With a global pandemic at our door— and so much fear and chaos in our society, it can be difficult to know how to function on a day-to-day basis. And, we are keenly aware of how this pandemic is compounding the impact on those in our society who are already suffering greatly from racism, classism, […]
Tag Archives | Engaged Teaching
Brief Program Description:
The Culturally Responsive Leadership Program is a two and a half-day workshop (with post-course follow-up) designed for administrators, campus monitors, counselors, and teachers. The program will focus on transforming educator perspectives and practices to help lead their schools in creating learning environments and experiences that engage students from diverse cultural backgrounds.
Learning Cohort participants will engage in experiential activities that access knowledge from professional practice and relevant research to address biases related to race, gender, class, language and other differences that impede teaching and learning.
The program will explore the aspirations, attitudes, knowledge, skills, and behaviors that characterize culturally responsive leadership. Specifically, the program will support educators to acknowledge and respond to biases in ways that build relationships with colleagues, students, and families, and promote social justice in the school culture. School teams will collaborate on creating new approaches and strategies that engage “all students regardless of their race, gender, ethnic background or learning style.”
The Culturally Responsive Leadership Program begins with an experiential 2½ day professional learning workshop, followed by individual coaching or group sessions. The program is designed to develop school-wide impact by building school-based teams made up of administrators and teachers. During the program, school teams of 2-5 staff will engage in practices, restorative processes and approaches to promote equitable schooling. Teams will engage in collaborative planning to develop strategies for their schools that address the critical issues of race, class, and gender.
The program will include discussion and reflection on segments from the film: Cracking the Codes: The System of Racial Inequity. The film describes a “systemic approach to understanding racial inequity as a precursor to building strategies that address racial and socio-economic barriers.”
Culture and Identity, including Cultural Codes and Language ♦ Privilege and Unconscious Bias ♦ Facilitating productive conversations about race, class, gender, and other biases ♦ Developing strong relationships across difference ♦ Affirming Cultural Stories and Artifacts ♦ Internalized Racism, Interpersonal Racism, and Institutional Racism ♦ Leadership for Sustainable Change
Day One – Thursday, February 20
4:00pm – 7:30pm: Workshop Time (Dinner Included)
Day Two – Friday, February 21
8:00am – 3:30pm: Workshop Time (Breakfast and Lunch Included)
Day Three – Saturday, February 22
8:00am – 3:30pm: Workshop Time (Breakfast and Lunch Included)
TDF Cohort : $0.00 (course fee is covered by the grant)
ECE-12 Staff and Faculty: $990.00
Scholarships are available. Please contact email@example.com
Certificate of Completion:
Participants who complete the program will receive a certificate for 23 hours of professional development. One graduate credit is available through Colorado State University for an additional cost of $63.
Please contact Vinita Unny at firstname.lastname@example.org or 303-247-0156 with questions and concerns.
The end of 2019 is upon us! Along with the celebratory activities of this time of year come increased stressors and pressure—from finals and end of semester projects to social events and family gatherings. And, this year, all of this pre-holiday activity is taking place in the midst of intense national and international politics and […]
How do schools make real and lasting change that develops from the inside out? For the last 15 years, this question has been at the core of our work with schools around the country. So often after a course or a professional development experience, educators come to us saying – “We loved the work and […]
This blog on Emotional Capacity is the 6th of a six-part series on the Five Dimensions of Engaged Teaching. The season turns— and we settle back into school and a new cycle. Students and teachers alike arrive with stories and experiences from the summer. With all that is present politically, globally, and culturally— we are […]
We are currently living in a tense social and political climate, with a great deal of polarization within our communities. With so much change and daily turmoil in the news, students are not only managing their own personal stress about school, family, and growing up- they are also having to negotiate their questions and concerns […]
As an educator you may feel stressed, overworked, and overwhelmed. You may find yourself in a community where self-sacrifice and time spent at school are markers of heroism. You may have come to school with walking pneumonia or missed your own child’s special events. Maybe you have been congratulated for your dedication. I remember a […]
In the field of education, we are all leaders. Though our roles within school districts and school buildings vary, we all have an impact on the young people we work with and the adults we interact with. And from this place of leadership—daily, we have opportunities to create interactions with students and colleagues that build trust […]
Modeling and teaching cultural responsiveness is an essential ingredient in creating an inclusive, relationship-based classroom in which all students thrive. With every student demographic, this approach develops critical skills and awareness that relate directly to learning outcomes and students’ capacity for success in a global culture and workplace. Geneva Gay (2000), in her book Culturally Responsive […]
An excerpt from The 5 Dimensions of Engaged Teaching (pp. 108-110) Each student arrives in the classroom with a different personality, background, learning style, and skill level. When we take steps at the beginning of the term to intentionally gather students into a cohesive whole and give them a clear sense of purpose and direction, […]