April 30, 2024 • 19 mins
Welcome to another thought-provoking episode of "The Equity Hour" with your host, Dr. Tami Dean. Today, we delve into the pervasive impact of standardized testing on education, exploring how it intersects with equity, and discussing alternative practices that can enhance the joy and effectiveness of learning.
In This Episode:
- The Testing Dilemma: Dr. Dean questions the necessity and effectiveness of 'testing season' and its impact on students and educators alike.
- Beyond the Test: Insights into how continuous assessments may hinder rather than help student learning, and the potential pitfalls of prioritizing test scores over genuine learning experiences.
- Equity in Education: A critical look at how current educational practices may disproportionately affect students of color and those from lower socio-economic backgrounds.
- Literacy and Learning: Dr. Dean emphasizes the importance of engaging with texts deeply rather than just preparing for tests, advocating for a return to authentic reading experiences.
- Call to Action: Tips for educators on how to use their voices to challenge and change the prevailing norms around testing and curriculum design.
- Engage with Us: Dr. Dean invites listeners to continue the conversation through Instagram live sessions and direct messages to share thoughts and experiences.
Join us for a candid discussion that challenges the status quo and provides educators with actionable insights on integrating more equitable practices in their teaching. Subscribe to stay updated with new episodes and visit our website for additional resources.
Remember, sharing your experiences and changes you’re making in the classroom can inspire others, so we encourage you to reach out if you have stories to tell. If you’re looking for direct support, Dr. Dean is available for free consultation calls to help integrate new ideas into your educational practices.
Don't miss out on our upcoming virtual course workshops—stay tuned for announcements!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Hello.
Hello everyone.
And welcome to another episodeof the equity hour with me.
Your host, Dr.
Tami Dean.
I am so excited to, again,becoming.
To you over the airwaves to chatabout.
All things, diversity, equityand inclusion and social justice
(00:21):
and education.
And today I just really wantedto talk about a few things that
just keep coming up over andover in various spaces.
In my worlds and just throwingout some things that are on my
mind today.
So apologies if I end uprambling or going on a tangent,
(00:44):
but actually.
Um, those bird walks and usuallybeing some of the most moments
of insight, best moments ofinsight.
As humans, right.
So we'll see what, where thistakes us.
So I want to talk today becauseI was recently on LinkedIn and.
(01:07):
Well, I've been on a lot ofspaces, but there's so much talk
around the science of reading.
Around reading comprehension,fluency of reading.
Um, a few episodes back.
I had Dr.
Katrina Leinger, on, and wetalked about the challenges that
(01:28):
teacher ed programs are facing.
Because we've swung thependulum.
So far in one direction.
And I say all this amongst andin the midst of quote-unquote
testing season.
And.
(01:49):
I want to talk about.
Testing season, first of all.
Like, why is this even a thing?
Is what just burns in my mind.
All the time.
Because.
I really in my core, just think.
(02:13):
It is not what is best forstudents.
It is not what is best foreducators.
And.
Does this really provide us withthe information that we need.
Now.
I want to be clear.
I'm not saying that assessmentis bad.
Assessment is a tool to informus.
(02:33):
Around learning that it's takenplace.
Right.
So there's learning there'sassessment of learning there's
assessment for learning andthere's assessment as learning.
Right.
So there are three differentcomponents of assessment.
But what has happened?
Over the trajectory of my careeris this huge.
(02:53):
Shift.
Towards assessment and testing.
Meaning only one thing.
And really it's thatquantitative measure.
In this one day, one snapshot ofone moment.
And I don't know about y'all,but.
If I'm having a bad day, that'sprobably not.
(03:15):
The best.
Day for me to take thisassessment.
And is it really an accurateportrayal of what I know and I'm
able to do because theseassessments are really only
assessing.
One type of learning.
Right.
And.
In order to try to quoteunquote, do well on these
(03:37):
assessments.
We've created these systemswhere there's almost more
assessment.
Then there is instruction.
Because if you're alwaysassessing.
When is the actual learning,taking place.
And it's closed the doors for somany students on opportunities
(04:00):
to engage and think criticallyand have.
Meaningful and engaging learningopportunities.
And for me, the irony.
This is.
These.
Engaging learning opportunitiesactually better prepare you to
do lower level thinking like inthe assessment.
(04:22):
And.
I can tell you as a formerprofessor, I could tell.
Students that when they startedto come into my college classes,
that had been a part of the nochild left behind era.
And when that started.
Um, and I remember it distinctlyas a teacher.
(04:43):
Right.
We would have like a test prepWednesday, which I always
thought was the most asinineidea ever, because if I'm.
Teaching well, and providingstudents opportunities to learn.
They are by the very naturepreparing for engaging in
thinking critically around thetechs.
But what we've done is.
(05:03):
Like built this.
Almost scripted way of lookingat and thinking about a piece of
text.
And, or a problem or how towrite.
Right.
And, you know, If you've everread or.
Listen to Kelly Gallagher.
Talk about writing.
Write the five paragraph essayjust really doesn't exist
(05:25):
naturally out in the world.
And he talks about this and it'strue because it doesn't because
writing takes all thesedifferent forms.
And so I want to focus a littlebit on reading.
Because.
There's just this.
Misunderstanding.
Around.
(05:47):
Reading and.
Students potential challenges tobecome a proficient fluid
reader.
And one of the things.
That I've seen.
Um, Shift is we've moved away.
From.
(06:08):
Actual reading.
Right.
And where students are spendingmaybe five minutes or they're
only looking at a short passage.
Or an excerpt because that'swhat they see on the test.
And, or we're breaking down.
(06:28):
Words or the writing process somuch that we interrupt the flow
of ideas.
And so if we go back to the,what is it, the heart.
Right.
What is it?
The heart of reading and writingit's communication.
So reading is about receivingand understanding communication
and writing is aboutcommunicating with others.
(06:48):
Right.
It is not about the perfectionof that process.
And I'm not saying studentsdon't need to learn those
things, but what I'm saying iswe're getting in the way of the
creativity and the interest andthe joy and the reciprocity of
reading and writing.
Because if I'm only ever lookingat a short passage, I never get
into the flow of reading.
(07:09):
I never get to decide what isjoyful about reading.
If I'm always taking theteacher's tool, which is a text
level.
And I'm always asking or forcingstudents to choose books around
a text level versus justchoosing texts for the sake of
wanting to look at a text, thenI'm interrupting the joy.
And autonomy.
(07:29):
And even their ability to feelconfident in choosing a text,
because I can tell you what mostof you probably, if you picked
up, I don't even know, pick,pick something that you're not
great at.
Right.
And you picked up a book.
Uh, to look at it.
So like if I picked up aninorganic chemistry book and try
to read about it, or evenhonestly, my son is studying
(07:50):
aerospace engineering, some ofthe things he talks about, I
have no idea what he's talkingabout.
I am a very smart person.
I ha you know, I, I read, Istudy, I have multiple degrees.
I don't know what he's talkingabout because I have not spent
time in that area.
But I know that I need to use adifferent skillset when I'm
grabbing a text that is morechallenging for me.
(08:12):
Or I grab a book.
That.
Uh, is not something that'sinteresting to me.
So.
I know what genre I like, I'mjust curious how many students
are really getting theopportunity to know what they
might actually like to read.
Because are we actually givingthem the opportunity to read.
(08:35):
Like read, read, not a passage,not a short book, not a print of
an excerpt.
Right.
But actually dive into readingand engaging with tax.
And.
I was just in a little LinkedInchat.
Um, today, actually about this,because.
(08:58):
I think this is where.
We're doing students adisservice.
And this post was talking about.
Students that.
May have appeared to have somechallenges with reading
comprehension or fluency.
And people were like, oh, it'sbackground knowledge.
And this particular conversationwas around curricular materials
(09:19):
that are going to bring in thatbackground knowledge.
Okay.
So yes, background knowledge isimportant, but part of how you
also learn about the world isbeing able to engage with the
world.
So again, I go back to test preptends to take us away from those
authentic opportunities andlearning moments.
To think critically, to divedeeper, to do projects, to do
(09:40):
inquiry, right.
And we miss out on thoseopportunities.
And if you're thinking like,what does this have to do with
equity?
This is all about equity becausethe students that have this
happens to the most aredisproportionately students of
color students in low SESenvironments.
And, um, Just students that weperceive and they put that in
(10:04):
quotes.
And if you want to hear moreabout this, go listen to my
previous two episodes, right.
That we perceive to be low levellearners that we interrupt all
the time.
So, what we ended up doing is.
Doing some more skill and drilland kill, and they don't ever
get to read.
Right.
Lake.
(10:25):
And that just makes me sad.
Because the only way.
In life.
To get better at something.
Is to do it over and over andover and over.
And with longevity andrepetition.
And if I'm not getting to havethe opportunity to delve in and
(10:48):
build stamina and try outdifferent genres.
How am I ever going to do that?
That's like expecting.
Someone who never practicesbasketball to be picked in the
draft.
Like, that's just not going tohappen.
In order to build that skillset,there are hours and hours of
(11:11):
practice and engaging inlearning like, oh, And
correction and redirection andcoaching.
There is coaching.
And I think this is one of theimportant pieces, right?
If you rethink.
In your mind, or you don't evenhave to rethink.
I want you to reflect.
(11:33):
When you think about the purposeof learning?
Is it to deposit informationinto students to then
regurgitate.
On an exam.
Or is the purpose of teaching?
To facilitate.
Questioning and engaging andthen learning and exploring
(11:56):
information and materials andbuilding connections.
Across those learnings.
It's something to think about.
Because if it's the latter.
How are those practices engagedand reflected in the classroom?
And you may be thinking, well,you know, Dr.
(12:16):
Tammy.
I don't really have a lot ofchoice in that because I'm told.
That I have to teach in thisway, or I have to read this
script or, you know, my admin issaying this or my district.
And I think that takes us backto this bigger question.
Of.
How do we interrupt?
And interrogate systems ofinequity because that's exactly
(12:39):
what this is.
And I wanted to just talk aboutthis because I think people
always think.
Equity or assistance of anequity.
R.
Again, like racially motivated.
I've talked about this inprevious episodes.
And while there areunderpinnings of.
Bias around.
(13:01):
Race and social economicstanding with some of these
practices and policies and whereyou see them and where you
don't.
It's a bigger crisis.
In education right now.
Like.
The fact that we call it testingseason.
And we have like, it's a season.
(13:23):
Is that a good thing?
I don't know.
I really, I really want to talkmore about this.
If you are interested in talkingmore about this, I want you to
head on over to Instagram.
Shoot me a message.
Send me a DM.
Hit me up with a comment.
Maybe we need to do like anInstagram live.
I really just want to hear fromeducators thinking around this
whole testing season.
(13:44):
Component because it.
We have.
We are stressing students out.
Over a day or two.
We are stressing educators out.
Over this late.
(14:06):
And the lack of trust, like youcan't, they can't do anything
else.
The, you know, if you just go toTik TOK, just go to Instagram.
You can see all of these.
Videos, which are hilarious andsad all at the same time,
talking about.
What they do or don't get to do.
Or I have to walk constantlyaround the room.
(14:28):
Well, that's an equity issuetoo, because you know how
distracting that is to havesomeone walking constantly like
that's nerve wracking.
I don't even, I'm not even ananxious person typically.
That would make me anxious.
Like, I can't even tell you howgrateful I am that I went to
school before this testingmayhem.
(14:49):
And yes, we did havestandardized test and norm
reference tests.
Um, but it, it wasn't to thedegree that it is now and it
wasn't constant.
Like benchmarks and then lookingat the benchmarks and then
adjusting the data.
And I am not saying data is bad.
(15:09):
Data is great, but what kind ofdata and why are we collecting
the data and what are we doingwith the data?
That's my question.
So I just, I just really neededto talk.
About this whole test prepseason and how it then
correlates to skill and drilland how that I think just feeds
(15:30):
the monster.
Of.
Not really getting theopportunity to read.
And enjoy reading.
And.
You know, And this is anunpopular opinion probably, but
I don't think everyone has tolearn.
To love to read, not everyone'sgoing to love to read just to
(15:51):
like, not everyone lovesbasketball or everyone loves
golf or everyone loves scienceor history or any of those
things.
But.
I should be given theopportunity to discover that for
myself in a way that engagesauthentically with.
Real books.
And experiment with them.
(16:12):
Um, So.
That's just kinda my 2 cents.
I am feeling.
All the feels for the studentsand educators as we move into
this.
Part of the school year.
I mean, if we're having toshare.
Mental health resources and withstudents and educators to quote
(16:36):
unquote, get through this time.
Um, I don't know what that saysabout, about it.
Like, what do you think thatsays about it?
I would love to hear.
More about that from you.
So if you're interested, let meknow, hit me up.
I'm gonna probably do a little.
(16:58):
Video on Instagram, too, aboutthis, just because it's sitting
on my mind, maybe we need to doan Instagram live and you can
pop in and chat.
So I'd love to hear from you.
Good luck to all my educators.
I am thinking of you.
I would love us to think about,you know, how do we pull and use
our voice to shift.
This current climate around.
(17:21):
Testing and.
Well, we define as reading.
Versus not reading.
So that's my 2 cents for thisweek.
Just on my mind.
I'm thinking of you all wouldlove to hear from you.
And again, if you are interestedin support with how to integrate
(17:42):
some of the changes or ideasthat I talk about on the podcast
or share.
On my Instagram, please.
Hit me up.
I would love to take a fewminutes and have a free
consultation call with you.
Uh, to discuss how I can supportyou.
And be on the lookout.
I'm going to be having a virtualcourse option workshop coming
(18:06):
up.
So be on the lookout for thatannouncement.
And so thank you so much againfor joining me today for another
episode of the equity hour.
Again, if you're enjoying thispodcast, please like share and
subscribe.
And let your educator friendsknow about it.
And if you are doing somethingin your classroom that you would
(18:28):
like to share with others hit meup.
I'm always looking for guests.
Until next time.
Remember, use your voice.
Hello.
Hello everyone.
And welcome to another episodeof the equity hour with me.
Your host, Dr.
Tami Dean.
I am so excited to, again,becoming.
To you over the airwaves to chatabout.
All things, diversity, equityand inclusion and social justice
(00:21):
and education.
And today I just really wantedto talk about a few things that
just keep coming up over andover in various spaces.
In my worlds and just throwingout some things that are on my
mind today.
So apologies if I end uprambling or going on a tangent,
(00:44):
but actually.
Um, those bird walks and usuallybeing some of the most moments
of insight, best moments ofinsight.
As humans, right.
So we'll see what, where thistakes us.
So I want to talk today becauseI was recently on LinkedIn and.
(01:07):
Well, I've been on a lot ofspaces, but there's so much talk
around the science of reading.
Around reading comprehension,fluency of reading.
Um, a few episodes back.
I had Dr.
Katrina Leinger, on, and wetalked about the challenges that
(01:28):
teacher ed programs are facing.
Because we've swung thependulum.
So far in one direction.
And I say all this amongst andin the midst of quote-unquote
testing season.
And.
(01:49):
I want to talk about.
Testing season, first of all.
Like, why is this even a thing?
Is what just burns in my mind.
All the time.
Because.
I really in my core, just think.
(02:13):
It is not what is best forstudents.
It is not what is best foreducators.
And.
Does this really provide us withthe information that we need.
Now.
I want to be clear.
I'm not saying that assessmentis bad.
Assessment is a tool to informus.
(02:33):
Around learning that it's takenplace.
Right.
So there's learning there'sassessment of learning there's
assessment for learning andthere's assessment as learning.
Right.
So there are three differentcomponents of assessment.
But what has happened?
Over the trajectory of my careeris this huge.
(02:53):
Shift.
Towards assessment and testing.
Meaning only one thing.
And really it's thatquantitative measure.
In this one day, one snapshot ofone moment.
And I don't know about y'all,but.
If I'm having a bad day, that'sprobably not.
(03:15):
The best.
Day for me to take thisassessment.
And is it really an accurateportrayal of what I know and I'm
able to do because theseassessments are really only
assessing.
One type of learning.
Right.
And.
In order to try to quoteunquote, do well on these
(03:37):
assessments.
We've created these systemswhere there's almost more
assessment.
Then there is instruction.
Because if you're alwaysassessing.
When is the actual learning,taking place.
And it's closed the doors for somany students on opportunities
(04:00):
to engage and think criticallyand have.
Meaningful and engaging learningopportunities.
And for me, the irony.
This is.
These.
Engaging learning opportunitiesactually better prepare you to
do lower level thinking like inthe assessment.
(04:22):
And.
I can tell you as a formerprofessor, I could tell.
Students that when they startedto come into my college classes,
that had been a part of the nochild left behind era.
And when that started.
Um, and I remember it distinctlyas a teacher.
(04:43):
Right.
We would have like a test prepWednesday, which I always
thought was the most asinineidea ever, because if I'm.
Teaching well, and providingstudents opportunities to learn.
They are by the very naturepreparing for engaging in
thinking critically around thetechs.
But what we've done is.
(05:03):
Like built this.
Almost scripted way of lookingat and thinking about a piece of
text.
And, or a problem or how towrite.
Right.
And, you know, If you've everread or.
Listen to Kelly Gallagher.
Talk about writing.
Write the five paragraph essayjust really doesn't exist
(05:25):
naturally out in the world.
And he talks about this and it'strue because it doesn't because
writing takes all thesedifferent forms.
And so I want to focus a littlebit on reading.
Because.
There's just this.
Misunderstanding.
Around.
(05:47):
Reading and.
Students potential challenges tobecome a proficient fluid
reader.
And one of the things.
That I've seen.
Um, Shift is we've moved away.
From.
(06:08):
Actual reading.
Right.
And where students are spendingmaybe five minutes or they're
only looking at a short passage.
Or an excerpt because that'swhat they see on the test.
And, or we're breaking down.
(06:28):
Words or the writing process somuch that we interrupt the flow
of ideas.
And so if we go back to the,what is it, the heart.
Right.
What is it?
The heart of reading and writingit's communication.
So reading is about receivingand understanding communication
and writing is aboutcommunicating with others.
(06:48):
Right.
It is not about the perfectionof that process.
And I'm not saying studentsdon't need to learn those
things, but what I'm saying iswe're getting in the way of the
creativity and the interest andthe joy and the reciprocity of
reading and writing.
Because if I'm only ever lookingat a short passage, I never get
into the flow of reading.
(07:09):
I never get to decide what isjoyful about reading.
If I'm always taking theteacher's tool, which is a text
level.
And I'm always asking or forcingstudents to choose books around
a text level versus justchoosing texts for the sake of
wanting to look at a text, thenI'm interrupting the joy.
And autonomy.
(07:29):
And even their ability to feelconfident in choosing a text,
because I can tell you what mostof you probably, if you picked
up, I don't even know, pick,pick something that you're not
great at.
Right.
And you picked up a book.
Uh, to look at it.
So like if I picked up aninorganic chemistry book and try
to read about it, or evenhonestly, my son is studying
(07:50):
aerospace engineering, some ofthe things he talks about, I
have no idea what he's talkingabout.
I am a very smart person.
I ha you know, I, I read, Istudy, I have multiple degrees.
I don't know what he's talkingabout because I have not spent
time in that area.
But I know that I need to use adifferent skillset when I'm
grabbing a text that is morechallenging for me.
(08:12):
Or I grab a book.
That.
Uh, is not something that'sinteresting to me.
So.
I know what genre I like, I'mjust curious how many students
are really getting theopportunity to know what they
might actually like to read.
Because are we actually givingthem the opportunity to read.
(08:35):
Like read, read, not a passage,not a short book, not a print of
an excerpt.
Right.
But actually dive into readingand engaging with tax.
And.
I was just in a little LinkedInchat.
Um, today, actually about this,because.
(08:58):
I think this is where.
We're doing students adisservice.
And this post was talking about.
Students that.
May have appeared to have somechallenges with reading
comprehension or fluency.
And people were like, oh, it'sbackground knowledge.
And this particular conversationwas around curricular materials
(09:19):
that are going to bring in thatbackground knowledge.
Okay.
So yes, background knowledge isimportant, but part of how you
also learn about the world isbeing able to engage with the
world.
So again, I go back to test preptends to take us away from those
authentic opportunities andlearning moments.
To think critically, to divedeeper, to do projects, to do
(09:40):
inquiry, right.
And we miss out on thoseopportunities.
And if you're thinking like,what does this have to do with
equity?
This is all about equity becausethe students that have this
happens to the most aredisproportionately students of
color students in low SESenvironments.
And, um, Just students that weperceive and they put that in
(10:04):
quotes.
And if you want to hear moreabout this, go listen to my
previous two episodes, right.
That we perceive to be low levellearners that we interrupt all
the time.
So, what we ended up doing is.
Doing some more skill and drilland kill, and they don't ever
get to read.
Right.
Lake.
(10:25):
And that just makes me sad.
Because the only way.
In life.
To get better at something.
Is to do it over and over andover and over.
And with longevity andrepetition.
And if I'm not getting to havethe opportunity to delve in and
(10:48):
build stamina and try outdifferent genres.
How am I ever going to do that?
That's like expecting.
Someone who never practicesbasketball to be picked in the
draft.
Like, that's just not going tohappen.
In order to build that skillset,there are hours and hours of
(11:11):
practice and engaging inlearning like, oh, And
correction and redirection andcoaching.
There is coaching.
And I think this is one of theimportant pieces, right?
If you rethink.
In your mind, or you don't evenhave to rethink.
I want you to reflect.
(11:33):
When you think about the purposeof learning?
Is it to deposit informationinto students to then
regurgitate.
On an exam.
Or is the purpose of teaching?
To facilitate.
Questioning and engaging andthen learning and exploring
(11:56):
information and materials andbuilding connections.
Across those learnings.
It's something to think about.
Because if it's the latter.
How are those practices engagedand reflected in the classroom?
And you may be thinking, well,you know, Dr.
(12:16):
Tammy.
I don't really have a lot ofchoice in that because I'm told.
That I have to teach in thisway, or I have to read this
script or, you know, my admin issaying this or my district.
And I think that takes us backto this bigger question.
Of.
How do we interrupt?
And interrogate systems ofinequity because that's exactly
(12:39):
what this is.
And I wanted to just talk aboutthis because I think people
always think.
Equity or assistance of anequity.
R.
Again, like racially motivated.
I've talked about this inprevious episodes.
And while there areunderpinnings of.
Bias around.
(13:01):
Race and social economicstanding with some of these
practices and policies and whereyou see them and where you
don't.
It's a bigger crisis.
In education right now.
Like.
The fact that we call it testingseason.
And we have like, it's a season.
(13:23):
Is that a good thing?
I don't know.
I really, I really want to talkmore about this.
If you are interested in talkingmore about this, I want you to
head on over to Instagram.
Shoot me a message.
Send me a DM.
Hit me up with a comment.
Maybe we need to do like anInstagram live.
I really just want to hear fromeducators thinking around this
whole testing season.
(13:44):
Component because it.
We have.
We are stressing students out.
Over a day or two.
We are stressing educators out.
Over this late.
(14:06):
And the lack of trust, like youcan't, they can't do anything
else.
The, you know, if you just go toTik TOK, just go to Instagram.
You can see all of these.
Videos, which are hilarious andsad all at the same time,
talking about.
What they do or don't get to do.
Or I have to walk constantlyaround the room.
(14:28):
Well, that's an equity issuetoo, because you know how
distracting that is to havesomeone walking constantly like
that's nerve wracking.
I don't even, I'm not even ananxious person typically.
That would make me anxious.
Like, I can't even tell you howgrateful I am that I went to
school before this testingmayhem.
(14:49):
And yes, we did havestandardized test and norm
reference tests.
Um, but it, it wasn't to thedegree that it is now and it
wasn't constant.
Like benchmarks and then lookingat the benchmarks and then
adjusting the data.
And I am not saying data is bad.
(15:09):
Data is great, but what kind ofdata and why are we collecting
the data and what are we doingwith the data?
That's my question.
So I just, I just really neededto talk.
About this whole test prepseason and how it then
correlates to skill and drilland how that I think just feeds
(15:30):
the monster.
Of.
Not really getting theopportunity to read.
And enjoy reading.
And.
You know, And this is anunpopular opinion probably, but
I don't think everyone has tolearn.
To love to read, not everyone'sgoing to love to read just to
(15:51):
like, not everyone lovesbasketball or everyone loves
golf or everyone loves scienceor history or any of those
things.
But.
I should be given theopportunity to discover that for
myself in a way that engagesauthentically with.
Real books.
And experiment with them.
(16:12):
Um, So.
That's just kinda my 2 cents.
I am feeling.
All the feels for the studentsand educators as we move into
this.
Part of the school year.
I mean, if we're having toshare.
Mental health resources and withstudents and educators to quote
(16:36):
unquote, get through this time.
Um, I don't know what that saysabout, about it.
Like, what do you think thatsays about it?
I would love to hear.
More about that from you.
So if you're interested, let meknow, hit me up.
I'm gonna probably do a little.
(16:58):
Video on Instagram, too, aboutthis, just because it's sitting
on my mind, maybe we need to doan Instagram live and you can
pop in and chat.
So I'd love to hear from you.
Good luck to all my educators.
I am thinking of you.
I would love us to think about,you know, how do we pull and use
our voice to shift.
This current climate around.
(17:21):
Testing and.
Well, we define as reading.
Versus not reading.
So that's my 2 cents for thisweek.
Just on my mind.
I'm thinking of you all wouldlove to hear from you.
And again, if you are interestedin support with how to integrate
(17:42):
some of the changes or ideasthat I talk about on the podcast
or share.
On my Instagram, please.
Hit me up.
I would love to take a fewminutes and have a free
consultation call with you.
Uh, to discuss how I can supportyou.
And be on the lookout.
I'm going to be having a virtualcourse option workshop coming
(18:06):
up.
So be on the lookout for thatannouncement.
And so thank you so much againfor joining me today for another
episode of the equity hour.
Again, if you're enjoying thispodcast, please like share and
subscribe.
And let your educator friendsknow about it.
And if you are doing somethingin your classroom that you would
(18:28):
like to share with others hit meup.
I'm always looking for guests.
Until next time.
Remember, use your voice.
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