Calendar

Aug
13
Tue
Using a Literacy Workshop Model as an Inclusionary Approach (Grades K-6) @ Hampton Inn & Conference Center
Aug 13 @ 9:00 am – 3:30 pm
Using a Literacy Workshop Model as an Inclusionary Approach (Grades K-6) @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated by Juliet King


Date: August 13, 2019   8:30 registration  9:00-3:30 light breakfast and lunch included

Text: Participants choose either: The Literacy Teacher’s Playbook K-2 -or-The Literacy Teacher’s Playbook 3-6

Target Audience: K-6 Teachers and Special Educators, Leaders

The workshop model of instruction provides a comprehensive structure that best supports learning according to the findings of cognitive science.  The workshop model is an inclusionary approach, using a framework in which teachers can share focus lessons as well as provide guided, targeted instruction for small groups of students while other students build skills through purposeful, independent practice. 

During this workshop, participants will dig into this differentiated learning time to consider how teachers can use data to plan and implement a balance of small group and independent work that will best meet the varied instructional needs of all of their students.  Participants are encouraged to bring their own student data to use for planning purposes.

Participants will:
· review data to determine appropriate learning targets
· identify/create learning progressions 
· investigate opportunities for small group instruction
· explore the process for individual conferences
· design a plan for differentiated instruction during workshop

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About our Presenter: Juliet King has been a literacy specialist in Vermont for the past 20 years.  She currently works at Bellows Free Academy Fairfax Elementary School as the instructional coach.  In her position, Juliet supports teachers in all areas of the curriculum in administering assessments, interpreting data, analyzing student work, and planning instruction to meet the needs of all learners.

Sep
24
Tue
Courageous Conversation: BEYOND DIVERSITY/September-Full @ Hampton Inn & Conference Center
Sep 24 – Sep 25 all-day
Courageous Conversation: BEYOND DIVERSITY/September-Full @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitator: Luis Versalles, Pacific Educational Group


Dates: September 24 & 25, 2019  Time: 8:30 am registration 9 am -4:30 pm (Breakfast and Lunches included)

Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members

Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.

ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.

PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education

DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.

CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity

COURAGEOUS CONVERSATIONS FRAMEWORK

“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor,  U.S. Supreme Court Justice (2014)

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Oct
2
Wed
Language Immersion 101: Planning for a Language Immersion Program in Your District @ Hampton Inn & Conference Center
Oct 2 @ 9:00 am – 3:30 pm
Language Immersion 101: Planning for a Language Immersion Program in Your District @ Hampton Inn & Conference Center | Colchester | Vermont | United States

 Facilitators: Michael Berry and Vicki Graf

Date:  October 2, 2019      Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included)

Target Audience: Educational Leaders, Classroom & Foreign Language Teachers

We are fortunate that a local school district in Vermont is a model for others in the implementation of a Language Immersion Program. We know that children learn a second language more quickly than adults, and those who are immersed in it – through home or school, are able to benefit from the language in context and their own interests.

In our diverse, global world, being able to speak more than one language will serve our children well. This day-long workshop will help you think through:
· What Language Immersion is
· Where to start the conversation
           o Committee/community
           o Preschool
           o Language selection
           o School board
           o Foreign language teachers
           o Site visits
· Program Structure
· Pitfalls to avoid/ strategies to implement
· Partnerships to form
· Resources that can support your learning in this area

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About our Facilitators:
Michael Berry is the Montpelier/Roxbury SD Curriculum Director and previously worked with CESU to start a Kindergarten Elementary full immersion class where subjects are fully taught in Spanish and the cohort continues immersion learning as they move through the system at the central office perspective.
Vicki Graf is the principal of Jericho Elementary School. She has guided the work of the immersion class in her school through its layers of implementation, including the hiring process, its structure, communication and refinement.

Oct
17
Thu
Rethinking Classroom Instruction to Promote “Deeper Learning” 2 Part Series @ Hampton Inn & Conference Center
Oct 17 – Nov 11 all-day
Rethinking Classroom Instruction to Promote “Deeper Learning” 2 Part Series @ Hampton Inn & Conference Center | Colchester | Vermont | United States

 Facilitators: Andrew Jones, Ed.D. & Jen Stainton, Ed.D.

Date:  October 17th & Nov. 11, 2019      Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included) 

Includes book: In Search of Deeper Learning: The Quest to Remake the American High School by Jal Mehta and Sarah Fine (2019)

Target Audience: Grades​ ​7-12 Educators, Principals, Curriculum Leaders

Description: What is Deeper Learning?  What strategies and structures currently exist in schools that promote this kind of learning?  What steps can educators take to allow all students to access instruction like this? In this two-day workshop series, participants will evaluate the traditional, industrial-era education model practiced in many middle and high schools by considering case studies of schools working to build a Deeper Learning culture.  By engaging in the literature and in conversations with colleagues, participants will leave with an understanding of what defines a culture of Deeper Learning and how we can move towards this model of schooling to better support student engagement.

Participants will:
· Identify instructional practices that are not serving ALL students well
· Reflect on ways to shift away from a teacher-centered model of instruction
· Gain an understanding of the definition of Deeper Learning
· Compare the promises and pitfalls of Deeper Learning
· Develop action steps for building a culture of Deeper Learning

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Andrew Jones is currently the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont.  Prior to being a district administrator, Andrew taught high school science at Mt. Abraham UHS in Bristol. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging the dominant conceptualizations about teaching and learning.
Jen Stainton, Ed.D. is a building-based Curriculum Coordinator for Woodstock Union High School and Middle School in Woodstock, Vermont.  Jen has 20 years of experience as a high school science teacher.  She is an education enthusiast who enjoys working with other educators to explore innovation and equity in our schools.

Nov
5
Tue
Courageous Conversation: BEYOND DIVERSITY/Colchester 2 Spots Left! @ Hampton Inn & Conference Center
Nov 5 – Nov 6 all-day
Courageous Conversation: BEYOND DIVERSITY/Colchester  2 Spots Left! @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitator: Leidene King, Pacific Educational Group


Dates: November 5 & 6, 2019  Time: 8:30 am registration 9 am -4:30 pm (breakfast and lunches included)

Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members

Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.

ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.

PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education

DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.

CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity

COURAGEOUS CONVERSATION FRAMEWORK

“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor,  U.S. Supreme Court Justice (2014)

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Nov
7
Thu
Courageous Conversation: BEYOND DIVERSITY/Hyde Park @ Green Mountain Technology & Career Center
Nov 7 – Nov 8 all-day
Courageous Conversation: BEYOND DIVERSITY/Hyde Park @ Green Mountain Technology & Career Center | Hyde Park | Vermont | United States

Facilitator: Dawan Julien, Pacific Educational Group


Dates: November 7 & 8, 2019  Time: 8:30 am registration 9 am -4:30 pm (breakfast and lunches included)

Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members

Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.

ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.

PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education

DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.

CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity

COURAGEOUS CONVERSATION FRAMEWORK

“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor,  U.S. Supreme Court Justice (2014)

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BeyonddiversityNov
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Dec
3
Tue
Assessment Architecture: Ensuring Valid & Reliable Measurement of Proficiencies @ Hampton Inn & Conference Center
Dec 3 @ 9:00 am – 3:30 pm
Assessment Architecture: Ensuring Valid & Reliable Measurement of Proficiencies @ Hampton Inn & Conference Center | Colchester | Vermont | United States

 Facilitators: Andrew Jones, Ed.D. & Jen Stainton, Ed.D.

Date:  December 3, 2019      Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included) 

Includes book:  Essential Assessment: Six Tenets for Bringing Hope, Efficacy, and Achievement to the Classroom by Erkens, Vagle, and Schimmer (2017)

Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders

 Description: How reliable and valid are your classroom assessments? Do they accurately measure student proficiency of content and skills? This workshop focuses on how to align both formative and summative assessments with specific proficiencies so as to accurately identify student strengths and weaknesses. In working toward better alignment, we often discover it necessary to tweak current assessments or create new ones, ultimately improving reliability and validity of grade data in the process.  In this workshop, participants will be introduced to an “Assessment Audit Tool,” and will use this tool to review and revise one of their own classroom assessments.

Participants will:

  • Recognize the issues with “legacy” assessment practices
  • Understand the process for ensuring that assessments are valid, reliable, and aligned with specific proficiencies
  • Learn about and be able to use the “Assessment Audit Tool” to refine current classroom assessments and align them with proficiencies
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Andrew Jones is currently the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont.  Prior to being a district administrator, Andrew taught high school science at Mt. Abraham UHS in Bristol. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging the dominant conceptualizations about teaching and learning.
Jen Stainton, Ed.D. is a building-based Curriculum Coordinator for Woodstock Union High School and Middle School in Woodstock, Vermont.  Jen has 20 years of experience as a high school science teacher.  She is an education enthusiast who enjoys working with other educators to explore innovation and equity in our schools.

Mar
13
Fri
Courageous Conversation: LEADS (Leadership for Racial Equity) facilitated by Pacific Education Group Specialists/Colchester-Full! @ Hampton Inn Event Center
Mar 13 – Dec 11 all-day

LEADERSHIP FOR RACIAL EQUITY (LEADS) Seminar Descriptions and Learning Outcome/FULL!

Dates: March 13, April 9, May 8, September 29, October 28 and December 11, 2020  Time: 9 am – 4 pm

Prerequisite: Register for one of the two-day institutes Beyond Diversity (Sept or Nov) if you have not yet attended a Courageous Conversation session.

Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable).

Book included.

LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework

Facilitator: Leidene King

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

Facilitator: Leidene King

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

Facilitator: Ismalis Nunez

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

Facilitator: Leidene King

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

Facilitator: Cortlandt Butts

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

Facilitator: Dawan Julien

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

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Courageous Conversation: LEADS (Leadership for Racial Equity) facilitated by Pacific Education Group Specialists/Hyde Park @ Community Education Center
Mar 13 – Dec 10 all-day

LEADERSHIP FOR RACIAL EQUITY (LEADS) Seminar Descriptions and Learning Outcome

Dates: March 10, April 8, May 7, September 30, October 29 and December 10, 2020  Time: 9 am – 4 pm

Prerequisite: Register for one of the two-day institutes Beyond Diversity (Sept or Nov) if you have not yet attended a Courageous Conversation session.

Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable).

Book included.

LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework

Facilitator: Dawan Julien

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

Facilitator: Leidene King

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

Facilitator: Ismalis Nunez

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

Facilitator: Leidene King

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

Facilitator: Cortlandt Butts

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

Facilitator: Dawan Julien

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