old, with remarkably successful results when the project was adjusted to a slower pace with fewer activities per journey, plus repeating the same journey from week 1 to week 2. This addition allows the Journey Project at CentroNía to engage the same cohort of children for a full three years.
What challenges were experienced along the way and ideas for improving the project?
Elizabeth states, “I have learned that the process of engaging educational colleagues and their organizations as
targeted teacher training/project replication collaborators is a longer, more gradual process of deepening relationships and inviting educational leadership to observe/engage with the Journey Project, and especially to commit to teacher training/project replication. Colleague educational organizations, like most nonprofits and schools, are deeply engaged with their ongoing operations and missions and extensively committed to operationalizing, maintaining and funding their organization’s endeavors. Hence, learning about and embracing a new, even highly simpatico, methodology or pedagogy calls for a strong relationship and decisions by leadership to advance mutual commitment to in depth teacher training and project replication. Laying the groundwork for such partnerships, however, promises to come to fruition within a time frame of 1-2 years. Reaching critical mass for project replication/teacher training, thus, is anticipated once extensive ground-laying has been done.”
Further reading
Three Core Concepts in Early Development
McCarthey Dressman Education Foundation 