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1. A Guide for White Women Teaching Black Boys
Description: This interactive session introduces the book, A White Women's Guide to Teaching Black Boys. It was created to support White Women (educators) to engage in concentrated, focused inquiry around their relationships with Black male students and the impact on those relationships related to issues of white supremacy, white privilege, race and racism. Using starts, facts, testimonials, professional (personal) experiences and video footage from interviews with both White female teachers and Black men and boys, this workshop is designed to generate new avenues of reflection and action for White (all) teachers, educators, parents, guardians, mentors and others.
Eddie Moore, Jr. has pursued and achieved success in academia, business, diversity, leadership and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege and leadership training/workshops. Dr. Moore is recognized as one of the nation's top speakers and educators.
2. Amplifying Student’s Voice during COVID
Description: As we worked towards creating a school environment that focuses on belongingness for all during COVID. We rarely include the most pivotal group at the table during the planning process. As educators we know the importance of effective communication, problem solving and collaboration. In this presentation we will look at how one K-8 public school centered student voice as a critical component of their equity improvement process. Including students' voices during initiates provides a window of solutions, opportunity, and ideas that can help restructure our programs.
Samuel Etienne, Principal of NJ PK-8 Public School
Samuel Etienne is principal of a NJ PK-8 public school, a RIDES school. Actively involved in school-based/district work around equity, Sam is focused on belongingness for all during COVID19. Mr. Etienne served as 9-12 Mathematics teacher, district level coach, district supervisor overseeing 35 schools and on the Algebra Task Force for NJ DOE, a Lenses-on-Learning facilitator, presenter at the National Assessment of Assessment of Directors symposium (NAAD) at the National Council of Measurement in Education (NCME). Growing up in Haiti, community and working collaboratively is integral to Sam’s life. Working with people brings joy and excitement to his spirit.
3. Real Talk: Who’s not doing the learning in your system?
Title: Real Talk: Who’s not doing the learning in your system? One Equity Team’s
approach to balancing the pressures of supporting systemic change and improving
student outcomes while prioritizing the learning and development of their own
Objective: How to create the conditions to build individual and team capacity development
while supporting systemic change.
Description: In Chicago Public Schools, an Equity Team was created in the Fall of 2020 with
stakeholders from Central Office, Network and School, including: Chief of Schools,
Data Strategist, Instructional Support Leaders, Social-Emotional Learning
Specialist, Equity Achievement Specialist, and Elementary Principals. In this
session, participants will have an opportunity to learn how this Equity Team
created the conditions that allowed for the development of individual and team
capacity while supporting systemic change through on-going equity improvement
cycles. Participants will have an opportunity to reflect on how they might
(re)prioritize their own equity teams’ learning or might establish a more inclusive
Elizabeth Brown, CPS Equity Achievement Specialist
Elizabeth Brown serves as the Equity Achievement Specialist in the Chicago Public Schools (CPS) Office of Equity. Beth’s primary focus in this role includes assisting in developing, monitoring, managing, and presenting the Equity Office’s strategic priorities and progress regarding closing the opportunity gap for CPS’ African-American, Latinx, and other underrepresented student populations. Beth also has the opportunity to work with the Network 6 Equity Leadership Team to design, support, and engage in collaborative inquiry and learning to address equity challenges and improve student experiences across the network. Beth has served in the field of education for over 20 years; prior to this role she was an assistant principal at Lincoln Park High School (CPS) and as a teacher in CPS, Oak Park (IL) Elementary School District 97, and District of Columbia Public Schools.
Brennen Humphrey, CPS Network 6 Instructional Support Leader
Brennen Humphrey is currently an Instructional Support Leader for Chicago Public Schools Network 6. She holds a Bachelor of Science in Finance and International Business from the University of Illinois Chicago, a Master of Arts in Teaching Secondary Mathematics from Marian University and a Master of Education in School Leadership from Harvard Graduate School of Education. Over the last 11 years, she has worked in urban education in Indianapolis, Boston and Chicago at the high school, middle school and elementary level in a variety of roles including: High School Math Teacher, Resident Principal, Assistant Principal, and most recently Network Instructional Support Leader. She believes, as educators, it is our moral imperative and responsibility to provide all students with high-quality instruction and equitable support to reach and exceed high expectations.
Nicole Milberg Chief of Schools, Network 6
Nicole Milberg serves as the chief of Network 6 in Chicago Public Schools and oversees 21 elementary schools across diverse communities on the near-West Side. Prior to becoming chief, Nicole served as principal of Ellen Mitchell Elementary School. Under her leadership, Mitchell earned a Level 1+ school quality rating, was named an exemplary school by the CPS Office of Social and Emotional Learning, and was ranked among the top 15 district schools by Chicago Magazine.
Nicole has served as a new principal mentor, a resident principal mentor, a Chicago Principal Fellow, and an Independent Schools Principal. Before joining CPS, she taught in Newark, New Jersey and Washington, D.C. Nicole holds a master of business administration from the Yale School of Management and a master’s degree in school leadership from Harvard University.
Anita Brown, Instructional Support Leader for Chicago Public Schools
Anita Brown, Instructional Support Leader for Chicago Public Schools. For 20 years it has been my privilege to serve in a learner and leadership capacity in schools in Chicago, the surrounding suburbs and school districts around the country. As a native Chicagoan I experience both the joys and challenges of being an African-American woman, raising African-American sons. My background is in Mathematics Curriculum and Instruction and education leadership, having studied at the University of Illinois in Urbana-Champaign and Chicago as well as Aurora University and American College of Education. I believe in the brilliance of Black children in their ability to be doers of mathematics. This moment in education brings, for me, signals an opportunity to invite others to be bold in their declaration of the same for all students.
Kiersten Nanavati, Social Emotional Learning Specialist at Chicago Public Schools
Kiersten Nanavati is in her twelfth year of working for Chicago Public Schools (CPS). She holds a Bachelor’s Degree in Elementary Education with a concentration in Mathematics from SUNY at Oswego, a Master’s Degree in School Counseling from Loyola University Chicago and a Master’s Degree in Educational Leadership from Concordia University. She is currently the Social and Emotional Specialist for Network 6 but has held a variety of roles including; Counselor, Special Education Case Manager, Assistant Principal and Interim Principal during her time in CPS. During her college work in education in her home State of New York she quickly recognized her passion for supporting the whole child. Kiersten has been fortunate enough to have worked in a variety of neighborhoods with a diverse range of communities throughout the city of Chicago. These experiences have been the driving force behind her purpose and work for equity in schools and communities. She believes that all children have the right to empathy, advocacy and equity and it is the responsibility of educators to provide that for their students.
4. Preventing and Addressing Bias-Based Incidents Between Students
Description: The Boston Public Schools Office of Equity has developed 24/7 Respect, a nationally recognized Telly Award-winning video and innovative curriculum to educate middle and high school students about how to prevent and address incidents of biased based and sexual based misconduct.
Objective: This session will highlight the elements of an effective school or district bias prevention program, including foundational policies and protocols, and the 24/7 Respect program. Participants will have the opportunity to share best practices, and consider next steps in their efforts to prevent and address student-on-student incidents. Additionally, we have formulated the following two goals for this workshop presentation: - Participants will gain a better understanding of how to educate students about their rights and responsibilities related to bias-based and sexual misconduct. - Participants will learn about the components of the 24/7 Respect program, and have the opportunity to set up individual follow up meetings to find out more.
Becky Shuster, District and School/Organization: Boston Public Schools Office of Equity
Becky Shuster has served as Assistant Superintendent of Equity since 2015 after over three decades in the field of civil rights and inclusion. Becky’s prior work includes fifteen years as Director of Training at the Massachusetts Commission Against Discrimination.
Jonathan Zielke, District and School/Organization: Boston Public Schools Office of Equity
Jonathan Zielke is the Director of 24/7 Respect, including overseeing annual implementation in the Boston Public Schools, and introducing the program to districts across the nation. Jonathan’s prior work includes five years as a teacher at various grade levels, and equity work at the Harvard Graduate School of Education’s EdRedesign Lab.
5. Partnering with Families, Staff, and School Leaders to Co-create Equitable Schools
Description: Kindred mobilizes coalitions of families, staff, and leaders in diverse schools to work together to advance educational equity and racial justice in their communities. Join this session to learn about the organization’s dialogue-to-action program model, hear from members of its growing network of diverse schools in Washington, DC, and experience first-hand Kindred’s approach, which is designed to disrupt typical power dynamics; center the voices, experiences and ideas of parents and staff who have most experienced inequity; and influence the personal, social and structural levels of the education ecosystem toward the cultivation of schools and school systems where everyone can thrive.
Objective: Participants will: -Learn about an impactful and equity-driven approach to family-school partnership -Experience a slice of this approach first-hand - Consider connections and potential applications to their contexts.
Dominique Moore, E.L. Haynes Parent and ROAR Leader
Dominique is the proud mother of 5-year-old Grayson, a kindergartner at E.L. Haynes Public Charter School in Washington, DC’s Petworth neighborhood. Everything Dominique does in her life is in service of setting a strong example for Grayson and showing up for the families in her community. This includes her role as a leader of Haynes’ parent body, ROAR, and her advocacy through the community organization PAVE: Parents Amplifying Voices in Education. Dominique earned a degree in business management with a concentration in international business from the University of the District of Columbia and is a civil servant at the United States Department of Veteran Affairs.
Meredith Morelle, Director of National Programs and Special Projects
Meredith became a teacher in 2002 to work toward racial justice through education. She has experience as a practitioner and a leader at the middle and secondary school levels, in the non-profit sector, and in the federal policy arena. Meredith earned her graduate degree in human rights studies, with a focus on racial justice, from Columbia University and holds a B.A.in broadcast journalism from American University. She joined the Kindred team in 2018 and is honored to be able to work with families, staff, and leaders to drive educational equity in their school communities, especially as the mom of two elementary school children herself.
Kenli Okada, E.L. Haynes Parent and ROAR Leader
Kenli is the proud father of two daughters – a kindergartner and a second grader – who attend E.L. Haynes Public Charter School in Washington, DC’s Petworth neighborhood. In addition to being a Haynes parent, Kenli also worked for the school for seven years, serving in a number of roles including operations, data, and strategy. After transitioning to his current role as managing director at EmpowerK12, a nonprofit dedicated to building data capacity in schools, Kenli became more involved as a parent at Haynes and has proudly been helping lead the school’s parent equity group, ROAR, for more than a year. Kenli received his undergraduate degree in mathematics and physics from Brown University and his MBA from the Yale University School of Management.
Brittany Wagner-Friel, Elementary School Principal, E.L. Haynes Public Charter School
Brittany began her career in education working with children with physical disabilities throughout high school and college, before moving abroad to teach English as a second language in Mexico. She joined E.L. Haynes in February 2007 as a teaching fellow before becoming an elementary school special education teacher. Brittany was promoted to Assistant Principal in 2012 while a member of New Leaders and became Principal in 2014. She graduated from The University of Vermont with a Bachelor’s degree in political science and earned her Master’s degree from The Catholic University of America in special education. She was a 2015 Fellow with the Relay Graduate School of Education’s National Principals Academy, and earned her Executive Masters in Leadership from Georgetown University. In addition to leading the elementary school, Brittany is also the mom of a Haynes Pre-K3 student.
6. Building a Coalition for Diversity Beyond the Four Walls of Your School
Description: Working on school diversity issues can often feel like isolating, challenging work. Yet, significant progress on the broader mission of ensuring educational opportunities for children in diverse, integrated, high-quality settings will require collaboration beyond the four walls of any given school. In this session, leaders from the Bridges Collaborative, a new national initiative that brings together organizations from across the country who are working on school and neighborhood integration, discuss the broader national context for school integration work in 2020, considering the social, political, and resource landscape, and focusing on how organizations can work across sectors to deepen their impact.
Objective: We hope participants will leave the session knowing: * The scope of school diversity/integration activity happening across the US * The current national political and opinion landscape for school diversity/integration * The ways in which housing organizations are addressing integration (and how they impact schools) * Opportunities for collaboration across sectors (charter, district, housing), and first steps to furthering collaboration in their local context * What TCF’s ground-breaking research says about the most effective ways to communicate about school integration.
Halley Potter, Senior Fellow Century Foundation
Halley Potter is a senior fellow at The Century Foundation, where she researches public policy solutions for addressing educational inequality. She is an expert on school integration, preschool equity, charter schools, and college access and co-author of A Smarter Charter: Finding What Works for Charter Schools and Public Education. Halley is a former elementary school teacher and a founding board member of the Diverse Charter Schools Coalition.
Stefan Lallinger, Director of the Bridges Collaborative, Fellow Century Foundation (Former RIDES Fellow).
Stefan Lallinger is a fellow at the Century Foundation and the Director of TCF’s Bridges Collaborative. He focuses on issues of racial and socioeconomic integration, equity, school governance, and district-charter relationships. Dr. Lallinger previously worked as a Special Assistant to Chancellor Richard Carranza in the New York City Department of Education working on agency policy and strategy. Prior to working at DOE, Dr. Lallinger led Langston Hughes Academy, a Pre-K through 8th grade open-enrollment school in the Recovery School District, in post-Katrina New Orleans, where he served as principal, assistant principal and teacher for nine years.
7.Engaging Students as Partners in Equity Improvement Work at the High School of Fashion Industries
Description: HSFI is focused on developing student equity leaders and coherence around DEI work. Members of our community will highlight how students have been engaging as leaders in equity improvement work in order to strengthen our sense of community and improve our instructional practice.
-Share our DEI efforts in integrating students in the school's decision-making processes and building capacity among the staff and students.
-Discuss having students, teachers, and administrators work side by side as equal partners in making these equity improvements through an Equity ImprovementCycle.
-Share the used protocols and a structured process to collaboratively observe classroom instruction, analyze learning tasks, and develop ideas for next steps.
-Discuss next steps in an ongoing improvement cycle (in alignment to Matthew Kay’s book: Not Light But Fire) to develop classrooms that provide a better focus on belonging and honest discussions about race and strengthen our sense of community.
8. Integrated Schools and Anti-racist School Integration
Description: Join Integrated Schools for a discussion about how parents are working towards meaningful school integration. We believe our schools are a focal point in the work of creating a true multiracial democracy. We are building a movement of parents and caregivers who push back against the White-normed parenting culture to practice what we call antiracist school integration. We will discuss this and share our theory of change and how we support parents to make decisions that chip away at White supremacy and anti-Black racism.
Integrated Schools is building a movement of parents and caregivers to practice antiracist school integration. We engage in relationship building, education, self-reflection and behavior change. We work to create a radical heart and mind shift as we mobilize parents to make decisions that chip away at White supremacy culture and anti-Black racism."
Courtney Epton, Parent Advisor Board Member
Bridget Gernander, Parent Advisory Board Member
Andrew Lefkowits, Parent Advisory Board Member
Molly Wheeler, Parent Advisory Board Member
9. Emancipatory Leadership, a Transformational Approach Towards Equity
* Recording is not available.
Description: Ayanna Pressley states "The people closest to the pain, should be closest to the power"- How do we lead organizations towards this outcome and create the conditions necessary? Emancipatory leadership is expressed through individual practice, collective action and social praxis.
1) Exploration and understanding of Emancipatory leadership as a leadership theory
2) Components of Emancipatory leadership
3)Critical Self Awareness and responsibility of leadership and equity work
Zachary Green, PhD is a Professor of Practice in Leadership Studies, School of Leadership and Education Sciences, University of San Diego
Zachary Green, PhD is a Professor of Practice in Leadership Studies, School of Leadership and Education Sciences, University of San Diego. He is also the lead faculty of the RISE San Diego Urban Principal Preparation Program (RISE UPP). Zachary and Dr. Fabiola Bagula are co-authors of an approach and working paper on Emancipatory Leadership that examines equity and liberatory practices in education and social justice contexts. Zachary, a clinical and community psychologist by training, received his doctorate at Boston University and completed advanced training at Cambridge Hospital/Harvard Medical School. Zachary began his consulting practice at the Wharton Center for Applied Research. He provides leadership coaching and training to organizations as varied as the RIDES program, the Monarch School for homeless children, the Brookings Institution, and international entities such as the World Bank and United Nations High Commission for Refugees.
Fabiola Bagula, Ph.D., Senior Director, Equity for the San Diego County Office of Education (SDCOE)
Fabiola Bagula, Ph.D., Senior Director, Equity for the San Diego County Office of Education (SDCOE),builds the capacity of site and district leaders and partners with stakeholders and policymakers to improve equity consciousness and cultivate inclusive learning environments. She has served as a teacher, teacher coach, principal, principal coach, and assistant superintendent. In each of these roles, she has focused her attention on transforming systems into places of opportunity and high-quality learning. Dr. Bagula was honored as the 2013 Cesar Chavez Visionary leader and continues to be an active member of the community. She is a published author, a National Equity Project fellow, adjunct faculty in the graduate program from CSU San Jose and faculty for RISE San Diego.
10. Using stories and intentional conversations to build self-awareness and drive social change
Description: Using stories and intentional conversations to build self-awareness and drive social change. In addition to examining data and auditing policies, anti-racist schools commit to developing the self-awareness and cultural proficiency of educators. This is complicated work, however, because it can’t be mandated or implemented through policy changes. Investing in identity work is developmental, relational, and requires a long-term commitment.
Join the Co- Director of SEED (Seeking Educational Equity and Diversity) and the co-author of Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism to discuss examples and related outcomes of this work. Examples include a district that identified “self- awareness” as an area for growth on their RIDES Progress Assessment.
● Participants will understand the importance of building self-awareness among educators
about their various identities, their impact on teaching and leading, and their impact on
students’ life experiences.
● Participants will experience an example of an activity to build self-awareness.
● Participants will understand a few different structures for a school or district to engage in
building self-awareness of educators.
We will engage participants in a short sample activity with reflection in small groups. We will provide time for Q&A.
Gail Cruise-Roberson, Co-Director SEED
Gail is the Co-Director of the National SEED Project. She facilitates small group conversations on topics of oppression, privilege, and diversity -- without blame, shame, or guilt. She has co-facilitated groups of teachers and professional development colleagues in year-long diversity seminars in Chicago and Oak Park, Illinois and the South Orange/Maplewood, NJ school district. In addition, she has helped train diversity facilitators (teachers as well as high school students and parents) to lead their own year-long seminars since 1999 (with the Minnesota Inclusiveness Project) and since 2008 in California as part of the National SEED staff. Currently she co-facilitates a group of New York-area based SEED-trained facilitators who lead their own school-based groups, and works on content development for the growing National SEED Project website.
Throughout her career, she has worked in public education reform and adult education in New York City, Newark, NJ, and Chicago, Il. She has a B.A. in English and graduate work in Communications from Queens College (CUNY), with a focus on small group communication. She is a hospice volunteer and is exploring new ways of working with the aging that incorporate the vision and strategies she’s learned through her work with SEED.
Sarah Fiarman, Former Principal and Author
Sarah Fiarman consults with schools, districts, and non-profits to build justice-centered learning communities where every child and adult is able to thrive. Sarah became an educator out of a commitment to teach anti-racism to all students and ensure that Black and brown students received the excellent education they are too often denied. Over the years, her aims have expanded to include a focus on helping white people (starting with herself) see the ways in which they perpetuate racial inequities and their responsibility to continually work to change these behaviors.
A former principal, Sarah has written and consulted about school leadership, unconscious racial bias, and system-level improvement. Her books include: Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism (co-author with Tracey Benson), Instructional Rounds in Education (co-author with Liz City, Richard Elmore, and Lee Teitel), the Data Wise series (contributing author), and Becoming a School Principal. She taught in the School Leadership Program at Harvard Graduate School of Education where she also earned her doctorate.
11. Anti-Bias Education in Practice: Tools and Approaches for Creating Equitable School Spaces
Description: Our anti-bias approach is centered in notions and mindsets of identity and inclusion, and uses the tools of community building, critical literacy, Universal Design for Learning, representation, and social action to deepen personal and collective growth and change in schools.
Sahba Rohani, Executive Director
Sahba Rohani serves as the Executive Director of Roots ConnectED, an initiative she helped found and launch in 2017, born out of a decade of experience and learning from Community Roots Charter School, a pioneer in the diverse by design movement, located in Brooklyn, NY. She was the Director of Community Development at Community Roots for nine years, where she began as a founding teacher in 2006. Her work focused on engaging staff, students, and families in the community building processes necessary to create intentionally integrated anti-bias school communities through staff development, curriculum support, and innovative family and community programming. This work is further expounded on in the 2014 book: A Smarter Charter. Sahba has been working with children and in community development for the last 24 years. The passion for her work stems from her foundational belief in the oneness of humanity due in part to the guidance and love of her Persian-American family and her upbringing as a member of the Baha'i Faith. She believes firmly in the nobility of each human being and works hard to bring that to the forefront of her work. Since 2016, she has been working to support schools across the country in practices of anti-bias and inclusive education through presentations at Conferences, leading multi-day training for school leaders and educators, and coaching schools and organizations directly in institutional shifts towards equity. Sahba holds an MA in International Education: Family and Community Development from Teachers College, Columbia University.
Allison Keil grew up in Brooklyn, New York. Ms. Keil holds a bachelor’s degree from Brown University and a master’s degree from Bank Street College. Ms. Keil began teaching in 1995 and joined Teach for America as a Corps member in 1998. She has taught in public, private and charter schools in NYC. In 2006 Ms. Keil Co-Founded Community Roots Charter School (CRCS) with Sara Stone in Fort Greene, Brooklyn, where she still serves as Co-Director. CRCS opened its doors to 100 Kindergarten and First Grade students in 2006 and currently serves 475 students in grades Kindergarten-8th. CRCS is a K-8 model of integration and inclusion. In 2013 Ms. Keil was awarded the Distinguished Service Award from Bank Street. Ms. Keil's work at Community Roots Charter School is highlighted in A Smarter Charter, Finding What Works for Charter Schools and Public Education, published in 2014. She helped found Roots ConnectED and currently serves as its Board Chair. Ms Keil believes that intentional practice for staff, students and families must be developed and constantly revised and refined in order to create equitable school communities.
12. Building Trust: Owning Our Stories in Elementary Equity Work
Description: Are we going too slow? Are we going too fast? Join us as we share our journey in creating sustainable equity work. Our team from Menchaca Elementary in Austin, Texas will share our collective story of how we built a community of trust within our equity planning team and shared our racial identities and experiences. This process informed how we expanded our work with a staff of eighty through engaging in a self-selected book study. Discussions generated by our book study have led staff to share their own racial identity stories and find a safe place for equity conversations.
- Eliza Loyola, Principal
- Sam Amador, Assistant Principal
- Lisa Schmitz, Counselor
- Erin Gerton, Teacher
- Mary Ellen Gillam, Teacher
- Dylan Brown, Teacher
- Roberto Moreno, Teacher
- Cynthia Alba-Love, Teacher
- Ann Weitzman, Teacher
- Pam Johnson, Paraprofessional
13. Policy Levers for School Integration
* Recording is not available
Description: National Coalition on School Diversity
Drawing from 3 NCSD policy briefs (Including Diversity in ESSA District Plans; Model State School Integration Policies; Leveraging Title II of ESSA to Support School Integration & Educator Diversity), we'll explore ways to align policy to support attendees' integration efforts.
National Coalition on School Diversity: Founded in 2009, the National Coalition on School Diversity (NCSD) serves as the main hub of the school integration movement. NCSD is a network of 50+ national civil rights organizations, university-based research centers (including RIDES), and state and local coalitions working to expand support for government policies that promote school integration in elementary and secondary schools. We also support the work of state and local school diversity practitioners. Our work is informed by an advisory panel of scholars and academic researchers whose work relates to issues of equity, diversity, and desegregation/integration.
- Gina Chirichigno Director, The National Coalition on School Diversity
- Darryn Mumphery, Law Fellow