BMEA Programming

Impact Data

The Early Career Teaching Fellowship (ECTF), is an intense teacher-development program for Black educators who are early in their careers. BMEA aims to develop Black educators through the Liberating Learners Framework (LLF). Subsequently, educators will grow in their capacity to develop authentic relationships, to employ restorative practices, to implement culturally responsive-sustaining teaching practices, and facilitate academically rigorous instruction.. It is our responsibility to cultivate and implement instructional practices that produce freedom in our students through critical and creative engagement with reality and how they interact with the world.

ECTF Cohort I (14 Fellows)

100% of Fellows stated that “The ECT Fellowship has increased my ability to identify the characteristics of a dependent and an independent learner”

92.8% of Fellows stated that “The ECT Fellowship has increased my ability to cultivate a learning partnership”

92.8% of Fellows stated that “The ECT Fellowship has increased my ability to shift a students academic mindset positively.”

100% of Fellows stated that “The ECT Fellowship has increased my ability to… Position students to be producers of their own learning and build their intellective capacity

ECTF Cohort II (7 Fellows)

100% of Fellows stated that “The ECT Fellowship has increased by ability to identify characteristics of the four attachment styles and relate them teacher-student relational dynamics”

100% of Fellows stated that “The ECT Fellowship has increased my understanding of trauma and how trauma informed practices can impact behavioral change in students.”

100% of Fellows stated that “The ECT Fellowship has increased my ability to create and facilitate learning experiences that cultivate critical consciousness in my students”

100% of Fellows stated that “The ECT Fellowship has increased my ability to create a community of feedback among students”

BMEA Programming

Impact Data

Culturally Responsive Professional Development at Detroit Cristo Rey HS (DCR). BMEA facilitated a series of workshops focused on Culturally Responsive Teaching (CRT) through the analysis and application of the Ready for Rigor Framework developed by Zaretta Hammond.

The goal of this PD is to equip the teaching and leadership staff at DCR with the skills and knowledge to identify and nurture various cultural learning styles, rather than learning deficits, and to support students as they grow as independent and confident learners.

CRE Professional Development Training (48 Participants)

85% of participants stated that “I was equipped with tools to identify students level of independence and help them become independent and self directed learners”

85% of participants stated that “I was equipped with cognitive thinking routines to help students process information”

100% participants stated that “I understand my responsibility as a culturally responsive educator to talk with and not at students, balancing both care and push to develop self directed learners

90% of participants stated that “I understand the three dimensions of the critical consciousness framework.”

BMEA Programming

Impact Data

The Fight for Environmental Justice in Detroit: PBL + Critical Consciousness BMEA curates project based learning (PBL) experiences that include a critical consciousness framework. At Detroit Cristo Rey HS (DCR), BMEA developed a PBL experience focused on addressing the current and on going battle for Environmental Justice, specifically the fight air quality is Southwest Detroit. Four of DCRs freshman teachers facilitated the experience for the entire freshman class. BMEA supported DCR staff by provided on-going observations, facilitating planning and debriefing sessions, and engaging with DCR students.

The Fight for Environmental Justice in Detroit, Detroit Cristo Rey Staff Reflection

100% of participants stated that “I feel confident that I can effectively facilitate a project based learning experience that incorporates a critical consciousness inquiry framework”

100% of participants stated that “I feel confident that I can coach students as primary producers of their learning “

75% of participants stated that “I feel confident that I can coach students to develop success skills (i.e. critical thinking, communication, collaboration and creativity)”

75% of participants stated that “I feel confident that I can manage multiple groups to reach their goals during a project based learning experience”

Testimonials

This was an AMAZING experience!! Thank you so much for sharing your time and resources with us! I looked forward to these sessions each time and each time you all delivered above and beyond my expectations!! I am in awe of the work that you all do and I pray that we continue to cross paths moving forward! Keep educating the masses and keep inspiring others to be the best version of themselves for the benefit of themselves and others as well!

-Detroit Cristo Rey, HS Teacher,

Culturally Responsive Education Professional Development Series

Thanks so much for your work! Distance learning has made it tough to connect with students and staff. These sessions are very thought provoking and a way to be vulnerable with others. It allows staff to connect and take some of the concepts to our classrooms. This work reinvigorates me in my distance classroom to continue to push through the numerous challenges and focus on what truly matters: connecting with my students and creating a space they feel welcomed and comfortable to take risks. I look forward to them each month! Thanks for your hard work to ask intentional questions and provide us with thoughtful resources that impact my teaching in a positive way!

-Detroit Cristo Rey, HS Teacher,

Culturally Responsive Education Professional Development Series

It allowed me to do more individual group work, and not so much whole class teaching. It felt more like a facilitator for them , instead of providing the information, then have them do something with the information. I enjoyed the different role, outside my comfort zone.

-Detroit Cristo Rey, HS Teacher,

The Fight for Environmental Justice in Detroit: PBL + Critical Consciousness

What I enjoyed most about this experience was the relevance and authenticity of the project. Getting to explore something in Detroit that impacts so many of our students and their families was great. Getting to hear from experts was fantastic as well. Finally, I know the majority of the students had some big takeaways from the project which hopefully results in some critical consciousness as they continue to learn and understand their own community.

-Detroit Cristo Rey, HS Teacher,

The Fight for Environmental Justice in Detroit: PBL + Critical Consciousness

These sessions are the best initiative for preventing Principal and teacher burnout.

-PWPLC Fellow, Detroit School Leader

I believe we need this gem of an organization to take over professional development programming around Restorative Practices, Trauma Informed Practices, SEL, CRE, Mental Health (Central Office, School Leadership, Staff, Families, and students), etc. throughout the state and outside of MI.

-PWPLC Fellow, Detroit School Leader

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