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“I hope that after engaging in this conversation, folks are thinking about the systemic work that needs to be done. It is not just left to the principal to figure out how she can decompress and do self-care. There are real systemic gaps and challenges that will continuously make her job unbearable. And so, what can we do to lighten that load to mitigate some of those barriers?” – Dr. Erin Browder Research shows effective and supported education leaders, particularly principals, can have a significant impact on student achievement outcomes. Their impact is schoolwide. How can we best support them? In this episode, host Danny Torres and Dr. Erin Browder, Senior Program Associate at WestEd, discuss the pressing and enduring needs of leaders of color and the work the education community must do to address the systemic inequities that threaten leaders’ health and well-being. Their conversation touches upon the following topics: The important difference between retaining and sustaining leaders of color Common inequities leaders of color face every day What is necessary to create equitable systems accountability and change Why everyone benefits from addressing systemic inequities The significance of culturally affirming environments Dr. Browder provides technical assistance and project design for K–12 initiatives. Her work focuses on trauma-informed topics, school improvement, systems change, leadership development, social-emotional learning, and culturally responsive and equity-centered approaches to promote safe and supportive schools. Dr. Browder also provides technical assistance for the national Center to Improve Social and Emotional Learning and School Safety, federally funded comprehensive centers (Region 2 and Region 15), and regional educational laboratories (REL West and REL-NEI). WestEd works with schools, districts, and states to build capacity to develop and implement anti-racist, equity-focused policies and practices that lead to transformative, systemwide change. Learn more about our Systemic Equity Review work. Transcript Resources Mentioned in This Episode Center for Black Educator Development Leading Voices Episode 1: Adult Well-Being and Creating a Culture of Care You can find Dr. Browder on Twitter at @erintheeducator or send a message online at Wested.org/personnel/erin-browder.

“At the heart of formative assessment is a belief in the students and the communities that we partner with and their ability as a system to learn and grow. This idea that learning is for all of us is something that’s central to our belief system. That learning is something that we share as humanity — a desire to learn, a desire to grow, and a desire to learn from one another.” In this episode, Nancy Gerzon, Franchesca Warren, and Cali Kaminsky, all experts with WestEd’s Formative Insights, discuss how schools and districts can amplify student agency and identity through formative assessment policies and practices. Nancy Gerzon is Project Director for WestEd's Formative Insights team. She has been at the forefront of developing scalable approaches to teacher-led learning and formative assessment. Professional Learning Specialist Franchesca Warren leads work that builds teacher and student capacity for strategic impact and increased agency. Senior Program Associate Cali Kaminsky supports large-scale projects that grow teacher and leader agency through formative assessment. With host Danny Torres, they explore: What is formative assessment and how it relates to student agency The research behind formative assessment policies and practices How formative assessment looks in the classroom The importance of diversity of thought in the learning process Implementation barriers The crucial role of education leaders The importance of culturally responsive and sustainable education Learn more about WestEd’s Formative Insights services. Transcript Resources Formative Insights Website and Video Collection Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing By Lorrie A. Shepard (American Educator, Fall 2021) Defining Formative Assessment (Brief) The Power of Evidence Use in Formative Assessment (Brief) Amplifying Student Agency Through Formative Assessment (Blog) Formative Insights Named a Top Education Innovation in Formative Assessment (News) Follow the Formative Insights Team on Twitter: @FormativInsight

In recent years, educators have faced unprecedented upheaval and stress. While ensuring student well-being, self-care often becomes less of a priority. However, self-care is critical for educators. In this episode, Dr. Christina Pate, Deputy Director of the U.S. Department of Education’s Center to Improve Social and Emotional Learning and School Safety, and host Danny Torres share a rich discussion about the importance of educator self-care for improved well-being and better student outcomes. Sr. Pate is also Director of Safe and Supportive Learning Environments (SSLE) services at WestEd. As a leading voice in the field, Dr. Pate works to foster adult well-being, promotes trauma-informed practice and resilience, and improves cross-sector collaboration in ways that help improve outcomes for individuals and systems. “We don’t have to be in perfect condition to be helpful,” Dr. Pate says, “but we certainly can’t be in a debilitating condition or under so much stress that we can’t really show up for other people…. To be helpful to others, we have to be helping ourselves first.” Dr. Pate describes her personal experience of burnout and offers a framework for addressing educator well-being. Find out why self-care doesn’t mean spa days, learn practical strategies to support well-being, and much more. Learn more about WestEd's Safe and Supportive Learning Environments services. Transcript Resources Mentioned in This Episode Self-Care Strategies for Educators During the Coronavirus Crisis: Supporting Personal Social and Emotional Well-Being (PDF) Beyond SEL Audiocast Leading Voices: Creating Safe and Supportive Learning Environments – Dr. Christina Pate in Conversation with State and District Leaders (Archived Webinar)