Page to Practice

Learn From Texts with Colleagues

Have you ever read a chapter that jolted you to change your practice or an article that seemed written directly for your current dilemma? Did you find yourself wanting to unpack the ideas with colleagues? Texts can be even more powerful tools for transformation when shared and discussed in community. 

CLEE’s Page to Practice series are virtual text-based discussions where we will read a common text and use a protocol as a learning community to discuss it. Think of it as a book club with brilliant colleagues from across the country. These sessions are for anyone open to learning with colleagues. We will also reflect on facilitation moves to support the group’s learning.

Upcoming Sessions:

October 5, 2023 - Systemic Change and Equity
By Mary Scheetz and Peter Senge

November 14, 2023 - When Nice Won't Suffice
By Elisa MacDonald

February 7, 2024 - Learning Conversations Turn Reflection Into a Public Dialogue on Practice
By Dianne P. Zimmerman andWilliam A. Sommers

May 16, 2024 - Accessing Resourcefulness: “Go for the Green”
Robert J. Garmston, Michael Dolcemascolo, and Toni Prickett

All 4-5pm Eastern

All sessions will be virtual.
The link to join will be shared before the session.

Pricing: $50/session; $175 for all 4

Our Next Session:

Systemic Change and Equity
By Mary Scheetz and Peter Senge

While reading “Systemic Change and Equity” by Mary Scheetz and Peter Senge, it became clear to me how much CLEE’s vision is about finding oneself in the work to challenge inequities.

“Systemic change is deeply personal.” The first sentence frames the dilemma facing all of us who want to make a difference. We need to understand how we got where we are, and see a pathway for our own work–day to day and year to year. It has to make sense to each of us, otherwise we can become complacent to the ways things have been done and that got us here in the first place. At CLEE we ask folks to take a good look at their current reality – by collecting varied data on school and student outcomes – and then imagine what could be done to effect change for the better. Scheetz and Senge caution us to avoid the single session professional development experiences which can highlight pathways for change but rarely sustain them. Instead, by creating networks of peers who want to collaborate, coaching each other on what works, and holding each other accountable to our vision, we will be sustained for the long road ahead.

The big “aha” for me was shifting the accountability to a community model. We want to be a part of change with our students, our families and our community. We do not want to be part of a process that continues to blame or hide for the convenience of keeping things the way they have been. At CLEE, we center the person in the process, whether that is an educator looking to take a critical step in developing their practice, or for a student looking to express themselves through their work at school. If we can see ourselves in the change (and the many visions of self that actually exist in our schools as educators and students) then we can see our leadership in making schools more equitable learning communities.