This workshop will showcase the Reading School District’s multi-year journey toward Equity, Inclusion, and Culturally Responsive Practice. Specific implementation details of this systemic process will be presented. The phases and main components of the work will also be discussed. The overarching goal is to provide the best educational experiences and promote academic excellence for ALL students.
Waldo Alvarado, M.S.Ed.
Reading School District
Biography: Waldo Alvarado is the Director of Equity & Diversity at the Reading School District. He brings to this position over 30 years of combined teaching, counseling, consulting, and school administration experience. He holds PA certifications as K-12 Principal and as Secondary School Counselor. He is a former Fulbright scholar at the University of Pennsylvania where he earned a Master’s Degree in Psychological Services in Education. Mr. Alvarado was a faculty member in the Department of Psychology & Education at the Central American. He also has extensive experience in private counseling work. Mr. Alvarado began his career at the Reading School District in 2001. He first worked as a secondary school counselor; he then served as an Assistant Principal at the Reading Intermediate High School for where he supervised about 500 students and 30 certified educators.
Khalid Mumin, Ed.D.
Superintendent of Schools
Reading School District
Biography: For the last 18 years, Dr. Khalid Mumin has served in various capacities as a teacher, dean of students, principal, central administrator, and, most recently, Superintendent of Caroline Country Public Schools I Maryland.
Dr. Khalid n. Mumin, superintendent of the Reading School District, has been named a superintendent to watch by the National School Public Relations Association. He is among 24 superintendents nationwide to win the award for the 2015-16 school year.
Dr. Mumin earned a Doctor of Education in Educational Leadership from the University of Pennsylvania, as Master of Education in Teaching & Curriculum from the Pennsylvania State University, a Bachelor of Arts in Secondary English Education from Shippensburg University. He also graduated from the Leadership Maryland Program, as a member of the Class of 2012, and is a member of several national and local organizations.
This presentation will address how the Reading School District (the fourth largest in PA) is working collectively to develop equitable teaching and leadership practices to support the academic and career success of ALL its 17,600 culturally and linguistically diverse students. Equity initiatives will be presented with a special focus on our Deep Equity School Leadership Series. This is a multi-year “train-the- trainer” model designed to create Culturally Responsive Teaching (CRT) Teams. CRT Teams will help schools develop/implement strategies that maximize student achievement as well as improve the climate and culture of our classrooms.
An overview will be offered about how CRT team members will engage with students to bring about positive changes. The student component is The Youth Equity Stewardship Series (YESS!) Process. YESS is designed to prepare middle and high school youth along with adult advocates from across a district to be powerful change agents in building inclusive, innovative, and inspiring school climates. The content combines live musical performance, structured dialogue, creative expression activities, and experiential learning. The arts-based curriculum is designed to build deeper relationships and connections across the spectrum of identities including (but not limited to) culture, race, gender identity, ability, age, belief, economics, learning preferences, and academic history.
The ultimate goal is that these culturally responsive practices will become institutionalized in the social, academic, and disciplinary practices of the Reading schools. Some examples of the strategies already implemented by CRT Teams will be shared such as, peer teacher observation protocols based on the 7 CRT principles, relationship mapping, mentoring, student leadership opportunities, and parent engagement. It is our belief that 21st century high school graduates should be “College, Career and Culturally Ready”. The third “C” will give our students the awareness, knowledge, skills, and attitudes to succeed in an increasingly diverse and globalized society.
School board members, superintendents, central office administrators, school principals, assistant principals, teachers, counselors, parents, community leaders. Beginning to intermediate level of experience doing cultural competence and equity work in a school setting.