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


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.


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.


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.

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


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.


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)


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.

Math Matters! Utilizing a Data-Driven Approach to Identify and Eliminate Disparities

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


Rigorous math matters! The Greater Texas Foundation partnered with E3 Alliance in a statewide analysis, finding high school math enrollment patterns are a game-changer for postsecondary completion. In response, Central Texas is committed to addressing stark economic and ethnicity gaps by 8th grade through a data-driven approach to increase access to advanced mathematics. Attendees will receive strategies and tools for facilitating conversations around systemic changes to improve access.


cbailiePresenter 1

Christine Bailie, M.P.Aff.
Deputy Director, P-16 Strategic Initiatives
E3 Alliance

Biography: Christine Bailie has worked broadly in the field of education for 20+ years teaching, conducting policy work, research, and leading collective impact initiatives and is dedicated to expanding students’ access to and success in postsecondary education. Currently, at E3 Alliance, Christine supports a team of collective impact directors working across the education continuum, develops and maintains strategic relationships with community leaders and funders, and focuses on how to make research more actionable. She has taught at the high school level in the Leander and Cypress-Fairbanks school districts. Christine earned a Master’s of Public Affairs degree with a specialization in Social and Economic Policy from the University of Texas and graduated from Texas A&M with a bachelor’s degree in Economics and a minor in Finance.

Social Media: (LinkedIN)(Facebook)


This session will provide research findings with application beyond Texas. Attendees will participate in a data walk and learn how to replicate this data-driven approach to systems thinking with their local stakeholders. Attendees will receive campus-based recommendations for strengthening math pathways and engage in conversation about how to adapt lessons learned, research and tools to their local context.

Policy Context (10 minutes) – Sharing of major K12 & Higher Ed policy changes in Texas
Longitudinal Research Presentation (30 minutes) – Focus on 3 major equity gaps in middle school (income, race, and rural)
Data Walk (15 minutes) – Demonstrate how large cross-sector audiences can explore data together and discuss systemic barriers
Small Group Conversations (10 minutes) – Participants consider first steps for their work in building strong math pathways at home
Wrap-up (5 minutes) – Discuss who needs to be at the table and how to leverage relationships with funders

Equitable Leadership Impacting Institutional Change & Positive Outcomes

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Richmond


Designing solutions that create equity in STEM is a priority at FIRST. In addition to a D&I initiatives overview, we’ll provide activities, strategies and tools from three equitable leadership practices: 1) the strategic Equity Priority Plan with department/program annual Equity Action Plans, 2) the Equity, Diversity & Inclusion Advisory Committee with associated tools, and 3) the Designing STEM Equity Fellowship–an 18-month leadership development, solutions-generation program and curriculum.


Presenter 1

Shelley Henderson, Ed.D.
Diversity & Inclusion Manager

Biography: Shelley Henderson is the national Diversity and Inclusion Manager for FIRST—For Inspiration and Recognition of Science and Technology. She has spent nearly a quarter-century working as a youth development specialist, certified teacher, non-profit executive, university program coordinator, adjunct professor, community organizer, public policy advocate and now TEDx speaker.

Shelley serves on her local New Leaders Council board and is leading two racial and gender equity efforts—regional implementations of My Brother’s Keeper in the Heartland, an Obama Foundation effort, and Let Her Learn collaborative, a National Women’s Law Center effort.

She earned her bachelor’s degree in secondary education and her master’s degree in educational administration from the University of Nebraska at Omaha. She is working on courses toward a certificate and doctoral degree in Diversity & Equity in Education at the University of Illinois Urbana-Champaign.

Social Media: (LinkedIN)(Twitter)(Facebook)

Presenter 2

Earl Redrick, M.B.A.
e4 Leadership Solutions

Biography: Earl Redrick is the founder of e4 Leadership Solutions and possesses a wealth of knowledge and experiences in the field of diversity, equity and inclusion (DEI). He is a current senior public service employee and a U.S. Army Veteran, retiring after 22 years of service. He has compiled more than 20 years of executive and senior management leadership experience. He has compiled a lengthy and accomplished background in civil rights, fair housing and employment, and DEI in holistic community development using social determinants of health or place-based approaches. Earl is also a current Adjunct Professor teaching social and cultural equity. He is a dynamic and relational leader, whose blend of education, worldly/multicultural experiences, assignments in paid and non-paid, voluntary projects and relevant training make him a uniquely qualified professional to mediate conflict, facilitate dialogue and lead training around DEI initiatives.

Social Media: (LinkedIN)(Twitter)(Facebook)

Presenter 3

Domonique Bulls, Ph.D.
Diversity and Inclusion Fellow

Biography: Domonique Bulls is the inaugural FIRST Diversity & Inclusion Designing STEM Equity Fellow! Domonique is a native of Buffalo, NY. Her family and STEM education is two of her favorite passions. She received a B.S. in Biology from North Carolina A&T State University, a Master’s in Science Education from North Carolina State University, and a Ph.D. in Science Education from the University of North Carolina at Chapel Hill. Domonique is the founder of ‘Girls Can Do Science Too’ an initiative to inspire, empower, motivate, and educate girls in science. In her free time, she is a sports fanatic and loves to run. Domonique lives in Morrow, GA.

As a Fellow, Domonique will create solutions to STEM inequities for underrepresented and underserved youth, and support existing D&I efforts at FIRST. She will rigorously apply equity literacy, anti-deficit framing, leadership development, collective impact and human-centered design mindsets and approaches to to create for large systems-level change.

Social Media: (LinkedIN)(Twitter)


A FIRST Diversity & Inclusion activities overview and evaluation data collected on capacity-building and impact will be provided. These 5 core components include the NAPE online training modules and survey data collected. We will go into more depth about 1) the multi-year, strategic Equity Priority Plan with embedded department/program annual Equity Action Plans, 2) the Equity, Diversity & Inclusion Advisory Committee, and 3) the inaugural Designing STEM Equity Fellowship–an 18-month leadership development, solutions-generation program and curriculum.

Shelley, Earl and Domonique have firsthand experience with their topic and understand their audience. We will provide timely and relevant information that can be put into immediate use (Equity Action Plan Template, Advisory Committee tools, etc.). Participants will engage in 3 hands-on learning activities. We will provide clear and useful handouts for workshop attendees. We will present effective strategies focused on underrepresented and underserved groups at FIRST.

Gallery Walk
-This activity is designed to allow participants to identify strengths, challenges and aspirations leading equity efforts on different colored post-it notes. They will place their post-it note reflections in the 3 areas designated on the walls, and then take a “gallery walk” to see what others said. Once time is up, we will debrief as a whole group.
-Desired outcome is that participants will see how others view positioning and feasibility as we all strives to create equity, diversity and inclusion.

Here I Stand
-This activity is guides participants through an exercise around some of the more pressing social issues and how they potentially intersect or impact equitable outcomes. Four position boards will be placed on the wall around the room-Strongly Agree, Agree, Disagree and Strongly Disagree. Several questions will be read to the broader group at which time participants will be asked to take one of the four positions as it relates to the question. Following each question, dialogue is facilitated.
-Desired outcome is to challenge participants to be mindful and open to discussions of varying perspective without judging.

Reader’s Theater
-This activity helps participants become familiar with and differentiate between the four Dimensions of Inequity—Micro-level (internalized and interpersonal) and Macro-level (institutional and structural). After these are defined, participants will read through a script as a whole group where they portray characters in a scenario. In four groups, they will discuss examples of the level of inequity playing out then generate solutions.
-Desired outcome is that participants practice generating ideas/solutions at all levels in ways that allow them to demonstrate understanding of the concepts and to generalize this to their day to day leadership work.

NSF’s Advanced Technological Education Program: Funding Innovative Equity Initiatives at Community Colleges

button-download-workshop-filesStrand: Building a diverse workforce
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Crystal


The National Science Foundation (NSF) Advanced Technological Education (ATE) program provides grants to develop America’s technician workforce for advanced technologies through two-year workforce education programs at community and technical colleges. This session will present an overview of the NSF ATE program, outline the process for developing a grant proposal, tips for developing a competitive proposal, and highlight current grants that are focused on underrepresented populations.


mbargerPresenter 1

Marilyn Barger, Ph.D.
Executive Director

Biography: Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Advanced Technological Education Center of Excellence, funded by the National Science Foundation and housed at Hillsborough Community College in Tampa, Florida. FLATE serves manufacturing education in Florida is involved in student recruitment for technical career pathways; has produced award-winning curriculum and secondary and post-secondary reform initiatives for Career Education programs; and offers professional development for STEM and CTE educators in advanced technologies. She has a special interest in recruiting girls into STEM careers. Dr. Barger has a Ph.D. in Civil/Environmental Engineering from the University of South Florida, which designed membrane separation systems for water purification. She has a licensed patent and is a Florida registered professional engineer. Dr. Barger has over 20 years’ experience in developing and delivering K20 engineering and technical curriculum.

dlangePresenter 2

Donna Lange
DeafTEC Director and PI

Biography: Donna Lange has been teaching deaf and hard-of-hearing students in Associate-level programs for close to 30 years at the National Technical Institute for the Deaf (NTID), one of the nine colleges of the Rochester Institute of Technology (RIT) in Rochester, NY. She is an associate professor and former chair of the Applied Computer Technology Department and has taught a variety of computer-related courses in the areas of both hardware and web development. Lange is currently the PI and Center Director of the NSF ATE National Center of Excellence, DeafTEC: Technological Education Center for Deaf and Hard-of-Hearing Students ( that was established at RIT/NTID in 2011. She holds a BS in Computer Science from SUNY Brockport and an MS degree in Software Development and Management from RIT.


The NSF’s Advanced Technological Education Program: Funding Innovation at Community Colleges presentation will allow conference attendees the opportunity to become familiar with the NSF ATE program to fund innovative equity initiatives in STEM at their colleges.

The presentation will cover:
• A general overview of the NSF ATE program
• The process for developing a grant proposal
• Tips for developing a competitive proposal
• Support for writing ATE grant proposals including information on the ATE
Mentor Connect project that offers new grant writers assistance in
preparing ATE grant proposals
• Select ATE projects/Centers that focus on equity and underrepresented
populations such as DeafTEC, EESTEM, FLATE

Dual Enrollment and Equity Through a Federal Policy Lens

button-download-workshop-files Strand: Public Policy—Supporting Equity and Education
Time: Tuesday, April 17, 2018 from 10:45 – 12:00 pm
Room: Yorktown


The Every Student Succeeds Act (ESSA) presents a unique opportunity for states and districts to help more young people enter and complete college by implementing school designs that improve the transition between high school and higher education such as dual enrollment, concurrent enrollment, and early college high school, and explicitly defines and encourages states to use these approaches. As a result, there has been significant growth in the inclusion of dual enrollment and early college in state accountability systems, growing from 14 under previous federal requirements to 33 under ESSA. This session will examine the provisions in ESSA supporting dual enrollment and early college. In addition, the presenter will discuss best practices and how districts can work with states going forward to confront the challenges of ensuring that equity is a central focus of the work ahead so that low income and under-represented students are integral to the expansion of college in high school.


Presenter 1

Alex Perry
The Majority Group on behalf of the College in High School Alliance