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

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

ThoughtPartners2021flyer
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Category:	FY20-21
Date:	June 16, 2020

Featured Presenter: Dr. Tina H. Boogren

Targeted Audience: All educators

During this unprecedented time, it is crucial that we work to establish healthy habits and routines that allow us to bring our very best selves to those we serve. By utilizing a research-based framework for self-care, Dr. Tina H. Boogren will help educators of all levels and backgrounds develop personalized self-care plans for themselves and for their staff, tailored to this unique moment in history. Participants will walk away feeling inspired, rejuvenated and empowered and with personalized self-care plans that can be implemented on an individual basis or presented to school staff as a way to increase retention rate sand avoid staff burnout.

Learning Outcomes:
• Understand the foundational research and theory on self-care.
• Discover how to create a culture in schools and classrooms that awakens both teachers and students to new possibilities and excitement.
• Explore how Maslow’s hierarchy of needs – (1) physiological, (2) safety, (3) belonging, (4) esteem, (5) self-actualization, and (6) transcendence – comes into play in your personal and professional life during this unique moment in history.
• Explore specific, easy-to-implement strategies and recommendations related to each level of the hierarch that can be put into place immediately.

Tina Boogren
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Category:	FY20-21
Date:	December 3, 2020

About our Marzano Presenter: Tina H. Boogren, PhD, is a former classroom teacher, English department chair, instructional coach, professional developer, athletic coach, author, and building-level leader and is the author of 180 days of Self-Care for Busy Educators an Take Time for You.

Facilitated by: Jenn Wood, M.Ed
Target Audience: K-12 Educators

These 30-minute sessions are designed to support educators during
this time of additional stress to find balance and calm. You will
incorporate 3 evidence-based practices that are effective self-care
practices for beginners and experienced mindfulness practitioners.

Relax and nourish with these practice sessions. Establish a new
practice and reignite existing practices that are doable and
supportive. We will introduce the 3 practices in week 1 and dive
deeper into each at the following 3 sessions.

Week 1: Welcome, introduce the 3 practices
Week 2:Movement/qi gong
Week 3: Intentions
Week 4: 3 breaths (extend to several minutes of breathing practice),resources

Mindfulnessasselfcare
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Category:	FY20-21
Date:	December 3, 2020

LEADERSHIP FOR RACIAL EQUITY (LEADS) /Seminars Full-waitlist available

There is a possibility of an additional series added with new dates, more to come!

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

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

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

ThoughtPartners2021flyer
ThoughtPartners2021flyer.pdf

626.7 KiB
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Category:	FY20-21
Date:	June 16, 2020

Facilitated by Sonya Collie, Pacific Education Group

Target Audience: K-12 Educators & Leaders

White racial identity development theory describes how white people develop a sense of themselves as racial beings. In this session, participants will use the Courageous Conversation ProtocolTM to move from a theoretical understanding to a personal examination of their own White racial consciousness journey.

Participants will reflect on their experiences of the stages of White racial identity development, so that they can apply these learnings to who they are a racial equity leaders in their families organizations and communities.

WhiteRacialIdentity
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Category:	FY20-21
Date:	December 3, 2020

Facilitator: Kathleen M. Budge Co-author and Associate Professor at Boise State University

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.

Disruptingpovertyflyer
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Category:	FY20-21
Date:	June 2, 2020

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!”