This is Season 6, Episode 6 of FocusED, and it features our guest, Peter Cookson; we discuss community leadership, supporting students in poverty, school culture…and so much more.
Peter Cookson Brings a Tons of Experience to FocusED Listeners
Peter Cookson serves as a senior researcher with the Learning Policy Institute, a founding principal investigator for the American Voices Project based at Stanford University, and an educational policy teacher at the McCourt School of Public Policy, Georgetown University.
He has written extensively on the causes and consequences of American poverty and advocates for a new vision for public education. He began his career in education as a fifth-grade teacher in rural Massachusetts.
He received his doctorate from New York University and most recently completed a Master of Arts in religion from the Yale Divinity School where he held the Katsuso Miho Scholarship in Peacemaking.
He founded the Center for Educational Outreach and Innovation at Teachers College and The Equity Project at the American Institutes for Research and before that, he was the executive director of Ed Sector in Washington D.C.
Peter is the author of School Communities of Strength: Strategies for Educating Children Living in Deep Poverty.
FocusED Show Notes with Guest Peter Cookson
All kids learn in environments where threats to their self-esteem are diminished. ~ Peter Cookson
Peter starts by defining “communities of strength.” Included in his definition is that the whole community believes that every student can learn and that learning is joyful.
Peter says that he learned more doing the project for this book than any other project he has done.
He tells us that 5 million kids in the US live in “deep poverty,” that’s 50% or more lower than the national threshold.
Peter tells us about the resilience of students in poverty is inspirational.
Peter’s passion for this work comes from his time as a 5th grade teacher in a school where many of the students lived in deep poverty. This motivated him to go back to school to become a sociologist to study the intersection between poverty and learning.
He unfolds a story about his time as a teacher where he was able to experiment. He was doing project-based learning before it was a thing.
Peter’s vision for the book when he started was to make it a practical guide versus just a sad story about the current scenarios in schools that serve students in poverty.
The book includes the science of learning because we know more now about how to teach and how people learn than ever before.
One key, says Peter, is that the staff has to bring a “second to known” mentality to their approach to teaching the whole child.
He tells us that the primary responsibility of the school leader is to create an environment for teachers and students.
Peter tells a story about a superintendent who fired any principal who didn’t fully believe that all students can learn. Don’t miss what he says about the commitment factor.
Peter mentions Linda Darling-Hammond as an expert on the science of learning, among other things.
He says that each of the principles in the book comes with implementation guidance.
