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

ABSTRACT

Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

PRESENTER(s)

sbrinkley-parkerPresenter 1

Sharone Brinkley-Parker, Ed.D.
Director, School Climate
Baltimore County Public Schools

Biography: Dr. Sharone Brinkley-Parker has been an educator and administrator for over 18 years for two public school systems- Baltimore City and Baltimore County. She was educated in the Baltimore City Public Schools and received post graduate degrees from Morgan State and Towson State Universities. She currently serves as the Director of School Climate for Baltimore County Public Schools. Prior to this appointment, she served as director, principal, district administrator, assistant principal and teacher for Baltimore City Public Schools. In addition to her professional work, she has worked for the past 4 years facilitating and presenting work in the Cultural Proficiency arena in Baltimore and Howard Counties and the Community College of Baltimore County. She serves as a board member for Greater Baltimore Health Improvement Initiative (GBHII), a non-profit committed to educating/advocating for families and communities experiencing health disparities experienced in impoverished communities.

Social Media: (LinkedIN)(Twitter)

DESCRIPTION

Educating students of color often present challenges due to the cultural disconnect present in some educational environments based on the adults leading the charge. As cultural competence is built, the focus of equitable practices heighten which cause for a look at how expectations are communicated. The goal of all school environments is to nurture and foster the learning for all subgroups of students by developing cultural awareness that transcends the learning expectations for all students. The proposed presentation will explore the experiences of African American males in education as it relates to academics and discipline. I have first-hand experiences with this topic as a former administrator in both urban and suburban school districts in which the overrepresentation of AA males in suspension experiences and special education placement were polar opposite to their placement in Gifted and Talented as well as Advanced Placement courses. As an administrator, I was able to work with my leadership team in order to engage stakeholders in (1) understanding how cultural connections build relationships and (2) using academic and behavioral strategies to provide individualized instructional for all students. I also understand what it means to be part of a leadership team where the decision makers use their whiteness as a means to not influence teacher practices that will engage African American males and other students of color.

Additionally, my first-hand knowledge was obtained when I completed my doctoral degree with a dissertation topic on the experience of African American males with suspension and the impact of these experiences based on the placement of teachers on the Cultural Proficiency Continuum. While examining research and conducting interviews, I was able to get firsthand accounts of student experiences and how they viewed the situation as well as the teacher’s perception of the students’ actions and how their response impacted the students’ experiences. I used these personal accounts to make correlations to placement of the Cultural Proficiency Continuum and ultimately provided implications for educators, leaders and district staff for addressing these experiences as a means to eliminate the disparities seen in discipline experiences for this subgroup that also impacted the academic experiences.

Based on research and practices seen across the country, this aids in student drop out, low educational attainment and promotion of the school-to-prison pipeline. During the session, participants will look at current practices and data that provide an explanation for the educational experiences of this subgroup. This examination will promote the need to understand the dynamics necessary to foster courageous conversations. Such conversations can be used to shift the mindset of adults and promote a line of questioning that will help examine if adult actions are aiding in the negative experiences for African American males. Through the conversation pieces and examination of specific personal accounts within each participants school, the ultimate goal is to use the Cultural Proficiency Continuum to assess placement as a means to understand the impact that placement may have on how educators make decisions or handle situations with particular subgroups to engage in discourse around culturally responsive teaching practices and the shift in mindset to positively impact the educational experiences of African American males through conversation and actions.

Participants will engage in scenarios that align to the six practices on the Cultural Proficiency Continuum. Based on the engagement, they will develop ways that unhealthy practices show up in their present environment juxtapose healthy ones and how these shifts can create more positive experiences for African American males in particular while being beneficial for all student populations. This session will inform strategies for school districts and leaders around teacher preparation programs, onboarding practices for novice teachers, mentorship, trainings and professional development and programmatic shifts (alternatives to suspension, cultural responsive teaching, etc) and policy implications (zero tolerance, discipline mandates, academic placement criteria, etc). The handouts will provide types of questioning to promote inclusive environments under the courageous conversation tenants (fierce conversations). Participants will also have statements aligned to the Cultural Proficiency Continuum which will allow them to be reflective about placement for themselves and those within their environment as a means to determining a starting point to engage staff upon returning to their respective work environments.

The research guiding this topic will include participant materials on Cultural Proficiency for leadership (Lindsay, Nuri Robins & Terrell), as a connection to fostering courageous conversation and the impact of educators and their practices for students in the School-to-Prison Pipeline. Using these frames, participants will walk away with strategies to begin focusing making school inclusive for all populations, specifically African American males so there can be a shift in negative experiences.

Event Timeslots (3)

Thursday, April 19
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THURSDAY | CRYSTAL
Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

Session 5 (Thursday 9:45-11:00)
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THURSDAY | CRYSTAL
Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

Crystal
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THURSDAY | CRYSTAL
Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

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