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Elevating Black and Brown Parent Voices in Education ?? The voices of Black and Brown parents are vital to shaping inclusive and equitable school environments. Their unique perspectives and experiences provide essential insights that can drive meaningful change in our education systems. To elevate these voices, we must actively involve parents in decision-making processes, create platforms for open dialogue, and offer resources that empower them to advocate for their children. Workshops and community meetings are effective ways to ensure that their input is heard and valued. By listening to and amplifying Black and Brown parent voices, we can foster a more inclusive educational landscape where all students thrive. Let’s commit to making this a priority! #ParentEngagement #EquityInEducation #VoicesThatMatter #CommunityEmpowerment #Education #FamilyEngagement #ParentVoices #SchoolLeadership #EducationalLeadership

In today's edition of "But what does NCEE do?" I bring you this example - the partnership among the Pennsylvania Office of Child Development and Early Learning (OCDEL), the Allegheny Intermediate Unit (AIU), the Southwestern PA regional early childhood organization Trying Together, and the National Center on Education and the Economy (NCEE). Yes. We support the collective efforts across a state to tackle a clearly defined area of improvement. The piece below outlines this partnership but I can share that this quote just grabbed me: ?? "The journey begins with a blueprint envisioning ECE as an integral part of a lifelong learning system, extending from early childhood through young adulthood. Inspired by high-performing education systems globally, Pennsylvania seeks to create a seamless transition from ECE to K12?educational systems." ?? Imagine that. Imagine thinking about ECE as a part of a bigger whole. OK, I know what you're thinking..."We already think of it that way, Janice." Hmmm.. OK. How about this - Imagine that your ACTIONS support that way of thinking. I can think of a few ways/examples of what this might look like but I would much rather hear YOURs. Share below and take a quick read of what's happening in PA to fuel your thinking. Trevor Greene, EdD Jhone Ebert Felicia Gonzales Marilyn Dondero Loop Pam Teel Randy D. Barrack Tony Thurmond Darryl Adams, Ed.D. Darryl J. Henson, Ed.D. Jennifer Burks, Ed.D. Monika Hazel Mark Luque Joe Davis Dr. James Everett Peter Finch Andi Fourlis Kelly Guempel

It’s shocking how far OneSchool Global will go to deflect accountability instead of addressing the root issues within their communities. This letter was sent to parents about racism and disrespect in schools, but let’s be clear: the issue starts at home. Students don’t just wake up using racial slurs—they learn these behaviors and attitudes in their environments. When kids are reprimanded for their actions at school, but the same behavior is normalized or ignored at home, what message does that send? Instead of addressing this systemic issue, the school shifts blame and punishment entirely onto students while failing to take meaningful steps to ensure these values are upheld within their families and community. Until real accountability is demanded, and parents are also held responsible for fostering respect and inclusivity, this is nothing more than performative damage control. What do you think? Is this a genuine step forward, or just an attempt to protect their reputation? Jeff Southard, Jim Admiraal and Jonathon Borys, have you also made these changes? Let's not forget Jim Admiraal's older brother, Lee Admiraal, had a court case using homophobic slang. Here's the link to that podcast and court case- https://lnkd.in/gupFQGUh https://lnkd.in/gX4Auat5

Now, more than ever, our students—especially those from marginalized communities—need us to show up. This moment calls for us to be anchors of support, advocates for justice, and champions of Love & Equity. This election has stirred deep emotions in classrooms and campuses across the country, and it’s up to us to help students process, decompress, and feel seen. As James Baldwin reminds us, “Not everything that is faced can be changed, but nothing can be changed until it is faced.” Now is the time to double down on our commitment to Diversity, Equity, Inclusion, and Belonging (DEIB). Let’s put the pedal to the metal on fostering spaces where students are safe, empowered, and uplifted. Bell Hooks taught us that “education is a practice of freedom,” and it’s in moments like these that we must rise to protect that freedom—for every student, in every corner of our schools. Let’s stand with them, let’s listen to them, and let’s help them navigate this uncertain world. As we continue this work, I offer these words of resilience: When the night falls heavy and dark clouds surround, We rise, we hold ground, we do not back down. With roots deep in soil, our purpose runs true, We lift up our students, we see them through. Together, we move forward, our vision aligned, With Love as our compass, and Justice in mind. #ForOurStudents #EducatorsForEquity #DEIB #SupportOurYouth #DEIBMatters #Resilience #RadicalEducators #CallToAction #MoSoul #Love #Equity #Justice #ProtectTheDOE

As we reflect on these powerful words by Dr. King, it's crucial for us, especially those of us in positions of influence and advocacy, to remember the impact our actions have on the broader fight for justice and equality. In our roles as changemakers, whether in education, community leadership, or personal initiatives, we are uniquely positioned to address and correct injustices. Each decision we make, each action we take, can contribute to a larger movement towards a more equitable society. Let's continue to challenge ourselves and our networks to think critically about how we can dismantle systemic barriers and advocate for fairness and inclusion in every aspect of our work and lives. ?? How are you addressing injustice in your community or industry today? In my role, I am dedicated to advocating for more sensible policies concerning the implementation and interpretation of service dog policies within higher education. My focus is on ensuring that these policies are not only compliant with legal standards but also effectively serve the needs of those who rely on service animals to access their educational environments. This advocacy is crucial for creating more inclusive and accessible academic spaces that uphold the rights and dignity of every student. #Justice #Equality #Leadership #SocialChange #MLKDay

To guide #edleaders on a path to more fully supporting equity and inclusion for all people, Christine Mason, Randy Ross, Orinthia Harris, & Jillayne Flanders developed the HEART+ approach. Learn more in Advancing Empathy and Equity in Early Childhood Education ?? https://bit.ly/3B8LnpB #EdEquity #EarlyEd

Many of our children underperform in public schools because, in many cases, there is a lack of representation due to systemic racism. Historically, schools in marginalized communities were never designed to effectively educate Black and Brown children. This has resulted in a persistent achievement gap, where students of color are often deprived of equitable resources, culturally relevant curricula, and supportive learning environments. To truly support all students, we must confront and dismantle these systemic barriers, ensuring that every child receives the quality education they deserve. #schoolchoice #urbaneducation #schooltransformation #schoolinnovation

?? Today marks the start of the Community Schools Empower Conference in Hollywood, and I’m already inspired! The keynote was a powerful student panel that truly set the tone. Students, spoke passionately about the real fear people of color face regarding suspensions and expulsions. She highlighted how these practices lead to inequitable outcomes and, as one student said it, “puts a big dent on my people because we will have fewer opportunities to be valedictorian.” The students also called out performative activism in schools, emphasizing the need to address root issues rather than just mending images. They discussed how education today feels like a privilege afforded to the few and how schools often operate like businesses, tracking students with inhumane achievement expectations. Their voices are a stark reminder that we need to create spaces to genuinely listen to students. They know what they need and have a clear vision for the future. Let’s commit to making that vision a reality. ?? #CommunitySchools #StudentVoices #EducationEquity #Empowerment #Empower2024 #STAC #ListenToStudents

Love it when someone speaks their mind.. I thought Professor Sally Tomlinson’s article in Schools Week “The SEND system is not broken. It’s doing its job” was brilliant. Is that an ‘unpopular opinion’ (ref. the slot on Radio 1)? Brave, certainly. In the late 19th century, when the system was set up, ‘not normal’ children were categorised amongst other things as idiots and imbeciles. Parents, considered part of the problem, were encouraged to remove their not normal children from mainstream schools. Though anyone involved in education today is far more enlightened about special educational needs, the problem now is greater, with ever expanding claims for EHCPs, still hamstrung by an essentially exclusionary system. Early signs under the new government indicate a welcome shift in thinking but, even with increased investment, won’t amount to much long term without systemic change. What that change could look like isn’t made clear in the piece, but at least the ubiquitous line about the system being broken has been called out. If it ain’t broke, don’t fix it. #SEND #inclusion #changeleadership #schoolleaders #headteachers #schoolimprovement

The more efficiency we gain by optimizing every aspect of society, the more effort and energy we will have to expend supporting the elements that cannot be optimized. We divide society into the part that fits into the system, producing and burning out, and the part that feels rejected and desperate because they cannot conform to pre-set standards. Why are so many young people being diagnosed? The system constantly pressures us to justify whenever something deviates from the norm, even if it's only temporary. Yes, some children need support, and they should receive it. But at what point does it still make sense to keep increasing class sizes, expecting all students to function perfectly while also having to increasingly provide individual assistance to those who struggle in different ways? Isn’t there a way to foster greater inclusion, perhaps through smaller schools and fewer students per class where individual support can be given by a teacher that is not overwhelmed by class sizes? Would this promote more compassion on one end and reduce the feeling of exclusion from the "norm" on the other end?