July 2025: Newsletter

A few months ago, our team gathered to discuss Chapter 3 of The Four Pivots as part of our year-long, all-team read (Ginwright, 2022). Many of us were struck by a section focused on the limitations of approaching our work in education (and society more broadly) through a purely oppositional lens.

Ginwright cautions against getting stuck in seeing the world through the lens of “anti,” noting that this perspective can restrict the full potential of our efforts. One of our team members highlighted the power of this quote:

“It is simply not enough to define our work by what it is in opposition to… When we name something as simply the opposite of what it is not (anti-), that does little to affirm our full humanity and create the world we seek as leaders.” (p. 83)

He offers compelling examples: love is not simply anti-hate, and a chair is not just anti-table. These are distinct and meaningful in their own right. When we define concepts only by what they oppose, we lose clarity about what we’re truly working toward.

Ginwright calls us to go beyond resistance and name what we want to create. That’s what the goals of our Anchor Competencies Framework are designed to do: articulate a clear, affirming vision of what we want to see in our educational institutions. The rest of the Framework lays out the roadmap—helping educators develop the competencies and practices needed to get there. It centers the social, emotional, and cultural dimensions of teaching and learning, which are too often overlooked in teacher preparation and professional development.

As you reflect on this, we invite you to consider:

• What do you want to affirm and create in your work?

• How can you adopt an assets-based approach that focuses not just on what you’re resisting, but on what you’re building?

• If you’re clear on what you’re against—can you name what you’re for?

Ginwright reminds us, “We often become so absorbed in resisting oppression and confronting injustice that we lose sight of the beloved community we really wish to create.” (p. 84)

In a time of growing division, it’s easy to focus on what we oppose. But our challenge—and opportunity—is to stay grounded in what we affirm, what we envision, and what we are working to build. At CRTWC, we are committed to creating safe, brave, and supportive learning environments where all students can thrive. Doing that requires clarity of vision, deep self-work, and the development of the practices that bring this vision to life.

In joy for the work,
The CRTWC Team

A $15,000 Boost to Support a Whole Child Approach to Teaching

We’re thrilled to share that the Margaret & Kapil Nanda Family Foundation has awarded CRTWC a $15,000 grant to support the next phase of our Anchor Competencies Resource Guide—a practical tool designed to help teacher educators and teachers to integrate a whole child focus into their teaching and support of the next generation of teachers. This continued support fuels our mission to embed social, emotional, and cultural competencies in teacher preparation and development.

Celebrating Our TEI Fellows & Expanding Our Research and Impact

This spring, we wrapped up two powerful Teacher Educator Institutes (TEIs): one with a statewide cohort of faculty from colleges and universities across Oregon, and another with teacher educators from Minneapolis Public Schools’ new Grow-Your-Own Pathway for Special Education Teachers. We’re so inspired by these fellows and their commitment to preparing teachers who can truly reach and teach the whole child.

We’re also excited to announce that, with support from the Sauer Family Foundation, we’ll continue our work in Minneapolis this coming year—developing tailored resources to help new Special Education teachers grow their social, emotional, and cultural competencies. In addition, we’ll be continuing our research on both the Oregon and MPS TEIs.

Coming up: We’re honored to present our Oregon TEI research this November at the SEL Exchange Conference in Minneapolis! If you’re attending, join us for our session: “Impacts of a Year-Long Professional Learning Experience for Education Faculty.”

Sharing Our Work Nationally at NASDTEC