LEADERSHIP FOR RACIAL EQUITY (LEADS) /Seminars Full-waitlist available
There is a possibility of an additional series added with new dates, more to come!
Prerequisite: Beyond Diversity 2 day Institute
Dates: September 22 (rescheduled), September 29, October 28 and December 11, 2020, January 12 and March 11, 2021
Times: 9:30 am – 12 pm full Video Seminar
Cost: CVEDC Members $750 6 sessions $625 if attended session 1 Non-Members $900 6 sessions $750 if attended session 1
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable). Book included.
Seminar Descriptions and Learning Outcomes
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
COURAGEOUS CONVERSATION FRAMEWORK
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitated by Megan Grube, GISU Director of Curriculum, Instruction and Technology
Synchronous Dates: Wednesdays December 2, December 16, January 6
Synchronous Times: 3:30 – 5 pm
Location: Zoom for Synchronous Dates Asynchronous intersession Total Hours: 7
Cost: CVEDC member $150/series Non-Member $200/series
Target Audience: K-12 Educators
Each of these sessions incorporates the best of a blended or online teaching strategy, with asynchronous and synchronous components.
Session 1: Lesson Planning for Blended Learning
This session will help you conceptualize how to plan asynchronous and synchronous instruction that allows you to meet the needs of a variety of learners. Participants will work to identify the building blocks of their instruction and identify ways for students to learn both on tech and off tech.
Session 2: Flipped Classroom
This session will do two things for participants. The first is to experience a flipped lesson as the learner and the second is to learn about the flipped classroom methodology as well as simple and complex applications.
Session 3: Hyperdocs
HyperDocs are self-paced, student navigated lessons. They are able to be highly differentiated. Prior to coming to the session, participants will complete, explore and explain a hyperdoc you’ll receive. Our synchronous session will focus on debriefing and thinking about where and how hyperdocs could be best leveraged within our own practices.
About our facilitator: Megan Grube is the Director of Curriculum, Instruction & Technology for Grand Isle Supervisory Union. Previously she worked as a Vermont AOE School Effectiveness Coordinator and was an inaugural Ferguson Fellow focusing on effective implementation of MTSS in charter, public, urban and rural settings. She earned her master’s degree from Harvard Graduate School of Education in the Mind, Brain and Education Program.
LEADERSHIP FOR RACIAL EQUITY (LEADS) /Seminars Full-waitlist available
There is a possibility of an additional series added with new dates, more to come!
Prerequisite: Beyond Diversity 2 day Institute
Dates: September 22 (rescheduled), September 29, October 28 and December 11, 2020, January 12 and March 11, 2021
Times: 9:30 am – 12 pm full Video Seminar
Cost: CVEDC Members $750 6 sessions $625 if attended session 1 Non-Members $900 6 sessions $750 if attended session 1
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable). Book included.
Seminar Descriptions and Learning Outcomes
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
COURAGEOUS CONVERSATION FRAMEWORK
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
LEADERSHIP FOR RACIAL EQUITY (LEADS) /Seminars Full-waitlist available
There is a possibility of an additional series added with new dates, more to come!
Prerequisite: Beyond Diversity 2 day Institute
Dates: September 22 (rescheduled), September 29, October 28 and December 11, 2020, January 12 and March 11, 2021
Times: 9:30 am – 12 pm full Video Seminar
Cost: CVEDC Members $750 6 sessions $625 if attended session 1 Non-Members $900 6 sessions $750 if attended session 1
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable). Book included.
Seminar Descriptions and Learning Outcomes
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
COURAGEOUS CONVERSATION FRAMEWORK
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitators: Andrew Jones, Ed.D.
Dates: January 13th and January 27th, 2021
Hours: 2:00 – 5 pm
Location: Virtually via Zoom Total Hours: 6
Cost: CVEDC member $150 Non-Member $200
Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders, Instructional Coaches
Description: There is simply too much to teach within any given academic year. The constraints of the current pandemic are also making it a challenge to fit in everything we once could. Attempting to “cover the content” and rushing through units is just not sustainable. A breadth over depth approach does not benefit students and ultimately is futile. This workshop (two half-day sessions) focuses on the concept of a “guaranteed and viable curriculum” and how to prioritize what we teach, with the recognition that we have to let go of some of our content. By going deeper with certain concepts and providing students the time to meet proficiency, we can promote higher levels of achievement.
Participants will:
• Be able to recognize the shortcomings of a “breadth over depth” curricular mentality
• Understand the importance of a guaranteed and viable curriculum
• Become familiar with a process for prioritizing performance indicators and learning targets to “shrink” the curriculum
Andrew Jones is the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. He is also the current president of the Vermont Curriculum Leaders Association (VTCLA). Prior to being a district administrator, Andrew taught high school earth science at Mt. Abraham UHS in Bristol, where he was awarded a Rowland Fellowship in 2015. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging some of the dominant conceptualizations about teaching and learning.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
A CVEDC-subsidized event!
Co-facilitated by Pam Moran, Senior Philosophy and Policy Advisor and Ira Socol, Senior Provocateur and Learning Environment Specialist of Socol-Moran Partners
Dates:
Session 4 virtual webinar January 20, 2021 2-3 pm
(15 recertification hours)*will be switched to virtual if health concerns necessitate.
Location: Online: Zoom platform Face to Face: Delta Hotel, S Burlington, VT
Cost: $300/series Includes book: Timeless Learning by Ira Socol, Pam Moran and Chad Ratliff
*A CVEDC Thought Partner Series is a subsidized venue for collaborative work with regional partners and expert facilitation.
Target Audience: Leadership Teams focused on Equity & Innovation
Sessions 1 & 2 Observation and Design:
Human-sensitive Learning (UX +UI) designing learning experiences with the empowerment grid (empowerment theme) –
• If you can’t put the genie back in the bottle, what’s your genie?
• What are the implications for professional learning based on your reflection and feedback?
• Where did ‘equity’ thrive or falter?
Session 3 Imagination and Innovation:
Powering up Learning – Development & use of strategies to create and sustain an engagement and equity mindset framework.
• How might a “blended-design” benefit students upon their return now and in the future?
• What opportunities do you see for critical variables in the change process?
Session 4 – one hour webinar to reconnect/Q & A
Session 5 Zero-based Thinking and Tactical Processes:
How do we become hyper-learning organizations where we learn, unlearn and relearn at the speed of change?
Incorporate observations and imagined design options from first two sessions
• Use research and development logic model that leads to the learner
user experiences for all – equity theme
• Cross-pollinate and network with other teams to enhance and reflect
• Challenge your thinking
• Cause you to modify or change your paradigms, assumptions or actions.
• Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your profession or life.
A CVEDC Thought Partner Series is a subsidized venue for collaborative work with regional partners and expert facilitation.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
LEADERSHIP FOR RACIAL EQUITY (LEADS) /Seminars Full-waitlist available
There is a possibility of an additional series added with new dates, more to come!
Prerequisite: Beyond Diversity 2 day Institute
Dates: September 22 (rescheduled), September 29, October 28 and December 11, 2020, January 12 and March 11, 2021
Times: 9:30 am – 12 pm full Video Seminar
Cost: CVEDC Members $750 6 sessions $625 if attended session 1 Non-Members $900 6 sessions $750 if attended session 1
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable). Book included.
Seminar Descriptions and Learning Outcomes
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
COURAGEOUS CONVERSATION FRAMEWORK
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
A CVEDC-subsidized event!
Co-facilitated by Pam Moran, Senior Philosophy and Policy Advisor and Ira Socol, Senior Provocateur and Learning Environment Specialist of Socol-Moran Partners
Session 5: FACE To FACE* March 16, 2021 9 – 3 :30 pm
(15 recertification hours)*will be switched to virtual if health concerns necessitate.
Location: Online: Zoom platform Face to Face: Delta Hotel, S Burlington, VT
Cost: $300/series Includes book: Timeless Learning by Ira Socol, Pam Moran and Chad Ratliff
*A CVEDC Thought Partner Series is a subsidized venue for collaborative work with regional partners and expert facilitation.
Target Audience: Leadership Teams focused on Equity & Innovation
Sessions 1 & 2 Observation and Design:
Human-sensitive Learning (UX +UI) designing learning experiences with the empowerment grid (empowerment theme) –
• If you can’t put the genie back in the bottle, what’s your genie?
• What are the implications for professional learning based on your reflection and feedback?
• Where did ‘equity’ thrive or falter?
Session 3 Imagination and Innovation:
Powering up Learning – Development & use of strategies to create and sustain an engagement and equity mindset framework.
• How might a “blended-design” benefit students upon their return now and in the future?
• What opportunities do you see for critical variables in the change process?
Session 4 – one hour webinar to reconnect/Q & A
Session 5 Zero-based Thinking and Tactical Processes:
How do we become hyper-learning organizations where we learn, unlearn and relearn at the speed of change?
Incorporate observations and imagined design options from first two sessions
• Use research and development logic model that leads to the learner
user experiences for all – equity theme
• Cross-pollinate and network with other teams to enhance and reflect
• Challenge your thinking
• Cause you to modify or change your paradigms, assumptions or actions.
• Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your profession or life.
A CVEDC Thought Partner Series is a subsidized venue for collaborative work with regional partners and expert facilitation.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitator: Kathleen M. Budge Co-author and Associate Professor at Boise State University
Dates: April 13 & 14, 2021 Time: Time: 8:30 registration 9:00 – 3:30
Location: Deltal Hotel, 1117 Williston Road, South Burlington
Cost Includes breakfast and lunch and 2 books:
New edition: Turning High-Poverty Schools into High-Performing Schools (William H Parrett and Kathleen M Budge) 2020 ASCD and Disrupting Poverty: Five Powerful Classroom Practices (William H Parrett & Kathleen M Budge) 2018 ASCD
Target Audience: K-12 Educators and Equity Leaders
We know the transformative power of educators, particularly teachers, to improve the life chances of children and youth who live in poverty. What sets these educators apart from others is not only attending to what and how they teach, but also to who they are (what they believe and value) and why they became educators in the first place.
In this 2-day institute, Dr. Budge will share practical advice from her best-selling ASCD books: Disrupting Poverty: Five Powerful Classroom Practices and her latest book (included with this institute) Turning High-Poverty Schools into High-Performing Schools. Participants will learn:
⦁ The five practices that foster a supportive classroom culture and build resilience
⦁ New data and insights into strategies for developing collective efficacy that support high poverty schools
⦁ Integrating social-emotional learning into schoolwide processes and classroom practices
⦁ Supporting children who have experienced trauma.
They will leave equipped with tools and a road map for disrupting poverty’s adverse influence not only on academic learning, but on social and emotional learning as well.
Paul Gorski, founder of EdChange states, “Budge and Parrett are two of my go-to people on poverty and education and they ought to be two of your go-to people, too!”
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.