Program Tracks: Building Capacity
CONCURRENT WORKSHOPS ~ ALL WORKSHOPS RUN CONCURRENTLY from 12:30 to 1:45 PM, IMMEDIATELY FOLLOWING THE LUNCH BREAK.
Choose ONE from nearly FORTY workshops organized into the following Conference Tracks.
NO PRE-REGISTRATION REQUIRED!
(click on the Track below to see the workshop offerings):
Building Capacity: Skills, Competencies, and Processes for Diversity, Equity, and Inclusion
Equity & Inclusion Exemplars: Programs, Models, Best Practices, Promising Next Practices
Organizational Development & Institutional Change for Equity and Inclusion
Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches
Social Justice, Activism & Allyship from the Classroom to the Community
NO PRE-REGISTRATION REQUIRED FOR WORKSHOPS
Select your top three sessions for conference day so that you are prepared.
Workshops are offered on a first-come, first-served, space available basis.
Building Capacity: Skills, Competencies, & Processes for Diversity, Equity, & Inclusion
Please note, to assist in selecting your workshop session, all workshops are organized according to the knowledge/experience level of attendees, as described below:
New to topic / subject matter
Assumes some familiarity with or exposure to core content
Supports learning needs and objectives of experienced equity practitioners, change agents
In addition, at the end of each workshop abstract/description (in parentheses) you will find the age/grade level for which the session applies (Lower School, Middle School, Upper School, Administrators and Trustees, or All Grade Levels).
Introductory: New to topic / subject matter
Beyond the Binary: Supporting Transgender and Gender Expansive Students
Rachel Kane, Middle School Principal, Sidwell Friends School & The Stone Family: Chester (student), Valerie & Jeff (parents), Abington Friends School
Panel discussion with a student, his parents, and a school administrator, sharing their experience of working together to support and accommodate Chester throughout his coming out process. We hope that this workshop will be helpful to teachers and administrators alike, as we are all in community and working together to support our students in social, emotional, and logistical ways.
(All Grade Levels)
REEL Diversity: Using Media Literacy as a Tool for Teaching Diversity and Social Justice
Shanelle Henry Robinson, Director of Diversity and Multicultural Affairs, Friends Academy
Film is a purveyor of culture. Media literacy refers to the ability to access, analyze, evaluate and create media messages of all kinds. How can we harness the power of mainstream Hollywood film to enhance educational content on diversity, equity and social justice? This session invites cross-cultural dialogue about films' mixed messages and how they enforce and reinforce stereotypes and cultural values. It will teach participants how to evaluate media messages based on our own experiences, beliefs and values, and to understand the role media plays in the social construction of identity and difference.
Intermediate: Assumes some familiarity with or exposure to core content
The Guide for White Women who Teach Black Boys
Ali Michael, PhD., Director and Co-Founder, Race Institute for K-12 Educators
Schools that fail Black boys are not extraordinary. When schools fail Black boys, it’s because they are doing school the way that school has always been done, in a system that was not built for their success. White women make up 65% of the teaching force in America. If we succeed in shifting outcomes for Black boys, it will be because White women responded to the call to change the way we do school. The Guide for White Women Who Teach Black Boys is an extraordinary resource that brings together research, activities, personal stories, and links to video interviews to help teachers rise to the challenge. This workshop will introduce participants to the guide. The presenter is White, and is one of the co-editors of the book.
(All Grade Levels)
A White Diversity Coordinator's Journey: Being an Ally
Tom Lees, Coordinator of Diversity and Inclusion, Delaware Valley Friends School
Kathy Justi, Language Arts Teacher, Delaware Valley Friends School
Temple University Student, Delaware Valley Friends School, Class of 2016
Tom will present the outline of his journey in diversity work that was started by thoughts that conscientious nuns put in his mind in Catholic grade school at St. Matthew's school in Philadelphia, through a visit by SNCC recruiters to his college, to teaching in an all African-American school the day after Martin Luther King's assassination. Tom will outline his involvement in diversity work at Episcopal Academy, MCRC, CWIS, and NAIS, ending with his appointment as Diversity Coordinator at Delaware Valley Friends School. We will then break into pairs for discussion, coming back to the main group to discuss plans for being a good white ally in diversity work.
(All Grade Levels)
Creating Caring Communities and Minimizing Microagressions through Mindfulness, Discussion, Role-plays, and Respect
Susan Gelber Cannon, Middle School Teacher & Lawrence Henderson, MS Diversity Coordinator, The Episcopal Academy
How can we build caring classroom communities where students feel safe and welcome? How can we minimize microagressions: thoughtless, offensive, hurtful comments and actions that destroy feelings of wellbeing and inclusion? Participants will complete "Circles of Culture" in which they record a wide variety of social identifiers with which they identify. We will meditate, write about our discomfort and comfort zones, and use these "safe sharings" to launch into "unsafe conversations" on recognizing and identifying microagressions. Using videos and role-plays, we will develop strategies to minimize microagressions and maximize awareness of caring, empathetic, and respectful ways we can interact in our school communities. Going beyond knee-jerk reactions, we will also examine news items that challenge us to maintain a safe environment for critical thinking and sharing. Activities and discussion will give participants practical strategies to take back to our classrooms at all grade levels.
Diversity and Inclusivity Through Different Lenses: Building Capacity Through an Inclusivity Walk Protocol
Joshua Fritts, Head of Elementary Division, The Lab School of Washington
Unless we purposely take a critical look at our schools through the lens of others, we risk overlooking key opportunities for our students and families to see themselves as part of our school community. An Inclusivity Walk Protocol is a tool to help school administrators, faculty, and staff to experience school through the lenses of their students and families, and in turn develop a list of steps that can be taken to make the school more inclusive for all. In this workshop, participants will be introduced to the concept of cultural lenses, learn how to use an Inclusivity Walk Protocol, and begin to brainstorm ways to build more inclusive school communities.
Exploring Gender Identity Policies in Athletic Programs
Jen Cort, Founder, Jen Cort Educational Consulting & & Steve Powers, Athletic Director, Sandy Springs School
Due to the visibility of their programs, athletic directors are consistently under pressure to create performance programs, compounded when considering gender identity in sports. Schools are navigating how to support gender non-binary and transgender students and often stop the conversation when it comes to athletics and facilities. Middle and Upper Schools face pressure from universities, who have made significant advances in their policies and practices and due to changes in American Pediatric Association guidelines, students are transitioning in younger grades. Middle and Upper School athletic associations are going to face the need for clear and consistent policies and practices. In all areas, schools are best served when navigating these conversations, creating policies and examining practices in advance of accepting non-binary gender students, particularly true in athletics who must navigate with the policies of many schools in their leagues.
(All Grade Levels)
Facilitating Difficult Conversations: Engaging with Important Topics with Faculty
Kimberly Clarkson, Middle School Director, Moorestown Friends School
Discover a meeting format that allows space for and inspires discussion on topics related to identity and helps build a community better able to engage with important topics in a healthy way. Originally created for middle school faculty to discuss socioeconomics, and adapted for lower and upper school, components include discussing article excerpts, role play, reflecting silently and through group writing, and small group discussions. Hear about the original format and how it can be adapted to discuss a wide range of topics. Participate in one of the activities and learn and share ideas about how communities can engage in direct conversations more comfortably.
Good Intent vs Intentional Execution: Establishing an Authentic, School-Wide Culture of Equity and Inclusion
Eric Jones, Head of School, Jocelyn Hillman, Board Chair, Community Partnership School; Edith Arrington, consultant
We live in time when overt prejudice is frowned upon more broadly than ever in the US and independent schools have become increasingly diverse as a result. Well-meaning programs and practices that acknowledge and celebrate difference define many schools' diversity initiatives. This approach, however, does very little to facilitate cultural competence and mitigate systemic bias community wide. A question that asks "What will my school look like when it has successfully created a culture of equity and inclusion?" serves as a useful strategic guidepost for schools interested in moving beyond good intent to intentional execution around diversity. To holistically address this question, it is necessary to 1) gain an accurate, data informed picture of where the school is currently as it relates to diversity, equity and inclusion and 2) develop school-wide practices and policies that establish equity and inclusion as cultural norms, starting at the board and administrative levels.
(Administrators and Trustees)
Reimagining Diversity Day: Incorporating Social Justice, Global Initiatives and Service Learning
Eduardo Silva, Director of Global Initiatives & Dyann Connor, Director of Social Justice
Has your school ran the same Diversity Day schedule for years? Conversely, are you looking to build a Diversity Day program in your school, but want to do something innovative and different? This workshop will present how Tower Hill School's annual Diversity Day was transformed into a Global Social Justice and Service Symposium. Together, we'll look at what it takes to build a similar program in your school from start to finish. Presenters will address possible pitfalls in planning an event like this and discuss how to better engage students and faculty. Attendees will leave this workshop with a better understanding of how to infuse Social Justice, Global Initiatives, and Service learning into one event in order enrich the student. Handouts and templates will be given so that participants can begin planning and putting together a similar event right away.
The 411 on Avoiding Catastrophe with Parents and Students of Color
Pamela Brown, Educational Psychologist & Gerri Allen, Middle School Diversity Coordinator/2nd Grade Boys Teacher, SCH Academy
Although independent schools are more diverse in terms of student bodies, continued debate and varied level of commitment to diversity and inclusion, equity and justice, fluctuate even as practical experience havoc is wreaked on teacher confidence, student experience, and families of color customer satisfaction. When students of color experiences social, academic or behavioral challenges or behave in manners that go against the norms of the school culture, these predictable school issues which are normally encountered by students of all backgrounds can take on a life of their own. When others suggest directly or indirectly that we've taken wrong actions many of us are understandably offended. We can find it difficult to respond to these challenges when accused of bias and prejudice. All of this works to confound a school’s ability to intervene to effectively support children of color who are confronted with or experience social, behavioral, or academic challenges.
Advanced: Supports learning needs and objectives of experienced equity practitioners, change agents
Out of the Silos
Sherry Coleman, Principal, Coleman Strategic Consulting (ISC) & Trina Gary, Founder & Director
This workshop will explore the strategic work involved in creating equitable school communities through intentional purpose: How our good intention can support or negate the work of hiring and retaining a diverse faculty and building strong constituent relationships with alumni of color. Understanding how our collective work can strengthen our path forward.
(All Grade Levels)
Association of Delaware Valley Independent Schools | 701 W. Montgomery Avenue, Bryn Mawr, PA 19010 | 610-527-0130
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