Professional Dispositions

Wolfe- Rocca, U. (2020, September 18). What our students should know about the

struggle for the ballot - but won’t learn from their textbooks. Zinn Education Project.

https://www.zinnedproject.org/if-we-knew-our-history/struggle-for-voting-rights/

In the article above, Ursula Wolfe-Rocca discusses the importance of teaching students

about the ongoing struggle for voting rights, citing shortcomings in history textbooks that often

end the narrative at the Voting Rights Act of 1965. The narrative extends beyond 1965, detailing

contemporary challenges such as voter ID laws and the Supreme Court’s 2013 decision in Shelby

County v. Holder, which weakened the Voting Rights Act. The author advocates for educators to

address these issues in the classroom, emphasizing the need to nurture a new generation of

activists committed to defending voting rights in the 21st century.

After reading through this article and summarizing it above, I have come to the decision

that this source is useful and reliable. This source is useful because it conveys factual and

reliable information about the issues with voting rights in the United States as well as the

importance of educating our future generations on the matter. In each of our methods classes this

semester, we have discussed the importance of educating children to become good, active

citizens in the future. Meaning, having the tools to think critically and make important decisions.

This idea goes hand in hand with the topic of voting rights because they have to consider it when

they vote themselves.

2

Cast Teams Up with Rural California Schools to Build Bridges for Learning & Healing. CAST.

(n.d.). https://www.cast.org/impact/work-stories/far-north-rural-california-schools-build-

bridges-learning-healing

This article discusses the impact of the COVID-19 pandemic on learning loss, particularly

in California’s Far North region, where students face additional challenges due to wildfires. The

trauma caused by wildfires and the pandemic has exacerbated existing learning disparities,

especially for low-income students. To address these issues, the Far North Literacy Development

Consortium (FNLDC) secured a 3-year Comprehensive Literacy State Development Grant from

the California Department of Education. The project, spanning four counties, focuses on building

teacher capacity through professional development and coaching, using the Universal Design for

Learning (UDL) framework. The goal is to address layered trauma through literacy, make the

project a model for other schools, and improve literacy outcomes for socioeconomically

disadvantaged students. The article highlights the FNLDC’s collaboration with CAST, the

creator of UDL, and shares insights from educators involved in the project. The ultimate aim is

to equip educators to train others, making the FNLDC a best-practices model for inclusive

literacy instruction.

Overall, I would have to say that this source is very reliable and therefore useful. The

information within the text was factual and accurately depicted the differences in learning that

have been observed after the COVID-19 Pandemic. Seeing how important outside factors are to

students learning, such as wildfires, the pandemic, and poverty, it is crucial to raise awareness to

these elements, especially as an educator, to better understand your students and then adjust

lesson plans to reflect their needs.

3

Collins, C. (2021, Spring). Toolkit: The Foundations of Restorative Justice. Learning for Justice.

https://www.learningforjustice.org/magazine/spring-2021/toolkit-the-foundations-of-

restorative-justice

The above article discusses the journey of East Millbrook Middle School in Raleigh,

North Carolina, transitioning from a compliance-based disciplinary model to one based on

restorative practices. Ryan T. Williams, the assistant principal, initially struggled with high

suspension rates, but recognized the need for change. Restorative practices, defined by the

International Institute of Restorative Practices, aim to strengthen relationships, foster a sense of

belonging, and establish communal accountability. The school's culture at the time prioritized

compliance, negatively affecting students of color. The article emphasizes the importance of

culturally sustaining pedagogy and authentic relationship-building as foundational elements for

effective restorative practices. It suggests that schools need a whole-school approach, encoded

structures, and policies to ensure consistent implementation. The shift involves understanding

students' cultural contexts, collaborative rule-setting, and building authentic inclusion. Family

engagement, community outreach, and dismantling deficit-based approaches are crucial for

success. The article illustrates East Millbrook's success in implementing restorative practices,

leading to reduced suspension rates, improved school climate, and increased student engagement.

Williams highlights the paradigm shift among educators, emphasizing a move away from

punitive measures in favor of restorative approaches.

Due to the article’s reliable information as well as helpful information, I would

recommend this source. Specifically, because the article includes particular evidence shown in a
4

school setting. This allows the readers to see the outcome of implementing restorative

approaches in the classroom!

Gonzalez, J. (2023, April 18). Unpacking trauma-informed teaching. Cult of Pedagogy.

https://www.cultofpedagogy.com/trauma-informed-education/

The author's evolving understanding of trauma expands beyond severe incidents to

encompass a broader range of negative experiences, advocating for trauma-informed education

in schools. The podcast episode with Alex Shevrin Venet emphasizes an equity-centered

approach, highlighting her book's focus on making schools safe and accessible for all students.

Trauma is defined as a response to life-threatening events or prolonged stress, and trauma-

informed education operates on three levels: responding to, disrupting, and preventing trauma.

Venet challenges misconceptions, discouraging sole reliance on metrics like ACE scores and

promoting a proactive, universal approach. The article underscores that trauma-informed

education extends to teachers, and Venet outlines four priorities for decision-making:

predictability, flexibility, empowerment, and connection. Despite the challenges, understanding

trauma is viewed as essential for meaningful teaching, offering hope for positive change through

intentional approaches in schools.

Although this source was affective in opening your eyes to the importance of trauma-

informed education, it is not the most reliable as it is a blog post rather than a publishing from a

definitive website that has sources, quotes, and direct evidence from experiments. The author

offered many good ideas, definitions, and explanations despite the lack of facts. I would

recommend this source as a beginning step for someone who is interested in learning more about

trauma-informed education.
5

Collins, C. (2021a). Reimagining Digital Literacy Education to save ourselves. Learning for

Justice. https://www.learningforjustice.org/magazine/fall-2021/reimagining-digital-

literacy-education-to-save-ourselves

This article discusses the impact of online misinformation and hate on real world crises and

justices, citing examples such as the COVID-19 pandemic, anti-Asian violence, voter

suppression, and the Capitol Insurrection. It advocated for an updated and comprehensive

approach to digital literacy in schools and communities, questioning traditional media literacy

education for its outdated methods. The Stanford History Education Group’s Civic Online

Reasoning (COR) curriculum is highlights for teaching skills like lateral reading and click

restraint, providing students with tools to evaluate online information more effectively. The

importance of integrating digital literacy across subject areas, addressing cognitive biases, and

centering identity and social justice in education is stressed. The article concluded by calling for

advocacy efforts to make digital literacy an essential element in public education, emphasizing

that change is possible with concerted efforts.

Due to the reliable and factual point made throughout the article from above, I would have

to label it as a reliable source as well as recommend it for other to read. In my field placement, I

have seen the new digital literacy curriculum being implemented in instruction during their

media center rotation. Everything that I observed during the media specialist’s presentation

aligns with what is being discussed in this article. The information has been updated for a more

appropriate and fitting lesson allowing students to build the tools they need to stay safe on the

internet.
6

Snow, K. (2001). People first language. www.disabilityisnatural.com.

https://nebula.wsimg.com/1c1af57f9319dbf909ec52462367fa88?

AccessKeyId=9D6F6082FE5EE52C3DC6&disposition=0&alloworigin=1

This article, written by Kathie Snow, emphasizes the importance of how we talk about

people with disabilities. More specifically, it advocates for People First Language which

prioritizes the person over the disability. An example of People First Language would be to

phrases like, “Person with a disability,” rather than saying someone is “disabled” or

“handicapped.” This highlights their individuality rather than making their disability their entire

identity. Implementing this into your everyday language and modeling it for your students shows

respect and equality by focusing on each person’s abilities rather than just their disabilities.

Because this article comes from a website that solely focuses on promoting disability rights

and inclusion, www.disabilityisnatural.com, I see this source as reliable. During my field

placement experiences, it is common for me to hear teachers and other support staff using People

First Language. Aligning with the explanation in the article, many people I have met throughout

my placement experiences have reinforced the importance of focusing on a child’s abilities and

therefore not using their disability as a label. This allows you to hold students that do have a

disability to high expectations just like the rest of your students. This is important to ensure that

each student feels included in the activities throughout the day. Not to mention, when children

are held to high standards they tend to perform better.

Muñiz, J. (n.d.). Culturally Responsive Teaching. New America.

https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/

understanding-culturally-responsive-teaching/
7

This document explains culturally relevant teaching and emphasizes its evolving

understanding and significance among educators. Key scholars like Gloria Ladson-Billings,

Geneva Gay, and Django Paris have contributed to culturally responsive teaching frameworks,

focusing on fostering student success, positive identity development, and critical awareness. This

way of teaching uses student’s cultural knowledge and experiences to enhance learning

outcomes, promoting asset-based approaches over deficit-oriented methods. Research supports

the positive impact of culturally responsive teaching on student engagement, academic

performance, and socioemotional development, aligning with broader education reform efforts.

Not to mention, it aims to create an inclusive learning environment that values and incorporates

student’s diverse identities and experiences. It advocates for culturally relevant instruction for all

students, regardless of their backgrounds or identities.

I find this article to be a reliable source as its focus is to be inclusive to each student’s

cultures and experiences. We learn throughout each of our courses that productive classrooms

and effective instruction comes from student centered instruction. This means molding lessons

into engaging activities that children can relate to, to better their understanding. Part of this

important concept is building off student’s prior experiences. Using student’s cultures and

experiences to engage them in the learning is part of culturally responsive teaching as well as an

effective form of instruction proven to help students succeed.

Explicit SEL instruction. Explicit SEL Instruction - Casel Schoolguide. (n.d.).

https://schoolguide.casel.org/focus-area-3/classroom/explicit-sel-instruction/

This article delves into the concept of explicit Social and Emotional Learning (SEL)

instruction within schools, stressing the necessity for structured opportunities aimed at fostering
8

student’s social and emotional competencies. It introduces a comprehensive framework for

assessing the execution of SEL instruction, describing essential components like sequencing,

active engagement, focus, and direct targeting of skills. More specifically, the article explores the

pivotal role of evidence-based programs in delivering effective SEL instruction. It proposes

strategic approaches for organizing explicit SEL instruction within schools, including

empowering teachers with the responsibility for SEL instruction and carving out dedicated time

slots for SEL sessions. All in all, the article underscores the importance of explicit SEL

instruction in nurturing student’s social and emotional growth and allows insights for its

successful integration into schools.

I found this source to be reliable due to the various tools that are included within the

article that can be downloaded and used as resources in the classroom regarding SEL. This

allows the information discussed within the article to be followed through in practice within

classrooms. Not to mention, the article is from a website dedicated entirely to the practices of

SEL. This explains the depth of knowledge that is being shared throughout the article. This

information is greatly resourceful as teaching children how to regulate their emotions is just as

important, if not more important, than each core subject. These tools will guide each student

throughout the entirety of their lives effecting the friendships and relationships they build with

their peers ultimately setting them up for success. Not to mention, when student’s physical and

emotional needs are not met, they are not in the best place to obtain new information during

school. Hence the importance of prioritizing SEL instruction.

While researching these different sources, I was able to see the impact they were making

on how I will grow further into a future transformative educator. Each source offered helpful
9

background information, detailed descriptions regarding the issue or topic at hand, as well as

solutions to help spread awareness or educate our future generations in the classroom. Because

they contained these different components, I was able to educate myself on the entirety of the

subject and take away key details about it. While doing so, I was able to mentally prepare for

how I plan to inform my future students on these sensitive topics/which practices I am going to

implement. Specifically, I feel better informed regarding trauma- informed education. I feel

prepared to go into teaching with the goal to get to know my students to be able to better instruct

them. This is a crucial part of trauma-informed teaching since you wouldn't know what

modifications your students may need without doing so. Culturally responsive teaching is

another key teaching component that relies on building relationships with your students to

become familiar with their backgrounds to create lessons that directly relate to their cultures and

prior experiences.

After carefully reviewing each of the above sources and evaluating them on their

accuracy, I was able to see that many of them connected to each other. Specifically, each source

leads to the other because they both discuss important topics or theories to implement in

classrooms. Another major connection between the article’s regards being well equipped to

discuss sensitive topics with your students. For example, the article about voting rights explains

both the importance of bringing up this topic in the classroom while also offering advice on how

to do so. Same with the article containing information about trauma-informed education.

Another major connection and key detail in becoming a successful educator is building

respectful relationships with your students. This is a key take away as it directly correlates to

many of the topics discussed. Similarly, student-centered instruction is another key component.
10

Both topics work collaboratively to create an efficient learning environment. They connect to

culturally responsive teaching as you must get to know your students to implement their

backgrounds into the lessons you do. Doing this is creating a student-centered lesson that has

been proven as the most effective way for children to learn. Due to the connections all the

articles have with topics in the classroom, and their reliability as well as factual and relevant

information, I feel as though I am better equipped as a future educator and now know the

effective process of locating and checking sources.

11

References

Cast Teams Up with Rural California Schools to Build Bridges for Learning & Healing. CAST.

(n.d.). https://www.cast.org/impact/work-stories/far-north-rural-california-schools-build-

bridges-learning-healing

Collins, C. (2021a). Reimagining Digital Literacy Education to save ourselves. Learning for

Justice. https://www.learningforjustice.org/magazine/fall-2021/reimagining-digital-

literacy-education-to-save-ourselves

Collins, C. (2021b, Spring). Toolkit: The Foundations of Restorative Justice. Learning for

Justice. https://www.learningforjustice.org/magazine/spring-2021/toolkit-the-foundations-

of-restorative-justice

Explicit SEL instruction. Explicit SEL Instruction - Casel Schoolguide. (n.d.).

https://schoolguide.casel.org/focus-area-3/classroom/explicit-sel-instruction/

Gonzalez, J. (2023, April 18). Unpacking trauma-informed teaching. Cult of Pedagogy.

https://www.cultofpedagogy.com/trauma-informed-education/

Muñiz, J. (n.d.). Culturally Responsive Teaching. New America.

https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/

understanding-culturally-responsive-teaching/

Snow, K. (2001). People first language. www.disabilityisnatural.com.

https://nebula.wsimg.com/1c1af57f9319dbf909ec52462367fa88?

AccessKeyId=9D6F6082FE5EE52C3DC6&disposition=0&alloworigin=1
12

Wolfe- Rocca, U. (2020, September 18). What our students should know about the struggle for

the ballot - but won’t learn from their textbooks. Zinn Education Project.

https://www.zinnedproject.org/if-we-knew-our-history/struggle-for-voting-rights/