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.
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.
Our instincts and experience informed us, our data and research confirmed it. Minority male students were simply not achieving on par with all other students. This was not acceptable. Like other colleagues at other colleges, where and how do we start? We began by listening to our students’ voices – using Appreciative Inquiry. They trusted us to tell their stories – about abandonment, bonding dysfunction, their personal experiences with multitudes of life setbacks.