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One-Day Workshop:
We Got This: Becoming the Teachers Our Students Need Us to Be

Presented by Cornelius Minor

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We know the research: girls are underrepresented in science and technology; children of color continue to be suspended at exponential rates compared to their white peers; poor children are more likely to attend schools with fewer resources to support their academic growth; school can be an institutionally constructed nightmare for language learners, LGBTQIA+ children, or children with disabilities. These outcomes are exclusionary, and school, as an institution, continues to perpetuate them. People often ask, "How can schools be sexist or racist or classist if I'm not?" Sadly, systems of oppression continue to work against children—despite our best intentions.

This day will explore how grading practices, classroom routines, teaching methodologies, discipline codes, and other school structures can perpetuate the kinds of exclusion that keep some children from fully accessing and benefiting from a school curriculum. We will study how inquiry/action research can be a tool that practitioners use to dismantle these structures and to change them to truly benefit all learners.

The day will start with an exploration of anti-oppressive methodologies including universal design for learning and culturally sustaining pedagogies. We will explore the relationship that listening to children and to their communities plays in fostering growth and ensuring achievement. All of this work will rest on a foundation of strong literacy practice. No matter the discipline or the curriculum, we all teach children to read. That they read fiction, informational texts, media, lab reports, social situations or primary sources is secondary to the reality that they must read powerfully, think critically, write expressively, and speak convincingly.

Learning Objectives

Participants will:

  • Learn and apply classroom-based research that supports student learning and sustainable teaching while still reaching your kids where they are
  • Practice the in-classroom moves to connect your teaching to children's social-emotional needs
  • Reflect on the role that identity plays in your pedagogy and on student learning plan lessons, activities, and ongoing classroom practices that support deep comprehension and powerful creation across all disciplines
  • Identify the daily challenges of our work to develop a sense of active hope, possibility, and institutional bravery

About the Presenter

Cornelius Minor is a Brooklyn-based educator. He works with teachers, school leaders, and leaders of community-based organizations to support equitable literacy reform in cities (and sometimes villages) across the globe. Whether working with educators and kids in Los Angeles, Seattle, or New York City, Cornelius uses his love for technology, hip-hop, and social media to bring communities together. As a staff developer with the Teachers College Reading and Writing Project, Cornelius draws not only on his years teaching middle school in the Bronx and Brooklyn, but also on time spent skateboarding, shooting hoops, and working with young people. Cornelius is also author of the Heinemann book, We Got This. Equity, Access, and the Quest to Be Who Our Students Need Us to Be, which informs this workshop. You can connect with him on Twitter at @MisterMinor.

Who Should Attend?

Classroom teachers of grades 3-12, administrators, curriculum coordinators, writing teachers, reading specialists, literacy specialists, coaches, and staff developers.


8:30 A.M.-3:00 P.M.


The cost of this workshop is $249.00 per person. If you register 3 or more participants at the same time the cost is $239.00 per person.

Early Bird Special!

Registrations must be received by September 17, 2019 to qualify for the early bird rate of $209 per person.

Upcoming Dates & Locations

10/23/2019 - Oakland, CA
10/30/2019 - East Elmhurst, NY

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