August 24, 2018
Friday, August 24, 2018
8:30 AM to 3:15 PM
8:30-9:00 AM Check-in and Continental Breakfast
9:00-10:30 AM Rosetta Lee
10:30-10:45 AM Break
10:45-12:00 PM Rosetta Lee
12:00-1:00 PM Lunch
1:00-2:00 PM Deep Dive Discussion Round 1
2:00-2:15 PM Break
2:15-3:15 PM Deep Dive Discussion Round 2
ADVIS member schools pay $60 per person. $180 for non-members.
Payment should be made by check or credit card in advance of the program.
Breakfast and lunch are included.
For ADVIS Schools only.
If your school will be sending a group of eight (8) or more attendees, please use the promo code,
, when registering your participants. A 10% discount will be automatically applied to your total. Only groups of 8 or more ADVIS member school guests are eligible for the 10% Group Discount.
DEADLINE TO REGISTER
August 15, 2018
The Episcopal Academy
1785 Bishop White Drive
Newtown Square, PA 19073
Park in lot behind Crawford Campus Center (P5 on Campus Map)
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Director of Professional Development
ADVIS SOCIAL MEDIA
TESTIMONIALS FROM PRIOR ATTENDEES
"Rosetta Lee does it again! Inspiring. I learn something new every time I hear her."
"Although I have been to other professional development workshops on the topic, Rosetta brought such fresh energy, new perspectives, and applicability to her presentation and the break out session."
"Rosetta Lee was fantastic and insightful. Breakout sessions were equally as impactful."
"The Keynote speaker was amazing. I thought Rosetta was captivating, interesting and hilarious; in addition to the in depth and thorough approach she took to addressing the information. I very much appreciated her willingness to address tactics to ensure equity, justice and support in a classroom that did not involve merely 'having a conversation.'"
MCRC @ ADVIS Presents: The Cheryl Irving
Cultural Competency Institute
Featuring Keynote Speaker
: Rosetta Lee
ADVIS is delighted to welcome Rosetta Lee back to this one-day institute designed for all educators and administrators to engage in conversations about creating culturally responsive school environments. Schools report that sending all educators new to their institutions, together with those who have attended in prior years, helps to develop and reinforce a common language and understanding from which to continue this critical work.
Beyond the Why and Into the How: Inclusive Classroom Practices
Keynote Speaker: Rosetta Lee
Transition your thinking from Old School Diversity (something good to do and nice to have) to 21st Century Cultural Competency (something critical in the success of all of our students in a global world). How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence? In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. What are some practical strategies and best practices to become the educator with whom all children thrive?
*NEW* This Year - Deep Dive Discussions
Following lunch there will be two rounds of concurrent workshops around targeted topics for deeper discussion. A sample listing of DEEP DIVE DISCUSSION Topics, and the corresponding guiding questions that will drive discussion, follows. You will choose your sessions the day of the Institute - a program booklet will be available to assist you in selecting your sessions.
Affinity Group for White Males
- Mark Smith, Assistant Director of Middle School, Abington Friends School
Open forum - what questions do you, as a white male, have about the roles you play in promoting equity, justice, and cultural competency in our schools?
How can you, as a white male, use your power and privilege to create a more culturally competent and equitable school without driving the work?
Allies and Accomplices
- Katie LuBrant, Math Department Chair/Co-Clerk of Diversity Committee, Moorestown Friends School
How is an accomplice defined? How is this different from an ally?
How do we develop allies and accomplices in our school community?
How do we show our students that we are accomplices?
Attraction, Retention and Re-engagement of Students of Color
- Rafhia Foster, Director of Admissions & Cultural Competencies, Girard College
How is messaging and visibility helping or hindering the ability for your admissions office to attract students of color?
What are some best practices in developing appropriate support services and creating campus climates to retain families of color?
How can we focus on institutional change reflecting a commitment to examine and, when appropriate, revise policies, power relationships and curriculum?
How can schools alleviate feelings of isolation and an uncertainty of how to negotiate the campus’ academic and social systems for parents and students?
Bridging Strategic and Grassroots Efforts to Support Institutional Equity
- Jesse Cronin-Connolly, Primary Unit Teacher, The Philadelphia School
How can schools transform a strategic commitment to institutional equity and inclusion into sustained practice?
Where are the opportunities to engage in equity and inclusion efforts?
How is that work fostered?
What are some ways to align strategic and grassroots efforts?
Building an Inclusive Classroom for Younger Students
- Lisa Reedich, Lower School Counselor and Naveena Bembry, 5th Grade Social Studies teacher, William Penn Charter School
Why is it essential to talk about various identifiers, such as race and gender, with our Pre-K and Lower School students?
What are the ways we can talk about the various identifiers in a manner that is developmentally appropriate for even our youngest students?
How can we expand our young students' understanding and competency related to these identifiers outside the walls of the classroom, and beyond the school setting?
Diversity and Inclusion in the “Specials” Classroom
- Keisha Herlinger, Lower School Music Teacher, Abington Friends School
Resource or “Specials” teachers are often sequestered to the sidelines when it comes to curriculum that applies to the broader school community. However, they create a unique opportunity to explore identity and social justice through their various mediums. Explore how these teachers are uniquely positioned to incorporate a curriculum of diversity in their classrooms while serving as a resource and collaborator with the classroom teacher.
What do we do with our special area content that encourages students to feel affirmed in their identity?
How do we challenge our students to confront biases that show up in our special areas?
How can we make our spaces and special area curricula more inclusive?
Music, Science, Foreign Language, PE, Library and other special areas teachers are encouraged to participate.
Educating Activist Allies
- Stephen Borish, Science Teacher and Dorothy Sayers, Psychologist, Malvern Preparatory School
What motivates me to be an ally?
How does my identity affect my activism and actions?
How can I become more of an ally and less of an agent?
Am I one of those people with good intentions who perpetuates the system of oppression?
Experiential Leading: Bringing Your Full Self to the Work
- Nica Fleming, Director of Technology/Diversity Coordinator and Sara Narva, Performance Art Teacher, Co-Director of Diversity, The Crefeld School
What in your life brought you to lead this work?
As adult leaders of this work in schools, we are also learning and developing around issues of diversity and inclusion. How does your personal experience impact your leadership day-to-day?
What are some successes and messes you have had with colleagues and supervisors?
In many ways the young people are our leaders, bringing new ideas and identities, and yet we still have much wisdom and experience to build off of. How do you wrestle and reconcile the intergenerational tension?
Inclusion in the Math and Science Curriculum
- Rosetta Lee, Outreach Specialist, Seattle Girls School
Math and science teachers come together to strategize beyond-the-content ideas presented in the inclusive classroom practices framework.
How do our teaching practices affect the sense of equity and inclusion in our classrooms and schools?
How can we develop and implement teaching practices that empower all students?
How can we purposefully embed diversity, equity, and inclusion into the skills we teach in math and science classes?
How can we create meaningful units that bring traditional math and science curricula into today's diverse world?
If You Build It, They Will Come: A Discussion on Recruiting and Retaining Young Faculty of Color
- Brandon Jacobs, Director of Inclusion and Diversity, The Shipley School
What has worked and what hasn't work in recruiting young faculty of color?
What tools and resources are available to help recruit young faculty of color?
What ways can my school better our efforts in recruiting young faculty of color?
- Eduardo Silva, Director of Global Initiatives and Dyann Connor, Director of Social Justice, Tower Hill School
What is a microaggression?
How do I respond to a microaggression on campus and in the classroom?
What effects do microaggressions have on people?
How does bias and implicit bias lead to blind spots?
Policies and Practices Related to the "N" Word
- Frances Hoover, Director of Institutional Advancement, The Philadelphia School
Why does the word generate such strong reactions?
Is it okay to use the word for educational purposes?
What is your school’s stance on teaching literature that uses the “n” word?
What should it be?
How should educators prepare themselves and their students for the teaching of these texts?
What is the appropriate response to students using the “n” word on campus?
What if the student is referencing words in a song?
What if the student is African-American? What if the student is not African-American?
Should schools have an explicit and written policy on the use of the “n” word?
What are the essential elements of an effective written policy?
How should policies address generational differences in interpretation and use of the word?
Queering Educational Praxis
- Em Pritchard, Curriculum Instructional Leader, AIM Academy
How does applying a lens of queer theory expand our collective pedagogical imagination and transform our teaching practice?
For LGBTQIA+ educators, how can we intentionally allow our most authentic selves to "affirm queer energies" in our classrooms and communities?
What can ALL teachers, especially straight/cisgender ones who seek to participate in active allyship, learn from the academic realm(s) of queer theory?
What specific actions can we take to illuminate and challenge cisheteronormative ideology, and how will these choices empower our students, our colleagues, and ourselves?
Recruiting, Retaining and Supporting African American Males
- Samuel Washington, Director of Multicultural Affairs, Associate Dean of Admission, The Lawrenceville School
Given all of the outside factors which adversely influence the self-image of young African American males, what are some of the strategies independent schools can use to enroll, and then support African American males both socially and academically?
Seeking Educational Equity and Diversity:
Designing a SEED cohort for your school - Toni Graves Williamson, Director of Equity and Inclusion, Friends Select School and Deborra Sines Pancoe, Associate Director, Friends Council on Education
How do you create a common language in your faculty regarding issues of diversity, equity and inclusion?
How do we explore other pieces of our identity in our school community beyond being a teacher?
Is it important to explore issues of our own identity in our communities?
What are the guiding practices of the SEED (Seeking Educational Equity and Diversity) program?
Striving for Cultural Competency: A Community Approach
- Susannah Wolf, Principal and Mark Palacio, Assistant Teacher, Fifth/Sixth Grade, The Miquon School
How do you help people to value and respect a concern for someone in the community, even when it doesn't bother them?
How do you tell the story so it becomes everyone's story?
Where are there practices or historical situations that hold back a sense of equity on your campus and what can you do about them?
How do you broaden the circle of people who participate in diversity work, making it feel safe for those who do not see this as their work to enter the discussion?
Students of Color and LGBTQ+ Clubs in Middle School
- Naté Hall, Associate Director of College Planning and Desiree Harmon, Middle School Dean, Friends Select School
Why are student of color and LGBTQ+ groups necessary and appropriate for middle school students?
What are appropriate discussions and exercises for middle school student groups?
How do you work with your administration and parent community to successfully launch these groups, particularly when faced with adversity?
Undoing Unconscious Bias
- Marissa Colston, Director of Diversity and Inclusion, Westtown School
In what ways are we biased?
How do we learn about our own unconscious biases?
What strategies can we use to counter our unconscious bias?
Using DEI Work to Create an Authentic Student-Centered Deeper Learning Environment
- Katie Culver, College of Education, Dept. of Teaching & Learning, Temple University
In this session we will ask guiding questions to help educators redesign learning experiences to use diversity, equity, and inclusion practices when creating a student-centered deeper learning environment.
How can you use DEI work to create an authentic student-centered deeper learning environment?
Thinking about your current learning experiences, how can we collaboratively redesign one to incorporate student-centered learning criteria and DEI practices?
Thinking about your school, what systemic and personal changes are required to make shifts to pedagogy, curriculum, and culture?
Why and How to Talk to Your Students About Race
- Erica Snowden, Dean of Lower School and Diversity Clerk, Greene Street Friends School
Where and when are students receiving information about race?
What is a positive racial identity?
What are some quick ways to address race in the classroom?
About Our Presenter
serves Seattle Girls’ School in dual roles. SGS is an innovative school for Junior High School girls, aiming to empower women leaders and change agents and dedicating its energies to a diverse community of students and faculty, an anti-bias mission, and an integrated curriculum. As a faculty member, Rosetta teaches subjects such as science, math, technology, art, ethics, model building, and more. As a professional outreach specialist, she designs and delivers trainings for all constituencies of the school community, as well as the local and national educational and nonprofit sectors.
Since 2004, Rosetta has been a diversity speaker and trainer on a variety of issues, including cross cultural communication, identity development, prejudice reduction and coalition building, gender and sexuality diversity, facilitation skills, relational aggression among girls, bullying in schools, and gender bias in the classroom. In
for at the 2014 ADVIS Diversity Retreat, Rosetta has presented at numerous conferences and nonprofit organizations such as the White Privilege Conference, Junior League, and City Year. She has also worked with over 100 K-12 public and independent schools throughout the country, including ADVIS' own Abington Friends School, The Philadelphia School, Princeton Day School, and St. Andrews School, to name a few, as well as a number of colleges and universities. She has served several years on the faculty of the National Association of Independent Schools (NAIS) Diversity Leadership Institute, as well as NAIS' diversity think-tank cadre, Call to Action.
Rosetta has served as President on the Board of Directors of SMARTgirls, a Director on the Board of the Northwest Association for Biomedical Research (NWABR), Chair of the 2006 Seattle Expanding Your Horizons Conference, Co-Chair of the 2006 NAIS People of Color Conference, Think Tank Member of the 2012 NAIS Annual Conference, and as a trainer/facilitator with the National Coalition Building Institute. Rosetta is the recipient of NWABR’s 2007 Outstanding Partner in Education Award and recipient of the 2005 Distinguished Teacher Award for the Washington Federation of Independent Schools. She holds a Bachelor Degree from Harvard University (Biology Concentration).
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