I am a Critical Scholar and Intellectual in this World: Framing the Black Male Experience in K-16 through an Asset Based Framework

button-download-workshop-filesStrand: Building a Diverse Workforce
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


Far too often, the narrative associated with the Black male experience in education and society is situated at the intersection of deficit language and deficit thinking. While current data suggest that far too many Black men and boys are struggling in school, and challenged in other ways, it’s imperative to recognize that not all Black men and boys struggle or live in a perpetual state of chaos. As such, we must consider the complexity of this narrative. Those in the field of Black Male Achievement have continued to push forward work that elevates “narrative change” as a part of the ethos of the Black male experience. This session will challenge our assumptions about Black men and boys in society and education, while also elevating concrete supports and research that embraces the humanity of Black men and boys. It is the intention of this session to provide participants with tools that are applicable in K-16 while also providing a reflective space to build a community of practice in the field of Black Male Achievement.


Robert Simmons, III, PhD

Vice President of Strategy and Innovation
Campaign for Black Male Achievement

Biography: Currently serving as the Vice President of Strategy and Innovation for the Campaign for Black Male Achievement (CBMA), Dr. Robert W. Simmons III is responsible for the national implementation and development of CBMA’s High School Excellence framework, and other place based efforts including mapping the impact of high quality early childhood education on high school completion rates for Black men and boys. CBMA has been recognized by the White House as a key national ally and partner in advancing President Obama’s vision for boys and men of color.

As a nationally recognized scholar and expert on issues of racial equity, urban education and science education, Robert has shared his expertise throughout the United States and on numerous media outlets including CNN. Robert served as the first Chief of Innovation & Research in the District of Columbia Public Schools. While managing numerous initiatives in the district, Robert was the chief architect of the nationally recognized Empowering Males of Color initiative. As a result of this work, Washington DC was recognized, along with Detroit and Oakland, as one of leading cities working to improve the lives of males of color according to the Promise of Place Report. Prior to joining the DC Public Schools, Dr. Simmons was the founding director of the Center for Innovation in Urban Education at Loyola University Maryland. As a tenured professor of urban education and science education, and associated faculty member in African and African American Studies program at Loyola University Maryland, Robert also held a joint appointment as a research associate at the Baltimore Education Research Consortium at Johns Hopkins University.

A former middle school science and math teacher in the Detroit Public Schools, his career has included being nominated twice as the Walt Disney National Teacher of the Year and once for the Whitney and Elizabeth MacMillan Foundation Outstanding Educator Award. Robert has been a fellow with the Woodrow Wilson Fellowship Foundation where he conducted environmental research in the rain forest of Costa Rica, and participated in the Japan Fulbright Memorial Fund. The author of over 40 publications, including the book, Talking About Race: Alleviating the Fear (2013), his research has focused on the experiences of African American males in schools, African American male teachers, science education in urban schools, and the role of race in understanding the social context of schooling. Robert’s next book, Interrupting the School to Prison Pipeline: African American Males as Critical Scholars and Intellectuals, is part autobiographical reflecting on his fathers’ incarceration while offering insights into the educational experiences of African American males.

The author and evaluator of over $2 million in grants, including serving as one of the leading researchers on an NIH funded project designed to support the development of virtual science labs for K‑12 students and teachers, Robert has delivered workshops and lectures throughout the United States and Europe on his research. Robert is a renowned motivational speaker who openly shares his life experiences in Detroit during the height of the crack cocaine epidemic, the mental incarceration he experienced for much of his life due to the physical incarceration of his father, and the significant challenges he faced leaving his childhood home in Detroit to being one of the few African American students at an elite Jesuit high school.

Equity, Inclusion, and Culturally Responsive Practice: Promoting Academic Success for ALL students

button-download-workshop-filesStrand: Strategies for Equitable Learning Environments
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


This workshop will showcase the Reading School District’s multi-year journey toward Equity, Inclusion, and Culturally Responsive Practice. Specific implementation details of this systemic process will be presented. The phases and main components of the work will also be discussed. The overarching goal is to provide the best educational experiences and promote academic excellence for ALL students.


ALVARADO_waldo_2017Waldo Alvarado, M.S.Ed.

Equity Director
Reading School District

Biography: Waldo Alvarado is the Director of Equity & Diversity at the Reading School District. He brings to this position over 30 years of combined teaching, counseling, consulting, and school administration experience. He holds PA certifications as K-12 Principal and as Secondary School Counselor. He is a former Fulbright scholar at the University of Pennsylvania where he earned a Master’s Degree in Psychological Services in Education. Mr. Alvarado was a faculty member in the Department of Psychology & Education at the Central American. He also has extensive experience in private counseling work. Mr. Alvarado began his career at the Reading School District in 2001. He first worked as a secondary school counselor; he then served as an Assistant Principal at the Reading Intermediate High School for where he supervised about 500 students and 30 certified educators.

MUMIN_khalid 2017Khalid Mumin, Ed.D.

Superintendent of Schools
Reading School District

Biography: For the last 18 years, Dr. Khalid Mumin has served in various capacities as a teacher, dean of students, principal, central administrator, and, most recently, Superintendent of Caroline Country Public Schools I Maryland.
Dr. Khalid n. Mumin, superintendent of the Reading School District, has been named a superintendent to watch by the National School Public Relations Association. He is among 24 superintendents nationwide to win the award for the 2015-16 school year.
Dr. Mumin earned a Doctor of Education in Educational Leadership from the University of Pennsylvania, as Master of Education in Teaching & Curriculum from the Pennsylvania State University, a Bachelor of Arts in Secondary English Education from Shippensburg University. He also graduated from the Leadership Maryland Program, as a member of the Class of 2012, and is a member of several national and local organizations.


This presentation will address how the Reading School District (the fourth largest in PA) is working collectively to develop equitable teaching and leadership practices to support the academic and career success of ALL its 17,600 culturally and linguistically diverse students. Equity initiatives will be presented with a special focus on our Deep Equity School Leadership Series. This is a multi-year “train-the- trainer” model designed to create Culturally Responsive Teaching (CRT) Teams. CRT Teams will help schools develop/implement strategies that maximize student achievement as well as improve the climate and culture of our classrooms.

An overview will be offered about how CRT team members will engage with students to bring about positive changes. The student component is The Youth Equity Stewardship Series (YESS!) Process. YESS is designed to prepare middle and high school youth along with adult advocates from across a district to be powerful change agents in building inclusive, innovative, and inspiring school climates. The content combines live musical performance, structured dialogue, creative expression activities, and experiential learning. The arts-based curriculum is designed to build deeper relationships and connections across the spectrum of identities including (but not limited to) culture, race, gender identity, ability, age, belief, economics, learning preferences, and academic history.

The ultimate goal is that these culturally responsive practices will become institutionalized in the social, academic, and disciplinary practices of the Reading schools. Some examples of the strategies already implemented by CRT Teams will be shared such as, peer teacher observation protocols based on the 7 CRT principles, relationship mapping, mentoring, student leadership opportunities, and parent engagement. It is our belief that 21st century high school graduates should be “College, Career and Culturally Ready”. The third “C” will give our students the awareness, knowledge, skills, and attitudes to succeed in an increasingly diverse and globalized society.


School board members, superintendents, central office administrators, school principals, assistant principals, teachers, counselors, parents, community leaders. Beginning to intermediate level of experience doing cultural competence and equity work in a school setting.


Becoming Civil Rights Ready!

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


This interactive session will look at federal laws enforced by the U.S. Department of Education’s Office of Civil Rights and U.S. Department of Justice with regard to secondary education. The presenters will address civil rights laws as they pertain to Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Vocation Education Programs Guidelines, and Title II of the Americans with Disabilities Act of 1990.


BAKER_Shannon_2017Shannon Baker

CTE Education Consultant
North Carolina Department of Public Instruction

Biography: Shannon Baker is an education consultant with North Carolina Department of Public Instruction. She works in Career and Technical Education Support Services, where she oversees the areas of Special Populations, Civil Rights and Equity. She attained her Bachelors’ and Masters’ Degrees from North Carolina State University in Business and Marketing Education and was employed as a Business teacher, Career Development Coordinator, and Special Populations Coordinator with Wake County Schools. She is currently an adjunct instructor in the Computer Technologies Division at Wake Technical Community College.


“Beginning in 1973, various civil rights advocacy groups, including the Legal Defense Fund of the NAACP, sued the U.S. Department of Health, Education and Welfare (now the Department of Education) on behalf of a plaintiff, alleging that the federal government was not enforcing the federal civil rights laws in education. The Federal District Court of Washington, D.C., settled the case by issuing a consent decree in 1977, which required the federal Office for Civil Rights (part of the U.S. Department of Education) to prepare the Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap (the Guidelines) in CTE programs. That document was published in its final form in 1979 and remains in force.
The Guidelines require each state’s education department to develop and implement a compliance and technical assistance program, to prevent, identify, and remedy discrimination on the basis of race, color, national origin, sex, age, and disability in school districts that receive federal financial assistance, in particular, its CTE program.
This interactive session will look at federal laws enforced by the U.S. Department of Education’s Office of Civil Rights and U.S. Department of Justice with regard to secondary education. The presenters will address civil rights laws as they pertain to Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Vocation Education Programs Guidelines, and Title II of the Americans with Disabilities Act of 1990. The presenter will share North Carolina’s model with participants, with the goal of sharing pertinent knowledge and tools for use by local education agencies (LEAs) in becoming civil rights compliant.”


This presentation will be geared to audiences with experience in secondary education. Stakeholders include, but are not limited to, CTE educators and support staff, school counselors/career coaches, school administrators (principals/assistant principals); and intervention specialists. Novice to competent level of experience on civil rights as it pertains to education is expected.

Equity Ambassadors in CTE: One States’ Drive to Engage, Act, and See Change in Learning Environments That Support Special Populations, Nontraditional Career Pathways, and Recruitment on Campuses

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


Colorado has been a state partner with NAPE for more than 5 years. In that time, impactful work has been completed at the secondary and postsecondary levels in our education system. This panel will share some insights, lessons, and ideas for how Colorado got to where it is and where it is going.


Jones Lauren 2017Lauren Jones Austin, MA NCC

CTE Program Director for Special Populations, Counseling & Equity
Colorado Community College System

Biography: Lauren is a a licensed school counselor, nationally certified counselor & past expeditionary learning instructor. As the Career & Technical Education (CTE) Program Director for Special Populations, Counseling and Equity she serves school districts and community colleges by providing trainings that help support the implementation of comprehensive career guidance, equity & inclusivity of programming and collaborative efforts that parallel Colorado’s education initiatives that support Career Literacy and Meaningful Career Conversations (ICAP, PWR, Graduation Guidelines, POS, Career Pathways and more…). Lauren also coordinates the implementation of Middle School CTE programs as well serves as Project Manager for Equity in Education, supervisor of Colorado’s statewide PWR/ICAP Facilitators (10), Western Region Trustee for AMLE, Region V representative for ACTE Guidance & Career Development Division and constant advocate for Special Populations and everything CTE!


This panel will include voices from a student, a secondary teacher/advisor, a state representative, and a postsecondary teacher and postsecondary representative. It will share Colorado’s history prior to its partnership with NAPE and its current status as a result of that partnership. It will share artifacts of its work that can be duplicated by participants as they reflect on curriculum, lesson plans, meeting agendas, student leadership events, and recruitment strategies. Content will be tailored to highlight the panel’s work with special populations and CTE pedagogy.


Beginning and intermediate would fit best. Participant who are advanced and more may find this panel presentation too elementary. Education as a role would be best as the panel will be education arena focused.

Addressing the STEM Achievement, Access, and Literacy Gaps Disproportionately Limiting Low-Income, Under-Resourced, and Minority Student Opportunities

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


STEM achievement, access, and literacy gaps disproportionately limit low-income and minority student opportunities. STEM professionals are uniquely positioned to meaningfully utilize their talent and real-world expertise to deliver an authentic, rigorous, and relevant STEM education. EnCorps recruits, selects, develops, and supports the best and brightest STEM professionals to address the shortage of high-quality, impactful educators for under-resourced students in high-need communities.


WILCOX_katherine 2017Katherine Wilcox

Executive Director
EnCorps STEM Teachers

Biography: Katherine’s career includes more than 25 years of experience in senior management positions in privately-held and public, multi-national corporations, as well as co-founding and leading a national, computer accessories brand. With an appreciation for education, and an understanding of the importance of high standards, hard work, diversity and challenge, she sought a “life-reimagined” career as an educator by joining the EnCorps STEM Teachers Program in 2010. In 2013, Katherine became EnCorps’ Southern California Program and Recruitment Director and in 2014, she was tapped to lead EnCorps as Executive Director. She received Bachelors of Art in both Economics and International Affairs from the University of Colorado, Boulder.


The EnCorps STEM Teachers Program recruits, transitions, and supports experienced professionals and military veterans in the STEM fields to enter classrooms as teachers and tutors, addressing the unmet demand for highly qualified teachers to deliver an excellent STEM education to all children in disadvantaged communities. This program utilizes the strategies relevant to second career professionals to develop the pipeline of outstanding teachers who will inspire the next generation of innovators and problem solvers. EnCorps Educators represent our nation’s top STEM experts; they have been employed an average of 17 years as a STEM professional, and 80 percent have earned either a master’s or PhD in a STEM subject.

EnCorps provides:
• comprehensive professional development to prepare participants for urban classrooms
• early teaching experiences as tutors and guest teachers in high-need public schools
• support from EnCorps staff in navigating the transition to teaching
• partnerships offering accelerated teaching certification with statewide IHEs, county offices of education , and charter management organizations

EnCorps STEM Teachers Program Pathways:
EnCorps offers two pathways to full-time teaching. The Single Subject Credential Pathway is EnCorps STEM Teachers Program’s original pathway, typically requires 12-18 months to complete, and continues to lead to a credential in biology, chemistry, physics, foundational science, geosciences, math, or foundational math. The CTE Credential Pathway is EnCorps’ newest, in which school districts and county offices of education provide online instruction for 15 weeks, crediting industry professional experience and adding STEM pedagogy instruction. EnCorps requires the bachelor’s degree and supports professionals from the following industry sectors: Arts/Media, Energy/Utilities, Engineering/Design, Finance/Business, Health Science/Medical Technology, Information Technology, Manufacturing/Product Development, and Transportation. EnCorps STEMx Tutors Pathway facilitates the means for STEM professionals to stimulate students’ curiosity and to envision new futures for themselves, offers a powerful reward for a limited investment of time, and may inspire some Tutors to consider teaching full-time. EnCorps’ STEM Military Pathway seeks military veterans with technical expertise, who are becoming increasingly available because of the reduction of force from all branches of the military. EnCorps’ Cohort Model begins annually with the Summer Residential Institute. All STEM experts recruited by EnCorps, regardless of pathway, begin their experience by tutoring in a partner organization or school serving high-need students.

EnCorps will share its Theory of Change and share its answers to:
* Where do you find these Unicorns?
* How can you convince them to transition to public service through teaching?
* What should you consider when interviewing and selecting candidates?
* What can or do you do to train and support career changers in a transition to teaching in a high-need community?
* How do we retain these teachers?


Career and technical education and workforce development professionals, business representatives, administrators. I expect that the audience will have a high level of understanding about the need for improved applied math and science teaching in under-resourced communities.