Utilizing NAPE’s Resources and Services and Our Unique Approach to Professional Learning

Strand: Increasing access and equity in CTE and STEM
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Williamsburg

ABSTRACT

Experience NAPE’s unique approach to professional learning through the process we use (the Program Improvement Process for Equity/PIPE) and the lens we apply (the Micromessaging Cultural Framework), and explore how these approaches are embedded in our Suite of Professional Development Programs. Participants will see these tools applied in the context of NAPE’s turnkey toolkits, including Explore Nontraditional Careers, Explore STEM Careers, Realizing Potential with Mindset, Inspiring Courage to Excel through Self-Efficacy, Ensuring Equity in Problem-Based Learning, and the latest Eliminating Barriers through Culturally Responsive Teaching, and its new Career Guidebooks focused on the Construction and Manufacturing industries. Walk away with actionable items to help you and your team to implement effective solutions to increase student access, educational equity, and ultimately workforce diversity in your community and state.

PRESENTER


williams_ben

Ben Williams, Ph.D.
Vice President of Programs
NAPE

Biography: 

Social Media: (LinkedIN)(Twitter)

Paper Thin Diplomas: How States Can Shape Policy and Practice that Leads to Equity and Accuracy in High School Graduation Rates

Strand: Public Policy—Supporting equity and education
Time: Thursday, April 19, 2018 from 9:45 to 11:00 AM
Room: Yorktown

ABSTRACT

Of the nearly 100 different types of high school diplomas that are awarded across all fifty states and the District of Columbia, less than half prepare students for success in college and career. This session will highlight the gaps in college and career preparation across states, the impact on historically underserved students, and highlight best practices that policymakers and education leaders can implement to ensure all students graduate from high school college and career ready.

PRESENTER

Monica Almond, PhD
Senior Associate, Policy Development and Government Relations
Alliance for Excellent Education

Dr. Monica Almond serves as Senior Associate, Policy Development and Government Relations at the Alliance for Excellent Education—a DC-based policy and advocacy organization dedicated to ensuring that all students graduate from high school college- and career-ready. At the Alliance Dr. Almond leads the Alliance’s work on Perkins reauthorization, career and technical education, college-and career-pathways systems, and state high school graduation requirements. Dr. Almond manages the policy development of the Alliance’s Linked Learning portfolio, and highlights other evidence- and research-based college-and career-pathways initiatives across the country.

Educators’ Beliefs: The Answer to Increasing Access to STEM

button-download-workshop-files Strand: Equitable leadership practices
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Monroe

ABSTRACT

Demographic shifts are creating the necessity for K-12 systems to actively engage the challenge of school transformation. Policies, practices, and procedures are no longer sufficient to serve the range of diversity that constitutes the growing student groups comprising many large systems across the country. Baltimore County Public Schools has been engaging in systemic equity training in response to changes in its student and community demographic, specifically challenging staff to consider how race, gender, socioeconomic status, language, and access to rigor impacts the schooling process. The examination of which allows for an analysis of how educator beliefs impact outcomes that promote or detract from students’ access to enrollment in higher level courses that will lead to developing skills necessary to choose STEM careers. This presentation will describe the process, lessons learned, and next steps in this systemic work.

PRESENTER(s)

audlinPresenter 1

Jennifer Audlin
Specialist
Baltimore County Public Schools

Biography: Ms. Jennifer Audlin grew up in Maryland before going to Flagler College in Florida for her undergraduate degrees in English–Secondary Ed, Spanish Ed–K-12, and Latin American Studies. She spent 6 months of her undergraduate studies in Santiago, Chile where she worked on improving her Spanish and Cultural Proficiency. After college, she was hired by Baltimore County Public Schools to teach Spanish. She completed her Masters degree in Michoacán, México. Upon returning she worked to create a system of support to Hispanic students and their families and was the first and only to teach a Spanish course to Spanish-speakers with the goal of improving their literacy skills in Spanish and English.  Ms. Audlin currently works in the Department of Equity and Cultural Proficiency facilitating seminars about racial equity, restorative practices and culturally responsive instruction in additional to coaching school and district leaders as the district strives to close achievement gaps while raising the bar.

Twitter: @jaudlin

durant_tracey

Presenter 2

Tracey Durant, Ed.D.
Specialist
Baltimore County Public Schools

Biography: Dr. Tracey L. Durant: Dr. Tracey L. Durant is a Specialist in the Office of Equity and Cultural Proficiency for Baltimore County Public Schools. Formerly Dr. Durant was the Director of Professional Development at Maryland Nonprofits. Prior to joining Maryland Nonprofits, Dr. Durant was the founding Executive Director of the 100 Black Men of Maryland College Access Program (100 CAP). During her tenure as the Coordinator of Learning Assistance at the Community College of Baltimore County (CCBC), she was responsible for coordinating Title III grant initiatives related to improving developmental education pass rates and closing the achievement gap. She holds degrees from Sojourner-Douglass College, Coppin State University and Morgan State University. Dr. Durant serves as President of the Board of Directors for Child First Authority, Incorporated; President of the Maryland Multicultural Coalition, President of the CollegeBound Foundation Alumni Association, and the Governance/Nominating Committee Chair for Chimes Foundation, Incorporated.

Twitter: @traceyldurant

logan_candicePresenter 3

Candice Logan-Washington
Specialist
Baltimore County Public Schools

Biography:  Dr. Candice Logan-Washington is a native of Baltimore, Maryland and was educated in the Baltimore County Public School System. She’s currently a Specialist in the Office of Equity and Cultural Proficiency within the Baltimore County Public Schools and holds a doctorate in Urban Educational Leadership with a dual focus in school administration and social policy from Morgan State University. She is an adjunct professor and researcher at Notre Dame University of Maryland. Her research interests include issues of equity and access for marginalized student populations, teacher preparation, training and development.  She believes 21st century teaching, learning and leading requires us to let go of what we currently know about the educational landscape and embrace the dexterity, alternative routes to mastery, global prospectives and simple complexities that today’s learners have to offer.  She is the wife of Gerry Washington Jr. and mother to Gerry III and Logan Washington

Her favorite quote is: “Spread kindness like confetti”

williams_lisaPresenter 4

Lisa Williams, EdD
Director of Equity and Cultural Proficiency
Baltimore County Public Schools

Biography:  Dr. Lisa Williams: Dr. Lisa Williams is Director of Equity and Cultural Proficiency for the Baltimore County Public School System where she is responsible for all educational equity and access initiatives.  Dr. Williams has held the position of teacher, mentor, university professor, and Title I director over her career in education. She has bachelors’ degrees in biology and psychology, a master’s in psychology, and a doctorate in Urban Educational Leadership with an emphasis in social policy.  She has presented at the local, state, and national level on topic related to improving outcomes for marginalized student populations.  Her dissertation study examined Responsive to Intervention (RtI) and the performance of students attending Title I schools.  She has expertise in the areas of educational equity, culturally responsive practice, and school transformation.  Her first book, When Treating all the Kids the Same is the Real Problem:  Educational Leadership and the 21st Century Dilemma of Difference (co-authored with Dr. Kendra Johnson, Esq.) was released in October 2014.

brown_margaretPresenter 5

Margaret Berrios Brown
Baltimore County Public Schools

Biography:  Margaret Berrios Brown is an educator with twenty years of experience in the areas of Bilingual Education and English language learning.   As a member of team BCPS, Margie continued working in ESOL and transitioned to the Office of Equity and Cultural Proficiency.  Prior to BCPS, she served in a variety of leadership roles with the Cleveland Metropolitan School District with the Multicultural Education Program and Department of Curriculum and Instruction.  She was part of the design team for Cleveland’s first Pre-K -12 International Newcomer Academy (Thomas Jefferson Newcomer’s Academy) for English language learners.   Margie is a graduate of Cleveland State University and is enrolled in the master’s program of Leadership and Equity and Cultural Proficiency at Notre Dame of Maryland University.

DESCRIPTION

In this interactive session, participants will learn how to (1) examine district practices and procedures using a racial equity lens, (2) analyze the critical role of adaptive leadership for educators who are advancing an agenda to eliminate racially predictable achievement outcomes and increase participation in STEM, and (3) provide support to leaders and teachers to address racial disparities and increase participation in and success in STEM.

A primary objective for this session is to challenge educators to re-examine their assumptions, beliefs, and values and interrogate how they have contributed to inequities in opportunities and access to educational outcomes for marginalized and underserved students. This interrogation is necessary to provoke change that will lead to systemic educational transformation and increase in access to STEM for students.

Charting the Path to Equity: A Leader’s Role

button-download-workshop-files Strand: Equitable leadership practices
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Roanoke

ABSTRACT

With managing daily operational tasks, it’s easy to forget the greater purpose of the work of administrators. The opportunities we provide adult learners has the potential to level the playing field for those students most in need. This is only true to the extent that leaders are ensuring that students have equitable access to educational opportunities that can transform their lives. In this session, participants will reflect the role of leaders for equity and learn strategies for equity.

PRESENTER(s)

cmoorePresenter 1

Cherise Moore, Ph.D.
Senior Research
American Institutes for Research

Biography: Cherise Moore, Ph.D., is a senior researcher at AIR, leading several national and state-level projects on adult learning and career pathways. She provides leadership on career preparation, representing AIR in the field with CTE and career pathways educators and industry stakeholders. Dr. Moore is the deputy director for the Nevada Adult Education and Family Literacy Act Leadership Professional Training Project and is the CALPRO project lead on work related to administrative leadership development. For OCTAE, Dr. Moore recently led the development of online training modules for educators, including a module entitled Preparing English Learners for Work and Career Pathways. Prior to AIR, she served as an administrator in adult and CTE. She holds a Ph.D. in Public Administration and her M.A. in Educational Administration and Leadership from Arizona State University. She also has a M.A. in Urban Planning and her B.A. in Political Science from the University of California, Los Angeles.

DESCRIPTION

Educational leaders have great demands on their time. With managing daily operational, logistical and compliance tasks it is often easy to forget the greater purpose of the work we do. The educational opportunities we provide to adults has the potential to level the playing field for those most in need. But this is only true to the extent that we as leaders are charting the path to equity by ensuring that all our students have equitable access to the type of education that can transform their lives. In this session, participants will reflect on your role as leaders for equity and will learn strategies for forging ahead in this purpose using the research of Ross and Berger (2009) as a foundation. Participants will earn about the four strategies to enhance equity in schools. Through engaging activities, participants will also learn how others’ are able to focus on always doing what is best for and on how to best serve our students through an equity lens.

1) Have firsthand experience with their topic and understand their audience;

I have presented multiple sessions related to adult education, administrative leadership, equity, career pathways and CTE for national, state and local conferences and trainings. I have over 20 years in the field in adult, secondary and post-secondary education, having served as a teacher, school administrator and district level administrator within both urban and suburban public school districts.
I have six years of AIR experience, leading work on projects that improve outcomes for adult learners and underrepresented populations. I am also a current union high school district school board member in a district with six comprehensive high schools, six junior high schools, an alternative school and an adult school, with nearly 25,000 students.

2) Provide timely and relevant information that can be put into immediate use;

This presentation contains current and relevant statistics and demographic information on poverty. This data speaks to the need of serving those adult learners most in need through a focus on equity to move people out of poverty. Participants will be asked to think deeply about what this data means in connection to the mission of their work and to share those thoughts in pairs or small groups. Participants will also be provided with resources and tools to help them consider the application of the information shared within their current work environment.

3) Engage participants in an activity or hands-on learning;

Participants will use tools and handouts designed to engage them in application and reflection activities geared toward acting on the content shared during the presentation. This will happen through think-pair-share and small group exercises. The session will end with a call-to-action for participants to act and reflect immediately using what they have learned as tools for implementing change and/or reminding them of their greater purpose as an educational leader.

4) Provide clear and useful handouts for workshop attendees; and

Practical handouts will be shared that will provide opportunities to apply the content delivered to real situations during the session. The handouts will also be useful tools that can be used to replicate the activities for learning during the session back within their work environment.

5) Present effective strategies focused on one or more special populations or other underrepresented groups.

The presentation will engage participants in a discussion of existing challenges for adult learners and build on opportunities to transform their lives through addressing their education and support needs through a focus on equity and access in all decisions.

Ross, J.A., and Berger, M.J. (2009) Equity and leadership: Research-based strategies for school leaders. School Leadership and Management.

Supporting Students with ASD as they Transition to College and the Workforce

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Tuesday, April 17, 2018 from 1:45 – 3:00 pm
Room: Richmond

ABSTRACT

As the number of students diagnosed with autism spectrum disorder (ASD) continues to rise, many students with ASD are now entering college and the workplace. Participants will be able to recognize when interacting with a student with Autism Spectrum Disorder (ASD), describe the characteristics of student with ASD: what it looks like in the college setting and identify strategies that can be used to help students on the autism spectrum succeed and transition to college and/or the workplace.

PRESENTER(s)

ajulianPresenter 1

Aimee Julian, Ph.D.
Director
Illinois Center for Specialized Professional Support

Biography: Aime´e Julian, PhD is the Director of the Illinois Center for Specialized Professional Support (ICSPS) at Illinois State University. ICSPS provides technical assistance, develops publications, and facilitates program improvement strategies for our partners as they relate to equity, college transition, recruitment, retention, and completion−encouraging achievement of special populations learners. Aimee creates, supports, and delivers professional development for career and technical education professionals across Illinois. She has 17 year experience working extensively with the implementation of the Perkins legislation through the Illinois Community College Board, the Illinois State Board of Education, and in her current position at ICSPS. Aimee is an experienced lecturer and facilitator working to build capacity for understanding of Programs of Study, Career Pathways and the importance of partnerships.

Presenter 2

nmichalakNikki Michalak
ATTA Project Coordinator
Illinois Center for Specialized Professional Support

Biography: Nikki Michalak has worked in special education for over 13 years. Nikki strives to facilitate success for special education administrators, staff, and students by providing access to information and tools specifically designed to support student s with autism spectrum disorder (ASD). Her goal is to understand the needs and challenges of educators working with individuals with ASD and be a relevant resource while empowering staff and students to succeed. Nikki continues to provide professional learning, technical assistance, coaching and consultation to educators, and families of individuals and youth with ASD. She co-created online professional development as well as under graduate and graduate courses on ASD. Ms. Michalak publishes in the field of ASD and informs local service provision through service on multiple leadership boards.

DESCRIPTION

This presentation will showcase the Autism Training and Technical Assistance Project (ATTA) which seeks to develop and present resources that assist individuals with Autism in their transition from secondary education to postsecondary education or employment. This session will also provide training and support to important stakeholders (secondary and postsecondary educators, community members, family members and employers) as they work to provide an equitable experience for individuals with autism.

The Autism Training and Technical Assistance Project (ATTA) is accessible via a web portal which is located at http://autismcollegeandcareer.com/. The presenters have created this project for the state of Illinois to assist students with Autism as they transition to postsecondary and the workplace.

Resources that will be shared include:
– student self-assessment to be completed by the student/young adult with ASD
– workplace/environment assessment
– tips for faculty on working with students with ASD
– evidence based practices for ASD
– why should I hire someone with ASD
– getting the best out of your employee with ASD

This session will be engaging, and provide hands on exploration of what ASD looks like in your classroom, building or workplace. During this session participants will learn how to recognize when interacting with a student with Autism Spectrum Disorder (ASD), the presenters will describe the characteristics of student with ASD, and the session will explore what ASD looks like in the college setting. Moreover, participants will learn strategies that can be used to help students on the autism spectrum succeed and transition to college and/or the workplace.

Youth Apprenticeship and the Equity Imperative

button-download-workshop-files Strand: Building a diverse workforce
Time: Tuesday, April 17, 2018 from 1:45 – 3:00 pm
Room: Roanoke

ABSTRACT

Youth apprenticeship is increasingly lauded as a debt-free path to higher education and high-wage jobs, particularly for students disproportionately barred from those opportunities. The burgeoning national landscape of programs provide little consensus on who youth apprenticeship is for. Can youth apprenticeship and similar approaches be paths to equity, or will they become the newest iteration of high school tracking? Join us for a presentation followed by small-group discussions.

PRESENTER(s)

aswisherPresenter 1

Abigail Swisher
Program Associate
New America

Biography: Abigail Swisher is a former public school STEM educator, and currently works for New America’s Education Policy Program, where she studies equitable and effective strategies for guaranteeing all students graduate from K-12 schools prepared for college and career.

bpartonPresenter 2

Brent Parton
Deputy Director, Center on Education and Skills
New America

Biography: Brent Parton is Deputy Director of New America’s Center on Education and Skills; prior to joining New America, Parton served at the United States Department of Labor as an advisor to the Secretary, and oversaw the design of a historic federal investment in apprenticeship expansion through states, communities, and industry organizations.

Presenter 3

Elena Silva, Ph.D.
Director, PreK-12 Education
New America

Biography: Elena Silva is the Director of PreK-12 Education within the Education Policy Program at New America, and also serves on the board of the NAPE Foundation.

DESCRIPTION

Youth apprenticeship is increasingly cited as a way provide a debt-free path to higher education and high-wage jobs, particularly for students disproportionately barred from those opportunities. Yet the average apprentices in the United States is disproportionately white, male, and far older than the average age of a ‘youth’ apprentice.The burgeoning national landscape of youth apprenticeship programs provides little consensus on who youth apprenticeship is for. Can youth apprenticeship be a path to greater equity, or will it become the newest iteration of high school tracking? New America has embarked upon a year-long research and listening project on issues of equity in youth apprenticeship to answer these and other important questions.
We will begin with a presentation that answers basic questions about what youth apprenticeship is, and how it is growing nationally. Our team will then present the results of a literature review which utilizes history and lessons from comparable workforce development strategies (such as adult apprenticeships or high school career academies) to frame where the charge to ensure equity in similarly programs has flourished or failed in the past. Participants will be provided a copy of New America’s literature review.
In the second half of the discussion, we will facilitate small-group discussions with session participants on the promise and pitfalls of expanding youth apprenticeship in today’s K-12 landscape. Participants will have an opportunity to engage in the early stages of this work and provide input into our future outreach efforts. These groups will be facilitated by our presenters, who will also provide a written discussion guide with room for notes. Given the emergent nature of this topic area, presenters will provide context and the opportunity for sharing among participants, but not necessarily advocate a single set of strategies or best practices.
The session will be presented and facilitated by a team of policy experts from New America. Brent Parton is Deputy Director of New America’s Center on Education and Skills; prior to joining New America, Parton served at the United States Department of Labor as an advisor to the Secretary, and oversaw the design of a historic federal investment in apprenticeship expansion through states, communities, and industry organizations. Elena Silva is the Director of PreK-12 Education within the Education Policy Program at New America, and also serves on the board of the NAPE Foundation. Abigail Swisher is a former public school STEM educator, and currently works for New America’s Education Policy Program, where she studies equitable and effective strategies for guaranteeing all students graduate from K-12 schools prepared for college and career.

“Not In Our House!”: A state agency’s preliminary self-examination to build capacity for equity-minded leadership

button-download-workshop-files Strand: Equitable leadership practices
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Roanoke

ABSTRACT

In 2017, the WA State Board for Community and Technical Colleges stepped into the challenge of determining critical diversity and equity goals. Join the presenters in exploring the first year of a systemic equity transformation process. Changing institutional culture by way of collaborative inquiry, system partnerships, and leadership development will be key areas of discussion. Leave the session with insights on how you can begin to address disparities within your own institution.

PRESENTER(s)

hnguyenPresenter 1

Ha Nguyen
Policy Associate – Diversity, Equity, and Inclusion
WA State Board for Community and Technical Colleges

Biography: Ha Nguyen has been a leader in Washington State’s community and technical college system for 15+ years with extensive experience in supporting student success for underrepresented students within basic skills, workforce, and general transfer pathway programs. Currently, she is a Policy Associate for Diversity, Equity, and Inclusion for the WA State Board for Community and Technical Colleges (SBCTC), and leads emerging equity initiatives for the Basic Skills division and broader SBCTC agency. She was also a first-generation, low-income college student whose mother attended English as a Second Language (ESL) classes after resettling into the United States as Vietnamese refugees. She is a proud graduate of the WA State higher education system and completed doctoral studies in Higher Educational Leadership from Seattle University. Her interest areas include leading change efforts to ensure equitable environments for all.

Social Media: (Facebook)

eesparzaPresenter 2

Edward Esparza
Policy Associate – Student Services
WA State Board for Community and Technical Colleges

Biography: Edward Esparza is a Policy Associate with the WA State Board of Community and Technical Colleges, and staffs several student services councils, including Multicultural Student Services Council, Advising and Counseling Council, Council of Unions for Student Programs, and Career Employment Services Council. He earned his Bachelor’s degree from WA State University in Social Science, a Master’s degree from Seattle University’s Executive Not for Profit Leadership program, and is currently a PhD. candidate at Oregon State University’s Higher Education and Community College Leadership program.

Edward also serves as a board member for the Yakima School District, Planned Parenthood of Central Washington and was a founding member of the Hispanic Academic Achiever Program, the Yakima Hispanic Chamber of Commerce, and the WA State Latino Leadership Network.

Social Media: (Facebook)

DESCRIPTION

Description:
This presentation strives to share the preliminary launch of the Diversity, Equity, and Inclusion project at the WA State Board for Community and Technical Colleges.

Context:
Washington State will not be able to significantly reduce the disparities in postsecondary attainment without explicit equity-guided action. Evidence shows that the only path to significantly improving higher education completion rates in most states is by increasing the success of all racial, ethnic, and indigenous populations. Yet many of the policies and initiatives developed over the past decade to boost postsecondary success can inadvertently do harm to some groups. In order to truly support students who traditionally have faced greater obstacles to accessing and completing a postsecondary certificate/degree, higher education systems and educational institutions need an explicit equity focus that informs all related efforts. According to the Lumina Foundation, “No state can meet its workforce demands without attention to long-standing equity gaps.” (Improving Postsecondary Attainment: Overcoming Common Challenges to an Equity Agenda in State Policy, 2017).

Broad-based system initiatives grounded in equity are critical in meeting our state’s current and future workforce needs. While our workforce’s need for trained employees with college credentials will increase almost 60% by 2030, our state’s population will grow by only 10% over the same time period. Over the next 20 years, there simply will not be sufficient human resources to meet the overall needs of our state’s workforce if we do not develop and utilize the talents of the collective whole. Our colleges will need to shift to this growing challenge by ensuring practices and policies are firmly rooted in equity. The alternative could be detrimental to the health of our state.

As the lead state agency that provides oversight, guidance, and advocacy to the 34 community and technical colleges in its system, it is critical we examine current policies and practices to ensure that equity remains a core component within our work.

Delivery of presentation:
With 35+ years of combined experience in WA State’s CTC and higher education system and statewide work in leading and supporting diversity, equity, and inclusion efforts, we have been committed to increasing access and opportunity for underrepresented communities of color. In this presentation, we will engage the audience in a brief experiential learning activity and facilitated discussion in examining policies and practices with an intentional equity lens. We will use a guiding PPT presentation with handouts to illustrate the four priority areas and strategies deployed in the DEI project: 1) Human Resources – examined historical data on hiring trends; determined bottlenecks and gaps; implementing advocacy training; 2) Cultural Climate – created institutional self-assessment tool; 3) Lifelong Learning – developed structure for development and delivery of professional development; 4) System Alignment – equity initiatives aligned with system colleges.

Good Intentions and the Unintended Consequences: What Classroom Equity Mapping Revealed about Teacher-Student Interactions and Teacher Beliefs at One Middle School.

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Roanoke

ABSTRACT

Share in my journey of practice and discovery as a maiden participant in NAPE’s Certified Educational Equity Coach (CEEC) program. Participants will learn about the program as well as innovative and practical strategies to support equity coaching in their classroom, campus, or district. See how GoPros and classroom equity mapping revealed beliefs and biases that sheltered some students from the learning process, and how equity action plans can guide instructors to more equitable practices.

PRESENTER(s)

Presenter 1
cmartell

Christopher Martell
Innovation & Design Specialist
Austin Independent School District

Biography: Christopher Martell is a career science educator and a burgeoning proponent for equity. He is a graduate of the UTeach program at the University of Texas Austin and a current graduate student at Texas State University studying educational leadership and social justice. He is a former middle school science teacher and is now the Innovation & Design Specialist for the Austin Independent School District in Austin, TX. In his current role, Christopher is able to investigate, implement, and participate in innovative programs that support teachers and students. He is thrilled to be part of NAPE’s Certified Educational Equity Coach pilot program and continues to seek out opportunities to acquire, develop, and practice new knowledge and skills as well as reflect on his own practices, biases, and culture. He credits his family, Star Trek, and LEGOs for much of his passion and creativity.

Social Media: (LinkedIN)

DESCRIPTION

For this presentation, I will share out my experiences as a pilot participant in NAPE’s Certified Educational Equity Coach (CEEC) program in Austin, Texas. The goal is to provide my audience with practical strategies to support equity coaching while also providing a brief overview of the CEEC program. The session will be grounded in current research and framed within the NAPE Culture Wheel, which precisely models how educator beliefs can impact student learning.

Participants can expect a short overview of the CEEC program, its requirements, and how I approached it. I will specifically focus on my experience coaching teachers at an Austin-area middle school with a roughly split population of Hispanic and White students. I will describe and model a coaching cycle (adopted from Glickman (2009)) that includes a pre-conference, classroom observation, post-conference, formative check-ins, and a summative evaluation. Participants will be able to view and interact with real classroom data, including first and third person videos collected using GoPros as well as classroom equity heat maps that allow for quick visual interpretation of classroom observation data. Using these resources, participants will discuss and develop their own equity action plan (EAP), which we will compare to one generated by myself and a teacher. Finally, we will hear from one teacher – and possibly one student – who will describe their experience as a participant in this project.

By the end of the workshops, participants will hopefully discover how beliefs and assumptions about a group of students can foster an inequitable learning environment, but more importantly how coaching and thoughtful data presentation can generate needed awareness of inequities and ultimately lead to better instruction. Time permitting, I will also share some of my work designing and hosting an equity PLC with science and social studies teachers.

Strategic Approach to STEM Equity in the State of New Jersey

button-download-workshop-files Strand: Increasing access and equity in CTE and STEM
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Williamsburg

ABSTRACT

As part of the Science, Technology, Engineering, and Math (STEM) Pathway Network of New Jersey, the New Jersey Secretary of Higher Education directed the establishment of a subcommittee to address increasing equity in STEM for the State of New Jersey. The group is comprised of experts from academia, non- profits, industry, and elementary education administrators with practical experience implementing STEM programs. A description of the strategic approach and lessons learned will be provided.

PRESENTER(s)

nwrightPresenter 1

Nannette Wright, Ph.D.
Systems Engineer Principle
Lockheed Martin

Biography: Dr. Nannette Wright has over 20 years of experience working Department of Energy and Department of Defense programs such as Ballistic Missile Defense, Homeland Security, and Coast Guard programs. She is a Senior Technical Auditor for Lockheed Martin Corporate Internal Audit. Nannette is responsible for evaluating programs across the Corporation to ensure processes and controls are in place to manage technical risks and maximize opportunities. Nannette received her PhD in Nuclear Engineering from the University of Texas and Masters of Science Degree in Health Physics from Purdue University. Since 2014, Dr. Wright has served as Chairman of New Jersey Educational Opportunity Fund Board of Directors. She is also the NJ lead for equity in STEM initiative. Nannette also serves on the Board of Directors for the non-profit organization Urban Promise.

Social Media: (LinkedIN)(Twitter)

DESCRIPTION

As part of the Science, Technology, Engineering, and Math (STEM) Pathway Network of New Jersey, the New Jersey Secretary of Higher Education directed the establishment of a subcommittee to address increasing equity in STEM for the State of New Jersey. This focus is critical to prepare New Jersey for an innovative, competitive, inclusive, and prosperous workforce. In order to find innovative ways to increase student access and have successful engagements with underrepresented groups, it is necessary to bring together a diverse group of STEM champions. The vision of the group is to ensure these groups within the State have equal access to STEM programs. To accomplish this goal, the subcommittee identifies programs available to bridge the STEM gap, communicates the opportunities to targeted groups, and highlights the success of STEM equity programs within New Jersey. The group is comprised of experts from academia, non- profits, industry, and elementary education administrators. All the team members have practical experience in implementing STEM programs focused on underrepresented groups and a passion to make a difference. The committee has developed an “ABC” approach to knock down barriers for underrepresented groups focused on Access, Bridges, and Communication. The lead of this committee will describe the key tenets of forming a successful team, strategy for development of the focus areas, and highlights on the subcommittee’s progress. The presentation will also describe some of the challenges associated with this work and provide lessons learned to date. Anyone who has been involved with large scale initiatives with a wide range of stakeholders will appreciate learning about the systematic methodology used to drive the subcommittee goals and lessons learned shared in this presentation.

Cultivate and Sustain Diversity and Equity Through Collaboration and Interdisciplinary Learning

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Richmond

ABSTRACT

Comprehensive, constituency-led design and implementation of online and in-person diversity and equity interdisciplinary professional and community development provides the critical reflection necessary to incite a long-lasting systemic shift toward equity. An intersectional, decolonizing pedagogical lens means leaders and stakeholders can arrive and participate in tact, inspiring awareness and understanding of biases and strengths, making conflict and difference valuable and transformational.

PRESENTER(s)

esternPresenter 1

Emily Stern, M.F.A.
Director
Santa Fe Community College

Biography: For 25 years, Emily Stern, founder and principal consultant at Intersectional Consulting LLC, has consulted for academic, diversity and equity, and Title IX programming, curriculum, and professional development, as well as creates and consults to implement original diversity and equity online and IRL programming and educational tools, including El Corozón Deck, a bilingual educational tool designed to inspire critical thinking about social justice, community, and identity. Emily wrote This Is What It Sounds Like, a memoir about her childhood and her mother’s death in 1993 from complications of HIV/AIDS. She founded and oversees the Santa Fe Community College’s Center for Diversity and Integrated Learning. She was Phi Theta Kappa’s Teacher of the Year for 2013-2014 and has received a Presidential Diversity Advisory Committee Certificate of Excellence, and served two years as Vice-President of Diversity for the SHRM Northern New Mexico Human Resources Association.

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

When looking at the Diversity Collegium’s 2016 Global Diversity and Inclusion Benchmarks report, it becomes clear that the future success of diversity, equity, and inclusion efforts will rely heavily on the executive leadership endorsement and participation in a constituency-led approach to the design and implementation of comprehensive, strengths-based, culturally-responsive learning opportunities that acknowledge and uplift multiple realities.
The Santa Fe Community College, a Hispanic Serving Institution with a predominantly anglo faculty and primarily non-anglo employee and student population, is in the midst of implementing an institutional and community-wide framework that reflect and utilize these values and efforts. Centering collaboration, community partnerships and guidance, simultaneous professional and student development and events, equitable hiring practices, and interdisciplinary, culturally-responsive online and in-person curriculum, assignments, and materials, we are seeing a demonstrated shift toward a more engaged and equitable environment aware of personal and social responsibility and values.
Participants will learn more about the impacts of using a collaborative and intersectional approach to identify and better understand their personal and constituent needs.
Participants will learn how and why using a shared-leadership framework to design and implement short, relevant, experiential and accessible multi-media learning opportunities will facilitate critical thinking, reflection, compassion, and awareness as a means to creating and sustaining more meaningful, equitable and inclusive diverse environments.
Participants will learn how to create and implement high-impact diversity and equity focused blended interdisciplinary learning opportunities that are easy to implement, access, evaluate, and utilize in classrooms, boardrooms, departmental meetings, and individually.

Presentation Agenda
• Small Group Introductions: Name and ONE word/phrase describing your greatest strength. (5 minutes)
• House rules/norms. (5 minutes)
• ACTIVITY: collective brainstorm on social justice terms and definitions. (10 minutes)
• PRESENTATION: Global Benchmarks, leading through an equity lens, and The Center for Diversity and Integrated Learning framework and strategic plan. (15 minutes)
• Demonstration and presentation of blended online and in-person diversity and equity training and reflection. (30 minutes- facilitator will provide handouts with instructions and guidance on how to replicate the design process and implementation of presentation activity)
o ACTIVITY AND REFLECTION:
♣ Video: “Somewhere in America”
♣ Small group reflection: What is the impact on you of seeing this-thoughts/feelings/sensations, etc.?
♣ Small group guided reflections: Please respond to your group’s assigned prompt. (Handout provided by facilitator). Each small group will be given one question on which to focus and analyze.
• Discuss differences and similarities between participants experiences and the subject-matter in this lesson.
• How does the subject-matter relate to current local, national and/or global events?
• Discuss questions you may have, and possible solutions for the issues raised.
• Brainstorm possible relationships between the subject matter and your course/area of study/department.
• Based on the claims and ideas in the video, what are some examples of ways that unconscious bias, microaggressions, and systemic oppression might utilize, affect, hinder, demonstrate, and/or inform the issues raised in the video? (This can be answered in reference to the area of study, i.e. a specialty within math, the act of learning and utilizing math, the relevance and efficacy of data/statistics, etc.)
o Large Group Discussion: How and why can accessible, culturally relevant and responsive learning opportunities promote, cultivate, and sustain more equitable and inclusive environments?
• Closing (10 minutes)
o ACTIVITY: Small group action plans and large group share out (facilitator will provide handouts.