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.
Cherise Moore, Ph.D.
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.
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.