[…]Investment Officer for Endowments and Foundations at Northern Trust, where she is responsible for managing not-for-profit investment programs. She serves as a member of Northern Trust’s Investment Oversight Committee and the Chair of Northern Trust’s Endowment and Foundation Investment Committee. Bei’s investment career began in the mid-90’s, and over the past 20+ years she has established a reputation as a long-term investor in a variety of asset classes and geographies. She is a frequent speaker at institutional investment forums and has published a number of whitepapers in leading investment magazines. She was recognized as one of the “50 Leading Women […]
[…]by promoting feelings of confidence, providing perspective on a problem and making them more comfortable in their community. One teacher commented, “By supporting my emotional development as a teacher, my colleagues push me to stay in the profession and become a better teacher.” Kind supportive statements affirmed the importance of teachers’ work and their ability to do it. Examples like this speak to the importance of collegial support for teachers’ emotional well-being, and its relationship to teacher retention. What prompted the change in teachers’ practices? Once I identified that these informal interactions between teachers led to changes in teachers’ thinking […]
[…]to the person sitting next to me? By the time I had gone through the full decision matrix of asking a question, the moment had passed. In my computer science classes, I frequently bring visitors into the classroom to provide students with opportunities to see what careers with computer science look like in the “real world.” However, when a visitor asks the room, “Are there any questions?” the silence is even more palpable. Learning to ask questions is a skill. Learning to ask the right question is an advanced skill, which is why I have found Question Formulation Technique (QFT) […]
[…]I needed. I don’t want people to think at this point that I’m somehow weirdly OK with discomfort. I’m not. I struggle with the feeling of “not knowing” every day. What I do know is that the possibility of learning and growing is too exciting for me to ignore. Being connected to resources and people who can support my growth helps to alleviate the uncertainty. After being inspired by Boaler’s book, I enrolled in an excellent professional development course at the University of Washington—“Designing Effective Group Work in Mathematics”—where I learned tools that deepen student thinking in inclusive settings. I […]
[…]Are they [the district] taking you away from us? We need you!” The teacher I coached feels more comfortable asking students to share their thinking, and she sees value in it. I am not sure that she would feel this way if I had been more upfront early in the year about what I saw and didn’t see in her classroom. I am glad that I will get to work with Allie again next year (and that she is interested in continuing our work). At the beginning of the year, I wondered if I should push back more and ask […]
[…]love with. I didn’t know how I was going to do it, but I knew it was important. The one thing I knew for sure was that I needed to be in the classroom. I wanted to transform secondary math education so that students could feel that feeling that I had fallen in love with. I was offered a teaching position at a new high school in South Central Los Angeles. The school plan was designed by teachers and the philosophy was exactly what I was looking for: focusing on restorative practices and collaborative learning. The population of students was […]
[…]answers to the class. We would email or speak directly with these students to see if they felt comfortable presenting their answers and address any questions they had about the free response question before they presented. As an incentive, students were given a small amount of extra credit for presenting their responses. During the presentations, each student in the class was assigned to ask a question about a particular part of one free response problem. We chose which students would ask questions about which parts of the test by examining their responses and selecting the problem based on where we […]
