Jon Moscow

Supporting student civic activism: Social studies on steroids – Part 2

Jon Moscow 00:35:30 Comments Off

Supporting student civic activism: Social studies on steroids – Part 2

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Dr. Alan Singer, Dr. Pablo Muriel, and Gates Millennium Scholar Dennis Belen-Morales, three generations of teachers, describe how they center student activism in their project-based social studies and history classes while giving students the tools to pass the NYS Regents exams. Dr. Singer was Dr. Muriel’s professor in college, and Dr. Muriel was Mr. Belen-Morales’ high school teacher and college professor in turn. Now all three are at Hofstra University. Part 2 of a two-part series that contains lots of specific strategies for teachers and passion for civics education.

Supporting student civic activism: Social studies on steroids – Part 2

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Transcription of the episode “Police and metal detectors in schools: Students perspectives”

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Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:18] And I’m Jon Moscow. Welcome to Ethical Schools. Our guests today are Nia Morgan and Anahi Ortiz Fierros. Nia is Interim Organizing Coordinator of the Urban Youth Collaborative, UYC, a youth- led coalition of New York based organizations fighting for educational justice and police-free schools. Nia…

Police and metal detectors in schools: Student perspectives

Jon Moscow 00:27:30 Comments Off

Police and metal detectors in schools: Student perspectives

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Nia Morgan and Anahi Ortiz Fierros of Urban Youth Collaborative describe how police and metal detectors humiliate and traumatize students. The story of the “fork in the backpack” illustrates the system’s absurdity. And while NYC school arrests are down overall, Black and Latinx students are arrested at much higher rates than white students. NYS legislature considers Solutions Not Suspensions Act. Campaigns for police-free schools are taking place around the country.

Police and metal detectors in schools: Student perspectives

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Transcription of the episode “Too Late For Reform: Abolishing the Police in Schools”

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Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Toni Smith-Thompson. Toni is a Senior Organizer in the advocacy department of the New York Civil Lberties Union, NYCLU. She focuses on campaigns to strengthen public education, including campaigns to reduce school suspensions and…

Too Late For Reform: Abolishing the Police in Schools

Jon Moscow 00:33:15 Comments Off

Too Late For Reform: Abolishing the Police in Schools

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Toni Smith-Thompson, Senior Organizer at NY Civil Liberties Union, discusses the importance of replacing police presence in schools with restorative practices. Toni envisions ethical schools, in which all students feel both appreciated by and accountable to school communities, and conflicts are resolved internally. Students returning to school, many of whom will have experienced trauma associated with the pandemic and police violence, will need nurturing, not punitive measures.

Too Late For Reform: Abolishing the Police in Schools

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Transcription of the episode “Reimagining college admissions: Performance assessment pilot at CUNY”

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Amy H-L: [00:00:15] Hi, I’m Amy Halpern-Laff. Jon M: [00:00:17] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Dr. Michelle Fine. Michelle is Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center of the City University of New York () CUNY.) Welcome, Michelle. Michelle…

Reimagining college admissions: Performance assessment pilot at CUNY

Jon Moscow 00:45:00 Comments Off

Reimagining college admissions: Performance assessment pilot at CUNY

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Dr. Michelle Fine speaks about better alternatives to standardized tests for students to demonstrate college-readiness. NYC’s Consortium Schools, which use Performance Based Assessment Tasks, collaborated with CUNY to open CUNY’s 4-year colleges to more low-income Black and Latinx applicants. Students, especially Black males, did better at college than test score-admitted peers. Dr. Fine gives a passionate call for democratic school cultures based on student initiated work and collaborative revision.

Reimagining college admissions: Performance assessment pilot at CUNY

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Transcription of the episode “Crises and opportunity: A holistic approach to supporting and empowering youth”

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Amy H-L: [00:00:01] Hi, I’m Amy Halpern-Laff Jon M: [00:00:02] And I’m Jon Moscow. Welcome to Ethical Schools. In light of COVID-19 and the Black Lives Matter protests, we’ll listen to the conversation I had with Jason Warwin, Co-founder and Associate Executive Director of The Brotherhood/ Sister Sol, Bro/Sis, a Harlem-based organization that provides comprehensive…

Crises and opportunity: A holistic approach to supporting and empowering youth

Jon Moscow 00:46:50 Comments Off

Crises and opportunity: A holistic approach to supporting and empowering youth

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In light of the pandemic, which has disproportionately impacted BIPOC, and BLM uprisings, we’re revisiting Jon’s interview with Jason Warwin of The Brotherhood/Sister Sol. COVID-19 has devastated Bro/Sis’s community of Black and Brown youth and their families. And despite the pandemic, Bro/Sis staff and members are joining protests to demand systemic change. We’ll check in with Jason and then listen to the interview from last June.

Crises and opportunity: A holistic approach to supporting and empowering youth

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Why teach history? Knowing “why” shapes “how”

Jon Moscow 00:43:30 Comments Off

Why teach history? Knowing “why” shapes “how”

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Richard Miller, who taught in progressive NYC secondary schools for 28 years, talks about teaching students to think like historians, weighing different sources and drawing their conclusions from evidence. The past gives context to the present, and understanding historiography, or how history is interpreted over time, equips students to view current issues from multiple perspectives.

Why teach history? Knowing “why” shapes “how”

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Transcription of the episode “Why teach history? Knowing ‘why’ shapes ‘how”

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Amy H-L: [00:00:00] Hi. I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Richard Miller. Richard retired after 28 years of teaching history in New York City middle and high school grades, including at Central Park East Secondary School, CPESS, and Beacon High School. Welcome, Richard. Richard M: [00:00:31] Thanks…

The principal as “keeper of the vision”: Fostering and protecting an ethical community

Jon Moscow 00:37:00 Comments Off

Jill Herman, founding principal of East Side Community H.S, now at Bank Street College, raises essential questions: To whom should a principal be accountable? How can social emotional learning and academics be integrated? What do we mean by an ethical school?

The principal as “keeper of the vision”: Fostering and protecting an ethical community

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Transcription of the episode “The principal as ‘keeper of the vision’: Fostering and protecting an ethical community”

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Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Jill Herman. Jill currently leads conference groups and advises students in the Principal’s Institute at Bank Street College and as a consultant to the New York City Department of Education. Among many other roles in her career, she…

Transcription of the episode “Grief and loss: Supporting students, families, and teachers in a pandemic”

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Amy H-L: [00:00:15] Hi. I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Cynthia Trapanese. Cynthia teaches first grade at The New School of San Francisco. Cynthia was a board certified pediatric chaplain for 17 years before returning to school to become a credentialed elementary school classroom teacher eight years…

Grief and loss: Supporting students, families, and teachers in a pandemic

Jon Moscow 00:29:30 Comments Off

Cynthia Trapanese, a teacher who spent 17 years as a pediatric chaplain, observes that we are all grieving right now, and that adults need to be aware of their own feelings of loss in order to help children and families effectively. During this period of isolation, children miss not only extended family, especially grandparents, but also their friends, classrooms, and the details of their school days. The impact of prolonged separation from school will be long-lasting. Cynthia is holding webinars for teachers and parents, and shares tips and resources with us.

Grief and loss: Supporting students, families, and teachers in a pandemic

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Transcription of the episode “Vulnerable students’ needs and rights in pandemic: Threats and opportunities”

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Jon M: [00:00:15] Hi, I’m Jon Moscow. Amy H-L: [00:00:16] And I’m Amy Halpern-Laff. Our guest today is Diana MTK Autin. Diana is Executive Co-director of the SPAN Parent Advocacy Network. She’s also Co-director of the National Center on Leadership and Family Professional Partnerships and Executive Director of PLACE, the National Center for Parent Leadership Advocacy and…

Vulnerable students’ needs and rights in pandemic: Threats and opportunities

Jon Moscow 00:35:59 Comments Off

Diana MTK Autin, parent advocacy leader, describes how distance learning fails to meet the needs of many students and exacerbates inequities. She leads several organizations that help parents advocate effectively for their own families and also for systemic change. The pandemic’s impacts are likely to be felt by students for a long time, and unless students’ rights are defended, long-standing legal protections may be weakened with devastating effects.

Vulnerable students’ needs and rights in pandemic: Threats and opportunities

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Transcription of the episode “Engaging young black men in school: What we can learn from art class”

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Jon M: [00:00:15] Hi, I’m Jon Moscow. Amy H-L: [00:00:16] And I’m Amy Halpern- Laff. Welcome to Ethical Schools. Our guest today is Dr. Don Siler. Dr. Siler is assistant professor of education at the University of St Joseph in Hartford, where he’s taught since 2014. Welcome, Don. Don S: [00:00:32] Hey, how you doing? Jon M: [00:00:34] Good….

Engaging young black men in school: What we can learn from art class

Jon Moscow 00:56:50 Comments Off

Dr. Don Siler, a researcher and inservice teacher educator, himself a former high school dropout, discusses how art classrooms invite students to be themselves, to explore their lived experiences, and to work on projects that mean something to them. Student engagement in the art classroom can be leveraged across subject areas by incorporating both the arts and art-based pedagogy throughout the curriculum. Student outcomes improve when we broaden the ways in which students get information, process the information, and demonstrate their understanding of the information.

Engaging young black men in school: What we can learn from art class

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Transcription of the episode “Creating a safe haven: Changing lives after school”

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Jon M.: 00:15 I’m Jon Moscow. Amy H.: 00:17 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Our guest today is Jason Garcia. Jason is Assistant Vice President of Youth and Workforce Programs at SoBro, a multifaceted community development organization in the South Bronx. Jason designs and runs a range of out of school time programs for youth, including…

Creating a safe haven: Changing lives after school

Jon Moscow 00:29:30 Comments Off

Jason Garcia of SoBro, a South Bronx community-based organization, describes how after school staff members help young people deal with the effects of trauma. Staff members teach content, guide students through transitions, and help students build long term relationships. SoBro’s youth workers wear many hats — guidance counselor, social worker, referral source — filling in where schools and families lack resources.

Creating a safe haven: Changing lives after school

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Post-Graduation Planning: Helping students to explore myriad options

Jon Moscow 00:34:30 Comments Off

Lindsey Dixon, Director of Career Readiness at Urban Assembly, talks about helping students make more informed college and career decisions. The current model is restrictive and outdated, leading to suboptimal outcomes for the majority of students. Hands-on experiences and self-reflection programs can help young people better prepare for fulfilling careers and lives.

Post-Graduation Planning: Helping students to explore myriad options

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Transcription of the episode “Centering SEL for social and economic mobility”

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Jon M: 00:15 I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Jon M: 00:19 Our guest today is David Adams. David is the Director of Social Emotional Learning at the Urban Assembly. He previously served as the social emotional learning coordinator for District 75 in New York City, where he shaped the district’s approach to…

Centering SEL for social and economic mobility

Jon Moscow 00:25:30 Comments Off

David Adams is Director of Social Emotional Learning at NYC’s Urban Assembly, a network of schools that does not screen students. David focuses on the intersection of academic and technical skills, social-emotional competencies, and career development to create social/economic mobility. Students must have a relationship with the teacher or the content for optimal learning. Perspective-taking is central to ethical development. Schools have to “know their ‘why’” and be able to explain it in plain language.

Centering SEL for social and economic mobility

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The Algebra Project: Bob Moses on math literacy as a civil right – Part 1

Jon Moscow 00:51:00 Comments Off

The Algebra Project founder and president–and lead organizer of the famous 1964 Mississippi Freedom Summer voting rights campaign–talks about math literacy as an organizing tool to guarantee quality public school education for all children. Bob Moses describes the Algebra Project’s strategies to connect math to students’ life experiences and everyday language. The interview is divided into two episodes.

The Algebra Project: Bob Moses on math literacy as a civil right – Part 1

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Navigating college and career pathways: Self-knowledge, preparation, and parameters

Jon Moscow 00:41:00 Comments Off

Maud Abeel, nationally-recognized education consultant, focuses on college and career readiness for middle and high school students, including “match and fit.” The earlier the students begin to think about postsecondary options, the better. There are myriad resources for students and their families, many of them free and online. Maud discusses cohorts, groups of high school classmates who enter college together and support one another, increasing their likelihood of success. She also talks about obstacles and dilemmas counselors face, including overwhelming caseloads.

Navigating college and career pathways: Self-knowledge, preparation, and parameters

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Transcription of the episode “Navigating college and career pathways: Self-knowledge, preparation, and parameters”

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Jon M: 00:15 I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Jon M: 00:19 Our guest today is Maud Abeel. Maud’s an educational consultant both in New York City and nationally, working across the continuum from zero to the postsecondary years. She’s especially focused on college and career readiness for middle and high school students….

Transcription of the episode “Parent-school relationships in early childhood programs: family engagement is driven by families”

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Amy H-L: 00:15 Hi, I’m Amy Halpern-Laff. Jon M: 00:17 And I’m Jon Moscow. Welcome to Ethical Schools. Amy H-L: 00:20 Our guest today is Dr. Yasmin Morales-Alexander. Yasmin is an assistant professor in the Early Childhood graduate program at Lehman College. She was the inaugural recipient of Teacher’s College’s Shirley Chisholm Dissertation Award, recognizing TC doctoral graduates who have advanced…

Parent-school relationships in early childhood programs: family engagement is driven by families

Jon Moscow 00:39:31 Comments Off

Yasmin Morales-Alexander of Lehman College dispels the myth that Latinx parents don’t engage in their children’s education. Genuine parent-school engagement is based on schools’ recognition of families’ cultural values and traditions. “Family engagement is a cultural practice.”

Parent-school relationships in early childhood programs: family engagement is driven by families

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NYC schools: still separate and unequal

Jon Moscow 00:35:54 Comments Off

Student activists Coco Rhum and Hebh Jamal describe what real integration of NYC schools would look like and how to achieve it. Bringing sharp analysis and insight from their experiences as leaders in IntegrateNYC and Teens Take Charge, they were interviewed by Lev Moscow on our sister podcast, acorrectionpodcast.com.

NYC schools: still separate and unequal

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Multicultural Education: Challenges and Aspirations

Jon Moscow 00:54:16 Comments Off

We speak with New York State Regent Luis O. Reyes on the evolution of multilingual education in New York, beginning with the ASPIRA Consent Decree that in 1974 established bilingual education as an entitlement for Puerto Rican and other Latinx students. NY is gradually transitioning to bicultural and bi-literate education. The Regents’ Culturally Responsive-Sustaining Education Framework represents the way forward.

Multicultural Education: Challenges and Aspirations

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Emotionally Responsive Education: “inviting and containing”

Jon Moscow 01:03:00 Comments Off

Margaret Blachly of Bank Street’s Center for Emotionally Responsive Practice describes how to fit materials, curriculum, and relationships together to create an emotionally safe classroom. Emphasizing the importance of a deep understanding of child development, she tells how important it is to know each child’s “story.” Margaret shares what she’s learned as a dual-language and special ed teacher and gives advice to new kindergarten teachers. Reflecting on Dewey’s Education and Experience, she talks about the ethical dimensions of teaching and the connections between the classroom and the larger society.

Emotionally Responsive Education: “inviting and containing”

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Special education: How students and their teachers are shortchanged

Jon Moscow 00:30:00 Comments Off

Jia Lee, NYC special education teacher and union activist, talks about the unfairness of the Fair Funding Formula, the school-to-prison pipeline, and the tendency of schools to re-traumatize vulnerable students. She also highlights the contrast between NYC Chancellor Carranza’s call for more culturally responsive classrooms and the City’s newly-mandated MAP tests, and the gap between what the United Federation of Teachers does and what it could do.

Special education: How students and their teachers are shortchanged

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Ed schools as allies to new teachers of color

Jon Moscow 00:41:30 Comments Off

Dr. Harriet (“Niki”) Fayne of Lehman College School of Education describes strategies to support new teachers and “second stage” teacher-leaders. She discusses ways to attract teacher candidates, reduce early-years attrition, and help teachers grow while staying in the classroom. Lehman builds ethics into leadership training and maintains long-term relationships with its graduates and the schools they teach in.

Ed schools as allies to new teachers of color

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José Jiménez on gender diversity and sexual identity in elementary schools

Jon Moscow 00:34:15 Comments Off

We speak with José Luis Jiménez, principal of A.C.E. Academy for Scholars, PS 290, in Queens. A queer educator of color, he came out to his students during Pride Month in 2017. If a community is truly welcoming to all, he thought, “you don’t “check a part of yourself at the door.” José encourages his…

José Jiménez on gender diversity and sexual identity in elementary schools

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Ujju Aggarwal on school choice, whiteness as property, and the “right to exclude”

Jon Moscow 00:40:15 Comments Off

We speak with Dr. Ujju Aggarwal, Assistant Professor of Anthropology and Experiential Learning at the New School’s Schools of Public Engagement. Dr. Aggarwal explains how neoliberalism, with its emphasis on individual choice, includes a “right to exclude” and perpetuates discriminatory school admissions, not only to some charter schools but also to district schools and programs, describing in particular the experiences of parents in Manhattan’s District…

Ujju Aggarwal on school choice, whiteness as property, and the “right to exclude”

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Adjoa Jones de Almeida of the Brooklyn Museum on art as experience

Jon Moscow 00:38:45 Comments Off

We speak with Adjoa Jones de Almeida, Director of Education at the Brooklyn Museum. We discuss the significance of “art as experience.” Ms. Jones de Almeida describes art’s transformational power to educate and empower students of all ages, both personally and politically. The Museum partners with teachers across the academic spectrum and works to include diverse families and communities.

Adjoa Jones de Almeida of the Brooklyn Museum on art as experience

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Transcription of the episode “Adjoa Jones de Almeida of the Brooklyn Museum on art as experience”

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Amy H-L: 00:15 Hi, I’m Amy Halpern-Laff Jon M: 00:17 And I’m Jon Moscow. Welcome to Ethical Schools, where we discuss strategies for creating inclusive and equitable schools that help students to develop both commitment and capacity to build ethical institutions. Amy H-L: 00:29 Our guest today is Adjoa Jones de Almeida, Director of Education…

Mark Santow on Suing Rhode Island for Educational Equal Protection

Jon Moscow 00:29:45 Comments Off

Mark Santow on Suing Rhode Island for Educational Equal Protection

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We speak with Dr. Mark Santow, Chair of the Department of History at the University of Massachusetts-Dartmouth. Dr. Santow and his middle school son, along with 12 other plaintiffs, are suing the state of Rhode Island in federal court under the 14th Amendment to the U.S. Constitution for failing to provide civics curricula and other components of an adequate education to some Rhode Island students. The suit is especially notable because most education equity cases are brought in state courts. We discuss the racial, socioeconomic, and political underpinnings of educational inequality.

Mark Santow on Suing Rhode Island for Educational Equal Protection

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Transcription of the episode “Mark Santow on Suing Rhode Island for Educational Equal Protection”

Jon Moscow Comments Off

Jon M: 00:15 Hi, I’m Jon Moscow. Amy H-L: 00:18 And I’m Amy Halpern-Laff. Welcome to Ethical Schools, where we discuss strategies for creating inclusive and equitable schools and youth programs that help students to develop commitment and capacity to build ethical institutions. Jon M: 00:33 Our guest today is Dr. Mark Santow. Dr. Santow…

Transcription of the episode “Lev Moscow offers advice for secondary school teachers”

Jon Moscow Comments Off

Jon M: 00:15 Hi, I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools, where we discuss strategies for creating inclusive, and equitable schools and youth programs that help students to develop both commitment and capacity to develop ethical institutions. Jon M: 00:31 Our guest today is Lev Moscow. Lev teaches…

Lev Moscow offers advice for secondary school teachers

Jon Moscow 00:41:00 Comments Off

We interview Lev Moscow who, for the last 14 years, has taught history and economics at The Beacon School in New York City. Lev reflects that advisory, done well, can serve as a venue for students to explore questions of ethics, purpose and happiness. He talks about balancing the history curriculum to include non-European perspectives. Getting students to read more than a few sentences is perhaps today’s teachers’ greatest challenge and Lev explains his approach.

Lev Moscow offers advice for secondary school teachers

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Transcription of the episode “Kym Vanderbilt on ethical early childhood teacher preparation”

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Jon M: 00:15 Hi, I’m Jon Moscow. Amy H-L: 00:17 And I’m Amy Halpern-Laff. Welcome to Ethical Schools where we discuss strategies for creating inclusive and equitable schools and youth programs that help students to develop a commitment and capacity to build ethical institutions. Jon M: 00:29 Our guest today is Kym Vanderbilt. Kym Vanderbilt is a full time lecturer and…

Kym Vanderbilt on ethical early childhood teacher preparation

Jon Moscow 00:38:00 Comments Off

We interview Kym Vanderbilt, Lecturer and Professional Development Liaison in the Early Childhood/Childhood Department at CUNY/Lehman College. Kym describes her students’ concerns about meeting the needs of teacher assistants and parents as well as children. She talks about the test-heavy teacher certification process, which is both intimidating and expensive for aspiring teachers of limited means, and how she tries to create a more welcoming and supportive environment for her students, staying in touch with them long after they become teachers themselves. To give us context, Kym gives us a fascinating overview of the complicated history of early childhood education.

Kym Vanderbilt on ethical early childhood teacher preparation

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Transcription of the episode “David Kirkland on New York’s State’s Culturally Responsive-Sustaining Education Framework”

Jon Moscow Comments Off

Jon M: 00:15 I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools where we discuss strategies for creating inclusive and equitable schools and youth programs that help students to develop both commitment and capacity to build ethical institutions. Jon M: 00:29 Our guest today is Dr. David E. Kirkland, Executive…

David Kirkland on New York’s State’s Culturally Responsive-Sustaining Education Framework

Jon Moscow 00:24:30 Comments Off

We speak with Dr. David E. Kirkland, Executive Director of NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools. A leading voice in culturally responsive and sustaining education, the Metro Center helped write New York State Education Department’s new Culturally Responsive-Sustaining Education Framework. The Framework is founded on a view of education that regards culture as a critical component of learning. Multiple expressions of diversity, including race, ethnicity, gender, language, and sexual orientation, are regarded as assets to be recognized and cultivated.

David Kirkland on New York’s State’s Culturally Responsive-Sustaining Education Framework

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Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

Jon Moscow 00:54:45 Comments Off

We speak with Soledad Hiciano, executive director of Community Association of Progressive Dominicans (ACDP), a multi-service community organization in Upper Manhattan and the Bronx. She describes the challenges of supporting children who may have experienced multiple traumas, including homelessness and the deportation of close relatives.

Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

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Silvia Canales on Relationship-Based College Counseling

Jon Moscow 00:21:45 Comments Off

We speak with Silvia Canales, who coordinates the college advisory program at Brotherhood/Sister Sol, an organization that provides comprehensive and holistic support services to underserved youth. Silvia talks about fully integrating college counseling into a program environment in which adults know young people well and students engage in systematic self-reflection. Find more about Silvia and…

Silvia Canales on Relationship-Based College Counseling

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Adán Vásquez on The Washington Heights Community Conservatory of Fine Arts: “I could be the one playing the cello!”

Jon Moscow 00:31:33 Comments Off

We talk with Adán Vásquez, executive and artistic director of the Association of Dominican Classical Artists and the Washington Heights Community Conservatory of Fine Arts, a unique free classical and folk music education program for the youth of Upper Manhattan. Adán Vásquez, a harpist, is an educator, an acclaimed classical musician, and a community activist. He talks about making Latin American and European classical music and Latin American folk music accessible to low-income young people of color, and the role of performing arts in transforming children’s lives and community building. We listen to excerpts of students playing Carabine by Julio Alberto Hernández and the Conservatory faculty (“La Camerata Washington Heights”) performing Migraciones by Servio R. Reyes.

Adán Vásquez on The Washington Heights Community Conservatory of Fine Arts: “I could be the one playing the cello!”

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Transcription of the episode “Adán Vásquez on The Washington Heights Community Conservatory of Fine Arts: “I could be the one playing the cello!”

Jon Moscow Comments Off

Amy H-L : 00:15 I’m Amy Halpern-Laff. Jon M: 00:15 And I’m Jon Moscow. This is the Ethical Schools podcast, where we discuss equitable and inclusive learning environments that help students to become capable of creating a more ethical world. Amy H-L : 00:27 There’s a new blog post up on ethicalschools.org. It’s by Shirley…

Jon Moscow

Supporting student civic activism: Social studies on steroids – Part 2

Supporting student civic activism: Social studies on steroids – Part 2

Police and metal detectors in schools: Student perspectives

Police and metal detectors in schools: Student perspectives

Too Late For Reform: Abolishing the Police in Schools

Too Late For Reform: Abolishing the Police in Schools

Reimagining college admissions: Performance assessment pilot at CUNY

Reimagining college admissions: Performance assessment pilot at CUNY

Crises and opportunity: A holistic approach to supporting and empowering youth

Crises and opportunity: A holistic approach to supporting and empowering youth

Why teach history? Knowing “why” shapes “how”

Why teach history? Knowing “why” shapes “how”

The principal as “keeper of the vision”: Fostering and protecting an ethical community

Grief and loss: Supporting students, families, and teachers in a pandemic

Vulnerable students’ needs and rights in pandemic: Threats and opportunities

Engaging young black men in school: What we can learn from art class

Creating a safe haven: Changing lives after school

Post-Graduation Planning: Helping students to explore myriad options

Centering SEL for social and economic mobility

The Algebra Project: Bob Moses on math literacy as a civil right – Part 1

Navigating college and career pathways: Self-knowledge, preparation, and parameters

Parent-school relationships in early childhood programs: family engagement is driven by families

NYC schools: still separate and unequal

Multicultural Education: Challenges and Aspirations

Emotionally Responsive Education: “inviting and containing”

Special education: How students and their teachers are shortchanged

Ed schools as allies to new teachers of color

José Jiménez on gender diversity and sexual identity in elementary schools

Ujju Aggarwal on school choice, whiteness as property, and the “right to exclude”

Adjoa Jones de Almeida of the Brooklyn Museum on art as experience

Mark Santow on Suing Rhode Island for Educational Equal Protection

Mark Santow on Suing Rhode Island for Educational Equal Protection

Lev Moscow offers advice for secondary school teachers

Kym Vanderbilt on ethical early childhood teacher preparation

David Kirkland on New York’s State’s Culturally Responsive-Sustaining Education Framework

Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

Silvia Canales on Relationship-Based College Counseling

Adán Vásquez on The Washington Heights Community Conservatory of Fine Arts: “I could be the one playing the cello!”

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