Strand: Increasing access and equity in CTE and STEM Time: Tuesday, April 17, 2018 from 9:15 – 10:30 am Room: Williamsburg ABSTRACT Experience NAPE’s unique approach to professional learning through the process we use (the Program Improvement Process for Equity/PIPE) and the lens we apply (the Micromessaging Cultural Framework), and explore how these approaches are […]
Paper Thin Diplomas: How States Can Shape Policy and Practice that Leads to Equity and Accuracy in High School Graduation Rates
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.
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.
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.
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.
“Not In Our House!”: A state agency’s preliminary self-examination to build capacity for equity-minded leadership
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.
Good Intentions and the Unintended Consequences: What Classroom Equity Mapping Revealed about Teacher-Student Interactions and Teacher Beliefs at One Middle School.
Share in my journey of practice and discovery as a maiden participant in NAPE’s Certified Educational Equity Coach (CEEC) program. Participants will learn about the program as well as innovative and practical strategies to support equity coaching in their classroom, campus, or district. See how GoPros and classroom equity mapping revealed beliefs and biases that sheltered some students from the learning process, and how equity action plans can guide instructors to more equitable practices.
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.
Comprehensive, constituency-led design and implementation of online and in-person diversity and equity interdisciplinary professional and community development provides the critical reflection necessary to incite a long-lasting systemic shift toward equity. An intersectional, decolonizing pedagogical lens means leaders and stakeholders can arrive and participate in tact, inspiring awareness and understanding of biases and strengths, making conflict and difference valuable and transformational.