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.

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.

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

ABSTRACT

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.

PRESENTER(s)

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)

DESCRIPTION

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.

Agenda:
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

Automation and Policies to Create Equitable Access to Jobs of the Future

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Time: Tuesday, April 17, 2018 from 1:45 – 3:00 pm
Room: Yorktown

ABSTRACT

Digitalization, artificial intelligence, and automation are projected to impact a large number of occupations in the coming decades. This session will review the threats and opportunities posed by automation to different groups of women. It will then discuss how automation and gender equitable access to CTE and workforce development fits into current federal policy discussions, from Perkins to apprenticeship policy.

PRESENTER(s)

ahegewischPresenter 1

Ariane Hegewisch, MPhil
Program Director Employment & Earnings
Institute for Women’s Policy Research

Biography: Ariane Hegewisch is Program Director for Employment and Earnings at the Institute for Women’s Policy Research, an independent research institute in Washington, DC. She is responsible for IWPR’s research on earnings, occupations, and workplace discrimination, and directs IWPR’s work for the U.S. Department of Labor’s Gender Equity in Apprenticeship grant, and co-directs IWPR’s program on Women and the Future of Work. Recent publications include Pathways to Equity: Narrowing the Wage Gap by Improving Women’s Access to Good Middle-Skill Jobs. She was a member of the 2015-2016 EEOC’s Select Taskforce on Workplace Harassment. Prior to coming to the USA in 2001, she taught European human resource management at Cranfield School of Management in the UK. She began her career in London as a policy advisor on sector strategies and women’s employment and training. She received a BSc Economics from the London School of Economics, and an MPhil Development Studies from the University of Sussex, UK.

Social Media: (Twitter)(Facebook)

kspikerPresenter 2

Katie Spiker
Senior Federal Policy Analyst
National Skills Coalition

Biography: Katie Spiker is Senior Federal Policy Analyst with National Skills Coalition, working to advance NSC’s Washington-based policy efforts through federal legislation, agency regulation and national funding initiatives related to workforce, postsecondary education, and human services polices. In coordination with NSC field staff, she assists local leaders. Prior to joining NSC in 2015, she was the Associate Director of the National Center for Women’s Employment Equity, providing on-site and virtual technical assistance to improve women’s access to nontraditional occupations. Katie has also consulted with the Institute for Women’s Policy Research and the National Women’s Law Center and held positions at Workplace Flexibility 2010 and the National Partnership for Women and Families. Katie is a 2015 Ford Foundation Public Voices Fellow. She holds a J.D. from Georgetown University Law Center and a bachelor’s degree from the University of Miami.

Social Media: (Twitter)(Facebook)

DESCRIPTION

Since the early 2000s, automation, artificial intelligence, and digitalization have spread rapidly, eliminating some jobs and changing the nature of work in others while also increasing the returns to digital skill; these trends are projected to accelerate substantially during the coming decades (see for example Autor 2015, Frey and Osbourne 2013, Manyika et al. 2017a,b; Muro et al. 2017). The World Economic Forum’s recent analysis of U.S. trends suggests that the majority of workers who may have to change jobs will be women (World Economic Forum 2018). Because women and men tend to work in different occupations and economic sectors and differ in the extent to which they take on family care responsibilities, technological changes pose different threats and opportunities for women than men.

Drawing on the Institute for Women’s Policy Research’s Women and the Future of Work project, this panel will provide an overview of research on the impact of automation on employment, focusing on likely impacts of new technology on the largest occupations and sectors in which women work, showing that threats are particularly pronounced in many administrative and professional middle-skill jobs which used to provide good middle-class earning opportunities. It will highlight the threats and opportunities posed by technological changes to women of different racial and ethnic background, and of different ages.

The session will then turn to Capitol Hill and responses by federal policymakers to the challenges posed by automation and digitalization. Katie Spiker of the National Skill Coalition will discuss how automation and digitalization and its gendered impact fit into ongoing workforce and educational debates around Perkins Act Reauthorization, the promotion of apprenticeships, and related initiatives.

Congress is working to reauthorize the Higher Education Act, the Carl D. Perkins Career and Technical Education Act, and the Farm bill. Apprenticeship remains a bipartisan buzzword in DC. The administration has identified welfare reform as an area in which they will focus. And as Congress struggles to reach bipartisan agreement on budget and funding levels for the current or future years, those negotiations have become a constant backdrop to authorizing activity.

Automation offers an opportunity and a challenge for these policy discussions. As technology and jobs change, it is more important than ever that our policies support the kind of training that allow workers to build and upgrade their skills in response to these changes.

Participants in this session will come away with an awareness of the major studies and methodologies used for estimating the impact of automation and digitalization on employment, and will get an understanding of the areas of women’s work that are most likely to be impacted. The session will provide participants with an understanding of a who’s who and what’s what on automation, CTE, and workforce development debates on the Hill. The session will end with a discussion on how we can increase the gender awareness of policymakers in relation to pending technological disruption.

Participants in this session will come away with an awareness of the major studies and methodologies used for estimating the impact of automation and digitalization on employment, and will get an understanding of the areas of women’s work that are most likely to be impacted. The session will provide participants with an understanding of a who’s who and what’s what on automation, CTE, and workforce development debates on the Hill. The session will end with a discussion on how we can increase the gender awareness of policymakers in relation to pending technological disruption.

References
Autor, David. 2015. “Why are there still so many Jobs? The History and Future of Workplace Automation.” Journal of Economic Perspectives (29:3)3-30
Muro, Mark, Sifan Liu, Jacob Whiton, and Siddharth Kulkarni. 2017. Digitalization and the American Workforce. Washington DC: Brookings Metropolitan Policy Program. <https://www.brookings.edu/wp-content/uploads/2017/11/mpp_2017nov15_digitalization_full_report.pdf>
Manyika , James, Susan Lund, Michael Chui, Jacques Bughin , Jonathan Woetzel, Parul Batra, Ryan Ko, Saurabh Sanghvi . 2017. Jobs Lost, Jobs Gained: Workforce Transitions in a time of automation. McKinsey Institute; December
World Economic Forum. 2018. Towards a Reskilling Revolution A Future of Jobs for All Geneva: World Economic Forum <http://www3.weforum.org/docs/WEF_FOW_Reskilling_Revolution.pdf> (accessed January 23, 2018)

Data Matters: Transparent Data to Advance Equity

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Yorktown

ABSTRACT

There are significant gaps in our information about post-secondary education and training. We do not know how much students earn after graduating from a program of study or how many are employed. We do not know how these outcomes vary by race/ethnicity, gender, or other student characteristics. This session will discuss the College Transparency Act that would amend the Higher Education Act to provide such information, and how this information would advance efforts to achieve equity.

PRESENTER(s)

Presenter 1

Bryan Wilson, Ph.D.
Director
Workforce Data Quality Campaign

Biography: Bryan Wilson directs Workforce Data Quality Campaign (WDQC), a project of National Skills Coalition (NSC). WDQC advocates for aligned, inclusive, and relevant data systems which inform education and training policies that prepare all Americans for a skilled workforce and support the nation’s economic growth. Previously, Bryan was State Policy Director for NSC, leading NSC’s efforts to assist state-based coalitions and policymakers in the development of specific policy proposals, including providing in-depth analyses of model state policies and proposals. He joined NSC in 2013.

Prior to joining NSC, Bryan was the Deputy Director of the Washington State Workforce Training and Education Coordinating Board, overseeing policy, legislative activities, research, and performance accountability. He holds a doctorate in political economy from Rutgers University.

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

DESCRIPTION

There are significant gaps in our information about post-secondary education and training. For example, we do not know how much students earn after graduating from a program or how many are employed. We do not know how their outcomes vary by race/ethnicity, gender, economic status, disability status, or for veterans. And we have no way to compare their outcomes with those of graduates of other programs. Without this information, it is difficult to determine whether education and training programs are equitably providing people with the skills they need for today’s in-demand jobs.

Some states have stepped up and created data systems with public facing websites that show such information. But such information is not available nationwide. The reauthorization of the Higher Education Act (HEA) offers the opportunity to remedy this situation. The College Transparency Act would amend HEA and create a national, student level data network that includes data on student characteristics, programs of study, and employment and earnings outcomes. Students, program administrators, and policymakers would be able to see educational and labor market outcomes for different populations attending different programs of study at institutions around the nation, and the data would be comparable from one program to another. All this, while strengthening protections for privacy and data security.

This data is critical for students who want to make good decisions about enrolling in a post-secondary program, for policymakers who want to responsibly invest taxpayer dollars, and for colleges and other training providers that want to improve programs for all people.

At this session, the Director of the Workforce Data Quality Campaign, Bryan Wilson, will discuss the effort to provide transparent information on post-secondary programs and how this information would advance efforts to achieve equity. Bryan will demonstrate state websites that already provide such information and discuss the College Transparency Act that would create such a data service nationwide.

Bryan oversaw the creation of the most comprehensive state tools for information on postsecondary education and workforce program outcomes (Washington State’s Career Bridge and Workforce Training Results) and is currently working with others in D.C. to enact the College Transparency Act.

The session will include a demonstration of Washington’s Career Bridge website that has descriptions for more than 6,000 programs at four-year colleges, and community and technical colleges, private vocational schools, as well as apprenticeships and training programs run by nonprofit organizations. About 1,600 of the program descriptions include data about completion rates and post-program employment rates, industry of employment, and earnings. The session will also share information from Washington’s “Workforce Training Results,” including labor market outcomes for populations of interest.

The session will provide up-to-date information on the College Transparency Act (CTA) and the effort to create a national student level data network to would provide similar information nationwide. CTA would authorize the collection of student level data from all postsecondary programs eligible to serve students receiving federal financial aid under Title IV of the Higher Education Act. The data would include information on student: race/ethnicity, age, gender, veteran status, and other demographic information. The student level data would be matched with administrative records containing employment and earnings such that one could know the labor market outcomes for students of each population for each program of study.

Session attendees will receive a fact sheet describing the major provisions of CTA. The session will include examples of how data can be used by policymakers and program administrators to improve equitable outcomes, and by prospective students who want to enroll in a program that successfully serves people like themselves.

Becoming a Threat to Educational Inequity: The Equity Literacy Framework

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am
Room: Crystal

ABSTRACT

Many diversity frameworks focus on vague notions of culture (like cultural competence) or detour around inequity. The equity literacy framework helps us maximize integrity of equity initiatives by avoiding detours. Based on the idea that there is no path to equity that does not involve a direct confrontation with inequity, it cultivates in educators the ability to be threats to inequity. In this workshop I introduce equity literacy and how it helps us focus on rooting injustices out of schools.

PRESENTER(s)

pgorskiPresenter 1

Paul Gorski
Founder
Equity Literacy Institute

Biography: Paul Gorski has spent the past 20 years working with educators and schools to prioritize equity in every dimension of education. He is the founder of EdChange and the Equity Literacy Institute and author, editor, or co-editor of 10 books including Reaching and Teaching Poverty: Strategies for Erasing the Opportunity Gap and Case Studies on Diversity and Social Justice Education (with Seema Pothini). Gorski is the co-architect (with Katy Swalwell) of the equity literacy framework, a school change and professional development approach designed to cultivate educators who are a threat to the existence of inequity in their spheres of influence. His website for educators, the Multicultural Pavilion, attracts close to 1 million visitors per year. Gorski lives in Arlington, Virginia, with his cat Buster.

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

DESCRIPTION

Many popular frameworks for attending to diversity in schools are built around vague notions of culture (such as cultural competence) or around concepts that detour around equity. The equity literacy framework was constructed to help educators and school systems maximize the integrity of equity initiatives by avoiding these sorts of detours, like all of the rehashings of the bootstrap mentality that have made their way into educational “equity” conversations: grit and growth mindset, for example.

The equity literacy framework is based on several principles crafted to keep educators focused on real equity work. For example, it is based on the principle that there is no path to equity that does not involve a direct confrontation with inequity. It is also based on the principle that equity initiatives should never focus on fixing marginalized people. Rather, they should focus on fixing the conditions that marginalize people. By keeping these ideological principles front and center, equity literacy is designed to cultivate educators who have the knowledge and skills to be a threat to inequity in their spheres of influence.

In this workshop I introduce the principles of equity literacy, concepts that can help deepen educators’ equity literacy, and five guiding questions to help us assess the transformative nature (or lack thereof) of our equity initiatives. I use examples related to race, class, gender identity, sexual orientation, religion, (dis)ability, and other equity concerns.

In response to the questions posed in the call for proposals:

1. I have spent the past 20 years working with educators all over the US on these issues as well as working directly with school systems intent on deepening their equity work. I have presented previous versions of this work at the Summit (under its previous name) in the past.
2. The equity literacy framework was constructed out of several decades of research on best practices related to equity and equity-based leadership in schools. In some way it is an ideological framework, but it is also very practical—for example, we will talk about strategies for helping educators cultivate the ability to recognize subtle inequity or spot policies that humiliate students unintentionally.
3. Participants will engage in several brief activities applying equity literacy skills to their own educational contexts. For example, they will engage in small group discussion about examples of deficit views in their organizations’ policies.
4. Participants will receive several handouts and short magazine-length articles about equity literacy.
5. The whole workshop is built around presenting framing ideas then strategies related to those ideas. Again, they will address students of color, students with (dis)abilities, and a variety of other groups.