Season 2 Episode 9

Exploring Teacher Quality in High-Need Schools – All of the Above Season 2 Episode 9

It’s no secret that many of our highest-need schools face a revolving door of teachers—particularly inexperienced and ineffective ones. How can we work to ensure that our best teachers get placed where they are needed most? We bring on literacy coach and Nationally Board Certified Teacher extraordinaire Geneviève DeBose Akinnagbe to explore teacher quality in high-need schools. But first, we begin the episode with a review of recent education news about racism in high-performing suburban schools, a new study linking bullying to the 2016 election, and the somewhat troubling graduation rates at CA state universities.

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Episode Highlights

HEADLINES IN EDUCATION - EPISODE 9

Jeff and Manuel examine recent headlines in education. A new report details the extent of pervasive racism in high-performing suburban schools, a new study links bullying to the 2016 election, and the somewhat troubling graduation rates at CA state universities are the subject of an ambitious plan to boost student success.

SHOW AND TELL - EXAMINING TEACHER QUALITY AT HIGH-NEED SCHOOLS

Nationally Board Certified Teacher extraordinaire Geneviève DeBose Akinnagbe joins us to share a letter that a student wrote to her about the lack of quality teachers in high-need schools. Why is it that our best and brightest teach in well-resourced schools while some of our most marginalized student populations face a revolving door of inexperienced and ineffective teachers?

Episode Extra

It's (Project) Lit! A Conversation with Geneviève DeBose Akinnagbe

Jeffrey sits down with educator extraordinaire Geneviève DeBose Akinnagbe to discuss National Board Certification, #ProjectLit, and her dynamic history in education. Geneviève is an educator, artist, and activist who has taught middle school in Los Angeles (her hometown), Oakland, and the South Bronx for over a decade. She is a proud National Board Certified Teacher who returned to the classroom in September 2014 after three years of policy work on the national level. She strongly believes that education is a tool for social justice and empowerment and that learning experiences for children should be culturally relevant, student-centered, and interactive.