Andratesha fritzgerald

Pain, Power, Honor: The Journey to Putting

#AntiracistUDL

into Practice

 

book cover

We cannot, in good conscience or in good teaching, stand by and watch another generation be marginalized because we don’t take action.

Inaction is agreement.
Inaction is racism.
Inaction is injustice.
Inaction is inhumane.
Inaction is not an option.

Andratesha Fritzgerald

Andratesha Fritzgerald is a national speaker, author and inclusive practices implementation consultant. Her life’s work is to awaken, celebrate and activate brilliance by breaking barriers and stereotypes of teachers, leaders and students to actualize achievement wherever it seems impossible. A self-proclaimed book nerd, Jeopardy enthusiast and imagination expert, she loves writing and dreaming out loud with her husband, two children and committed educators who believe in academic success for all. Author of the new book Antiracism and Universal Design for Learning (CAST 2020), Andratesha has helped individuals, organizations, schools and districts change their thoughts and actions to make equity a reality. Connect with her on Twitter @FritzTesha

Antiracism and Universal Design for Learning: Building Expressways to Success

BOOK STUDY

Join us to explore Antiracism and Universal Design for Learning: Building Expressways to Success with Lauren Benfield and Erin Barry as facilitators.  Throughout this book study, we will explore the ideas of honor, educating all students to be expert learners, how UDL and antiracism converge to build expressways of success, and how engagement, representation and action and expression provide us with an antiracism lens to educate all.  Guiding questions will be sent to all participants prior to the start of the book study session in order to guide thinking and structure our time together.

SCHEDULE:

Thursday, February 18, 2021: 4:00 PM – 5:00 PM
Chapters 1 & 2

Thursday, March 4, 2021: 4:00 PM – 5:00 PM
Chapters 3, 4, & 5

Thursday, March 18, 2021: 4:00 PM – 5:00 PM
Chapters 6 & 7

Thursday, April 8, 2021: 4:00 PM – 5:00 PM
Chapters 8, 9, & 10

Wednesday, April 14, 2021: 4:00 PM – 5:00 PM
Reflection with Andratesha Fritzgerald

book cover

To purchase a copy of Antiracism and Universal Design for Learning, please visit:

CAST Publishing: http://castpublishing.org/books-media/antiracism-universal-design-learning/

 Amazon: https://www.amazon.com/Antiracism-Universal-Learning-Andratesha-Fritzgerald/dp/1930583702

 “Fritzgerald offers very practical suggestions for making inclusion, antiracism, and the acceptance of differences the first and most important step in lesson planning … This book gives me hope that in education we can begin to eliminate the violence of academic and social prejudice that kills the spirit of our babies and belittles the needs and experiences of people of color.” ~ From the Forward by Samaria Rice

#antiracistudl

“The work of antiracism is active, not passive. Antiracists are not born, nor can a teacher be made an antiracist. Each individual must choose to actively recognize racist barriers and do the work to tear them down”. (pg. 33)

“UDL offers a framework for customizing goals, methods, materials, and assessment that showcare the brilliance of every student, not just one “type” of learner” (Meyer, Rose, & Gordon, 2014; Novak, 2016) – (pg. 47)

 

The word antiracism carries with it a punch that demands attention.  Sometimes the data points steal the attention, yet deeply hidden underneath the numbers and percentages are the underpinnings of systemic racism that perpetuate these outcomes by racial membership. This session will help teachers and leaders proactively name and eliminate barriers – academic, behavioral, social and emotional – to universally design educational experiences that build on the brilliance of every child. 

This session will equip participants with tools to: 

  • Evaluate the current state of education in their educational institution. 
  • Identify the impact the code of power vs the code of honor on antiracist practice implementation
  • Begin developing immediate and long term plans for creating universally designed and antiracist learning environments.  
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Lauren Benfield is a Project Consultant who is passionate about supporting all students and has prioritized that in her offerings. Her professional learning opportunities are interactive, reflective, and strategy-driven to guide participants from theory to classroom practice.

Prior to her employment at Montgomery County Intermediate Unit, Lauren taught for nine years at the secondary level, particularly in the areas of literacy and science. Utilizing her degrees in Reading and Special Education, her role as a project consultant focuses on Inclusive Practices, Literacy, and MTSS. Her hope is to collaboratively work with her participants in designing instruction that can meet the needs of all students. She will often share relatable stories during her presentations, some educational and some personal, and loves to learn from her participants and their experiences.

Lauren enjoys dancing, theatre, listening to true crime podcasts, and watching the newest released show on Netflix.

"When all students learn together, each student learns more."
Follow Lauren on Twitter @LaurenBenfield2

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Erin's experience in the field of education has spanned the past 20 years of her life. Erin started her career at the Hatboro-Horsham School District as a Learning Support Teacher, primarily supporting middle school students in the area of mathematics. She was also a Special Education Coordinator. She currently holds a position in the Office of Professional Learning at Montgomery County Intermediate Unit, working primarily in the areas of UDL, STEM, and Inclusive Practices.

Erin holds a dual degree in Special Education and Elementary Education, a Master's Degree in Reading with a certificate as a Reading Specialist. In addition, she holds a Middle Level Math Certificate.

Making education accessible for ALL students is what drives Erin to share her knowledge and understanding with educators and administrators. Her innovative, hands-on professional development sessions will leave you wanting more! Her desire to model best practices in trainings is an effort to "practice what you preach" and provide you, the learner, with the best tools possible for instructing in your space and meeting the needs of all students.