MCRC@ADVIS DEI Conference: 10/11/19
After the Diversity Training: Supporting & Sustaining Instructional Fidelity in the Culturally Responsive Classroom
Advanced: Supports learning needs and objectives of experienced equity practitioners, change agents
Building Capacity: Skills, Competencies, & Processes for Diversity, Equity, & Inclusion
Session repeats - Round 1 & 2
Penn Pritchard, Curriculum and Instructional Leader, AIM Academy
How do we bridge the gap between professional development offerings and the meaningful, ongoing translation of theory and research into innovative curriculum planning and inclusive pedagogy? In this session, learn how one instructional leadership team is developing fidelity tools to formally establish and define cultural competency as a critical instructional component, describe ideal implementation at the practitioner level, and offer school leaders a framework with which to strategically document observable teacher behaviors and deepen emerging proficiencies. Participants in this workshop will gain familiarity with assessment tools and implementation strategies, engage in self-reflection to identify their own personal and institutional strengths and growth areas in this realm, and work collaboratively to explore the potential impact of instructional fidelity frameworks on their respective classrooms and school communities.
The content in this workshop draws heavily upon the Instructional Fidelity in Diversity, Equity, and Inclusion Initiative currently underway at AIM Academy, and represents a unique collaboration between two symbiotic parts of a larger research-to-practice institution specializing in evidence-based intervention. This project, funded by the MCRC@ADVIS/Carney Sandoe Equity in Action grant, seeks to offer school leaders impactful tools and frameworks to ensure instructional fidelity as it pertains to cultural competency.
This workshop will guide participants to explore the following essential questions: 1) What discrete, observable practitioner behaviors indicate evidence of culturally responsive praxis in various content areas, and how can instructional leaders support emerging skills in the realms of cultural literacy and equitable instruction? 2) How can folks in instructional leadership identify their own growth areas, as well as challenge and support one another through the ongoing process of cultivating equitable, inclusive school communities?
(they/them/theirs) is a Curriculum and Instructional Leader at AIM Academy, where they have been a faculty member since 2009. Currently, Penn sits on the Head's Committee for Diversity, Equity, and Inclusion, and also regularly designs and implements equity-related programming for both students and staff. Penn has presented on the topics of equity, inclusion, identity, and evidence-based instruction for students who learn differently at a variety of regional and national events.
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