13th annual summer institute on leadership for … annual summer institute on leadership for...

Summer Institute on Leadership for Educational Justice Addressing Diversity and Advancing Equity

Tuesday, July 18, 2017 | University of Redlands

13th Annual

2 | Center for Educational Justice | University of Redlands School of Education

REGISTRATION 7:30 a.m. Registration and Refreshments

INTRODUCTIONS 8:30 a.m. Welcome and Introductions Dr. Andrew Wall, Dean of the School of Education Dr. Kathy Ogren, Provost, University of Redlands Dr. Lynne Kennedy, San Bernardino County Superintendent of Schools Dr. Judy White, Superintendent, Riverside County Superintendent of Schools Jesus Holguin, Past President, California School Boards Association Bill Newberry, President, Riverside County School Boards Association Dr. Jose Lalas, Director of the Center for Educational Justice, University of Redlands

PRESENTATIONS 9:00 - 10:30 a.m. Keynote Address Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms Dr. Tyrone Howard, University of California, Los Angeles

10:30 - 10:50 a.m. Q & A

10:50 - 11:20 a.m. Featured Classroom Speaker Equity in Math and Science Classrooms Deepika Srivastava, Moreno Valley Unified School District

11:25 - 12:10 p.m. Concurrent Breakout Session I: see page 6 for topics and locations 12:10 - 1:10 p.m. Lunch Buffet

1:10 - 1:40 p.m. Featured Policy Speaker Cultural Proficiency as a Policy Matter Dr. Erick Witherspoon, Generation Ready

1:45 - 2:25 p.m. Superintendents’ Forum with Q & A Dr. Judy White, Superintendent, Riverside County Superintendent of Schools Dr. Beth Higbee, Deputy Superintendent, San Bernardino County Superintendent of Schools Dr. Michael Lin, Superintendent, Corona-Norco Unified School District Dr. Martinrex Kedziora, Superintendent, Moreno Valley Unified School District Dr. Dale Marsden, Superintendent, San Bernardino City Unified School District Mike McCormick, Superintendent, Val Verde Unified School District Diane Perez, Superintendent, San Jacinto Unified School District Dr. Robert Taylor, Superintendent, Walnut Unified School District

2:25 - 2:40 p.m. Q & A

2:45 - 3:30 p.m. Concurrent Breakout Session II: see page 6 for topics and locations 3:35 - 4:20 p.m. Concurrent Breakout Session III: see page 6 for topics and locations 4:25 - 5:00 p.m. Closing Presentation

Schedule of Events | July 18, 201713th Annual Summer Institute on Leadership for Educational Justice

13th Annual Summer Institute on Leadership for Educational Justice | July 18, 2017 | 3

Keynote Speaker

Dr. Tyrone Howard is a faculty member in the Division of Urban Schooling in the

Graduate School of Education and Information Studies at UCLA. Best known for his

scholarship on race, culture, and education, Dr. Howard is one of the most renowned

scholars on educational equity, the African American educational experience, and

urban schools. He has authored more than 50 peer-reviewed journal articles, book

chapters, and other academic publications and reports. He has delivered more than

75 keynote addresses and presented more than 150 research papers, workshops,

and symposia at national and international conferences on equity, achievement gap,

race, culture, Black males, and urban experiences.

Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s ClassroomsDr. Tyrone Howard


Equity in Math and Science ClassroomsDeepika Srivastava

Cultural Proficiency as a Policy MatterDr. Erick E. Witherspoon

Her students call her “Ms. Never Give Up,” her peers call her a “go-getter,” and her

supervisors call her a “tireless worker.” Teaching and learning are her passions. She

started her career as a physics teacher in India and then as a math teacher in Moreno

Valley Unified School District in the U.S. She has developed and coordinated

several grants in the areas of math, science, engineering, and technology. She

is well-known for her STEM professional development training sessions (math,

NGSS, engineering design, robotics, and coding) to increase student achievement

for the entire spectrum of student needs and strengths. She continuously strives

to combine her range of experience and knowledge to create an engaging and

challenging K-12 STEM curriculum to raise the achievement bar for all students, including English learners and

students with low socioeconomic status.

Dr. Erick E. Witherspoon is an educator, professor, and motivational speaker, who

originally hails from the sprawling Midwest air-capital city of Wichita, Kansas.

Dr. Witherspoon holds a Bachelor’s Degree in Elementary Education from Kansas

Newman University, a Master’s Degree in Educational Administration from Wichita

State University, and a Doctoral Degree in Leadership for Educational Justice from

the University of Redlands.

His career in education includes experience as a classroom teacher, assistant

principal, principal, district leader, and adjunct professor in Southern California.

Additionally, he has held many local, state, and national offices in the National

Alliance of Black School Educators and serves on the California Staff Development Council. Throughout his

career, Dr. Witherspoon has received numerous awards, including his selection as the San Bernardino County

2007 Elementary Principal of the Year, the Golden Bell Award from the California School Boards Association,

the California Association of African American Superintendents and Administrators (CAAASA) 2011 Emerging

Superintendent-Leader Award, and the National Alliance of Black School Educators (NABSE) 2015 Hall of Fame

Award, among many others.

Currently, Dr. Witherspoon serves as the Director of Equity for Generation Ready—the nation’s premiere

educational professional development company based in New York, NY. Generation Ready partners with

parents, school communities, and districts throughout the country to ensure success for all students.

Featured Speakers

Breakout Session I | 11:25 a.m. – 12:10 p.m. Room

Intersectionality for the Modern Teacher: Potential Challenges for Young Hispanic Educators Entering the Teaching Profession and What Needs to Be Done to Address These ChallengesDr. Angela Macias, California State University, Dominguez Hills; Sophia Stephens, M.A.

Mt. San Bernardino

Young Foreign High School Students without Parents: Chinese Parachute KidsDr. Mario Castaneda, Associate Professor, California State University, Los Angeles; Stefanie Wieschalla, International Graduate Student; Beibei Zhao, International Graduate Student

Mt. McKinley

Turning Your School Into a Community HubEd Clement, Principal, Corona-Norco Unified School District; Alia Morales, Corona-Norco Unified School District

Mt. Baldy

Using Robotics to Engage Diverse Students in Math and ScienceDeepika Srivastava, Professional Development Specialist, Moreno Valley Unified School District; Matthew Story, Teacher, Moreno Valley Unified School District; Sally Schierbeck-Kim, Teacher, Moreno Valley Unified School District

Zanja

Gender TrainingDr. Barbara Hunt, Woodbury University

Mt. Harrison

Breakout Session II | 2:45 – 3:30 p.m.

Knowing What Matters to YouDr. Kitty Fortner, California State University, Dominguez Hills; Dr. Kimmie Tang, California State University, Dominguez Hills

Mt. San Bernardino

Black Boys in Distress: Challenges of Schooling in Developing a Mathematics and Science IdentityDr. KiMi Wilson, Assistant Professor, California State University, Los Angeles

Mt. McKinley

Student-Centered vs. Student-Centered: Exploring and Mapping Two Very Different Contemporary Definitions of the Term Produces Two Very Different Sets of ResultsDr. John Shindler, Co-director, Alliance for the Study of School Climate; Dr. Albert Jones, Co-director, Alliance for the Study of School Climate/California State University, Los Angeles

Mt. Baldy

The Challenge of Promoting, Designing, and Implementing Cognitively and Socioeconomically Effective ‘STEM’ CurriculaDr. Felipe H. Razo, Animath Inc./San Diego Unified School District

Zanja

The Changing Face of Continuation SchoolsDr. Milisav Ilic, Corona-Norco Unified School District

Mt. Harrison

Breakout Session III | 3:35 – 4:20 p.m.

10 Steps to Cultural Proficiency in SchoolsDr. Casaundra McNair, Moreno Valley Unified School District/University of Redlands

Mt. San Bernardino

Teachers for Social Justice: The Promise of Transformative Expectations for Urban Latina/o Youth

Dr. Leticia Rojas, Assistant Professor, Brandman University Mt. McKinley

Urban High School Leadership: How Are Urban High School Principals Supported and Encourged to Make the Commitment Necessary to Transform their Schools for ALL Students?Dr. Alison McDonald, Mills College

Mt. Baldy

Refugees vs. Immigrants: What Are the Differences, Where Do They Come From, and Why Do They Have a Harder Time Integrating into American Society? A Profile of Somali, Guatemalan, Salvadorian, and Honduran Migrants in the U.S.Colin M. Olsen, M.A. Student, California State University, Los Angeles; Dr. Mario Castaneda, Associate Professor, California State University, Los Angeles; Eddie Reyes, Graduate Student, California State University, Los Angeles

Mt. Harrison

Concurrent Breakout Session Presenters


Intersectionality for the Modern Teacher: Potential Challenges for Young Hispanic Educators Entering the Teaching Profession and What Needs to Be Done to Address These ChallengesDr. Angela Macias and Sophia Stephens

This presentation will include a brief historical context of the teaching profession as a “feminine” field and the intersections of these gender issues with the current racial inequities found in education. The statistics related to teacher hires, administrator hires, and students enrolled in public schools depict a discrepancy in leadership and management in relation to the diversity in public schools. This presentation will describe theoretical concepts related to race, gender, and age that impact the education field and explore current research that uncovers the challenges faced by new Hispanic educators in the 21st century.

Young Foreign High School Students without Parents: Chinese Parachute KidsDr. Mario Castaneda, Stefanie Wieschalla, and Beibei Zhao

This workshop will examine the presences of Chinese parachute kids, who are underage foreign students (13-17 years) coming to the U.S. on their own looking for a better education experience. We will provide an understanding of Chinese secondary educational mobility, academic achievement of these students, and their perspectives on the value of transnational education. The presentation is further intended to outline possible risk factors due to living without parental supervision, impact on parent-child relationships, and the current state and status of parachute kids in the United States.

Turning Your School Into a Community HubEd Clement and Alia Morales

The purpose of this proposal is to exemplify the process of actively engaging parents in the school setting, specifically Latino parents, by fostering and initiating parental participation. In this presentation, we will share our story and outline the steps taken to increase parental involvement at our site. As a result, to further connections, we have implemented a Parent University that includes a culminating activity to celebrate our parents, which has had a positive impact and strengthened the community bond with our school.

Using Robotics to Engage Diverse Students in Math and ScienceDeepika Srivastava, Matthew Story, and Sally Schierbeck-Kim

Engage students in a hands-on multi-sensory approach using robotics that increases neural connections resulting in active learning, problem solving, teamwork, and basic programming skills and enhanced long-term memory. This hands-on robotics session will focus on learning how to program the LEGO WeDo 2.0 robots and how to navigate the WeDo 2.0 software. This training is best suited for teachers and coaches with little or no programming experience who would like to learn the fundamentals. Leave the session empowered to integrate robotics into your math and science classroom through a variety of lessons spanning the curriculum of grades 2-5 that can transform your teaching and students’ learning.

Concurrent Breakout SessionsPresenters and Topics


Gender TrainingDr. Barbara Hunt

I will be addressing the findings from my case study on educating homeless adults on Skid Row and an analysis of counselors’ professional development training. My presentation is about an unmet need in gender training. My objective is to increase an awareness of the complexity of gender issues, especially trans students, as part of the diversity that exists in our educational system. This session, which is an introduction to exploring one’s own perceptions about trans people and factors of stereotyping and discrimination faced by trans, is meant to encourage an open and objective discussion about inclusivity.

Knowing What Matters to YouDr. Kitty Fortner and Dr. Kimmie Tang

“Many of the assumptions, values, and practices of individuals and institutions from dominant groups in the society serve to the disadvantage of students from the non-dominant groups” (Bürgenmeier, 2002). When teachers listen to hear, they increase their understanding of the “human” dimension of equity which allows them to provide opportunities to create dialogue and build shared meanings about beliefs, values, and assumptions that typically are not discussed in schools or other public spaces. In this workshop attendees will increase their capacity to use the constructivist listening protocol to promote equity on their campuses.

Black Boys in Distress: Challenges of Schooling in Developing a Mathematics and Science IdentityDr. KiMi Wilson

Why are there so few Black men pursuing science, technology, engineering, and math (STEM) majors at tertiary institutions? This study goes beyond focusing on their underrepresentation in STEM, but rather focuses on how school leaders—an administrator and two teachers—developed their mathematics and science identities in K-12 schooling and how this impacts the leadership and instruction in mathematics and science provided to Black boys in high school. Utilizing an integrative identity framework and recollection theory, I present ethnographic data on their mathematics and science experiences that show how race, gender, and class impact mathematics and science education.

Student-Centered vs. Student-Centered: Exploring and Mapping Two Very Different Contemporary Definitions of the Term the Produces Two Very Different Sets of ResultsDr. John Shindler and Dr. Albert Jones

“Student-centered” learning has become an accepted goal in most educational institutions. However, upon closer examination, what becomes evident is that the same term is being used for a variety of differing agendas with contrasting theoretical and practical underpinnings. In this presentation, we contrast two popular contemporary definitions. To support the analysis process, we will situate each definition on a teaching orientation matrix grounded in research into over 400 schools. Participants will be led through a series of exercises and discussions to explore the relative benefits and limitations of each guiding definition and apply conclusions to their own situations.


The Challenge of Promoting, Designing, and Implementing Cognitively, and Socioeconomically Effective ‘STEM’ CurriculaDr. Felipe H. Razo

Designing meaningful and effective K-12 “STEM/STEAM” curriculum and instruction for all populations seems like a monumental task that requires much “outside-the-box” thinking and cooperation in order to deal with the complex, diverse, globally interconnected, fast-changing, technical, and socio-economic conditions developed through our history and in order to project us into a better future. Reengineering K-12 education therefore demands huge amounts of competent political, technical, social, and economic support and great willpower from all of us. It requires work that has to start from our earliest years, reevaluating and redesigning as necessary the deep, tangled, and often conflicting roots we develop through our lives.

The Changing Face of Continuation SchoolsDr. Milisav Ilic

As we move into the Local Control Funding Formula/Local Control Accountability Plan era, California’s 520 continuation high schools take on increased significance. The LCFF focuses on low-income youth, foster youth, and English language learners, who make up a majority of a continuation school’s student body. To help meet a school district’s LCAP priorities in student engagement, school climate, and student achievement, continuation schools must be given the resources, appropriate professional development, and intentional school staffing to enable students to be supported at the highest levels and build positive community involvement.

10 Steps to Cultural Proficiency in SchoolsDr. Casaundra McNair

In an era where schools are becoming more segregated by programs, tracking, and opportunities, we must think about the inequities that exist and the ways we are addressing them. We must consider the frame of reference of the stakeholders that exist in our local schools; our state senators and assemblymen, our district employees, our city government, our local schools, our colleagues, our families, but most of all our students whom we have signed up to serve. Although our goal of educating all students is the same, we all carry different perspectives on how to reach that goal. In examining the road to being culturally relevant, educators and other stakeholders can address the issues that exist between the dominant culture and the other; gain a better understanding of culture, privilege, and learners’ thought processes; and ultimately obtain tools to implement immediately and change their environment.

Teachers for Social Justice: The Promise of Transformative Expectations for Urban Latina/o YouthDr. Leticia Rojas

Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Latina/o youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of

Concurrent Breakout Sessions continued


teacher disposition and socialization in developing classroom expectations. This study also points to the importance of conceptualizing academic rigor, social capital, empowering curriculum, and teacher-caring from perspectives of justice in order to support students in meeting or exceeding their instructional goals. Teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice.

Urban High School Leadership: How Are Urban High School Principals Supported and Encouraged to Make the Commitment Necessary to Transform their Schools for ALL Students?Dr. Alison McDonald

This presentation will focus on the role of urban high school principals: their impact, their retention, and the ways that district personnel can support them to actually transform lower-performing schools. The presentation is based on a dissertation where eight strong and successful urban high school principals were interviewed to understand why they left their positions or why they remained committed to the work. What were the critical factors for those principals who remained on the job over five years, were able to flourish, and create strong, thriving public high schools that addressed the needs of all their students?

Refugees vs. Immigrants: What Are the Differences, Where Do They Come From, and Why Do They Have a Harder Time Integrating into American Society? A Profile of Somali, Guatemalan, Salvadorian, and Honduran Migrants in the U.S.Colin M. Olsen, Dr. Mario Castaneda, and Eddie Reyes

The purpose of this presentation is to inform educators about the unique challenges that face refugees settling in the U.S. and how they are different from immigrants. This presentation will focus on Somali, Guatemalan, Salvadorian, and Honduran migrants to the U.S. We will provide an overview as to why these nationalities have been arriving in the U.S., as well as a review of the varying difficulties that these migrants face as they seek refuge in the U.S. and settle in our local communities. Our objective will be to inform and educate those who are interested in learning how to assist these populations, with the goal of lessening the negative impact of the cultural divide between traditional American populations, American minority populations, and other immigrant groups.


EdCamp Teachers Helping Teachers in conjunction with Better Together:

Equity, Religion in Schools, and Gender and Sexuality

July 28, 2017 | 12:30 – 3:00 p.m.

2nd Annual Safety Symposium: Community, School Safety and Security

September 7, 2017 | 6:00 – 8:30 p.m.

Special Topics in K-16: Mathematics and Science and Equity

November 2017

Another Closer Look at Common Core: Is It Really Improving Education

in Preparing K-12 Students for College and Career?

February 2018

Special Topics in Higher Education: Internationalization and Global Politics

March 2018

Center for Educational Justice | Upcoming Events 2017-2018

Thank you to all of the following:

County and School Districts’ Superintendents

Dr. Judy White, Riverside County Superintendent

Dr. Beth Higbee, Deputy Superintendent—San Bernardino County Office of Education

Dr. Michael Lin, Corona-Norco Unified School District

Dr. Martinrex Kedziora, Moreno Valley Unified School District

Dr. Robert Taylor, Walnut Valley Unified School District

Dr. Dale Marsden, San Bernardino City Unified School District

Diane Perez, San Jacinto Unified School District

Michael McCormick, Val Verde Unified School District

* Riverside County School Boards Association President Bill Newberry

* Colleen Quesada and Yessenia Yorgessen

Summer Institute Planning and Program Volunteers

Angela Clark Taylor

Ayanna Blackmon-Balogun

Carrie Larkins-Thayer

Maria Ordaz

Rayna Prothro

Michelle Scribner

Heidi Strikwerda

Lisa Tabarez

Sophie Vogel

14th Annual

Summer Institute

on Leadership for Educational

Justice

Save the dateJuly 10, 2018

University of Redlands

Dear Fellow Educator,

Please join the University of Redlands and Corona-Norco Unified School District for the third annual Better Together: California Teachers Summit on July 28, 2017 at Lee Pollard High School in Corona, from 8:30 a.m.–3:00 p.m. The event is free (with a complimentary breakfast, lunch, and afternoon snack) to all California pre-K-12 teachers, teacher candidates, school administrators, and other educators. Building on momentum from the past two years, the Summit will feature TED-style EdTalks presented by local teachers, EdCamp discussions on teacher selected topics, and opportunities for networking and sharing ideas and resources with fellow teachers. Register and choose Lee Pollard High School: CATeachersSummit.com.

We are excited to feature two outstanding Local EdTalk speakers at our site this year:

Lisa Stallings: A recipient of the teacher/county of the year award, Lisa is currently a 1st grade teacher and a grade level lead at Coronita Elementary School in Corona Unified School District. An educator for 29 years, she has been involved in several areas: a former kindergarten teacher and a reading specialist for grade levels K-6, a Student Study Team (SST) leader and member, a K-1-2 grade level lead, an Educators Connecting Educators member and keynote speaker, a District’s teacher trainer, a K-2 RTI Reader by Nine Initiative, a presenter for the district’s symposium days, District’s Literacy cadre, to name a few. For her, the most fulfilling part of every day is hearing a child say, “I have an idea!” Her classroom is noisy with collaboration and teamwork because she believes learning should be exciting, meaningful, and purposeful. Moreover, she values every moment of watching each child blossom and develop a deep desire for learning because, to her, it is the most beautiful thing a teacher can experience.

Sally Schierbeck-Kim: A 3rd grade teacher and a co-department leader of 3rd grade, Sally currently teaches at Towngate Elementary School in Moreno Valley Unified School District (MVUSD). Beyond her own classroom teaching responsibilities, she is also a co-leader of an afterschool STEM and LEGO Club for 4th-5th grade students. Her 24-year teaching experience ranges from being a 3rd grade/4th grade elementary teacher, all the way to teaching 9th-12th grade English. Although she has always worked for MVUSD, she took a leave of absence to teach in St. Petersburg, Russia, during 1996-1997 in a Christian school for missionary children. Also, a recent participant at the California Elementary Mathematics and Science Professional Learning Initiative, Sally has been awarded the Teacher-of-the-Year for Towngate Elementary School, one of the four for MVUSD. Her most fulfilling part of teaching is helping others to experience learning. For her, it is satisfying to help students work beyond their barriers and self-limitations to experience growth.

In addition, we have a multi-topic afternoon symposium, led by local EdCamp teachers that will highlight thought-provoking issues such as: n Lived Experiences of ALL Students from Diverse Religious Backgrounds n Perspectives on Gender and Sexuality in Education n Challenges of English Learners, Foster Kids, and Students from Low SES including Undocumented Students/Teachers

We look forward to seeing you at this event. If you have any questions, please feel free to contact us.

Sincerely,Jose W. Lalas, Ph.D.

Project Lead, Better TogetherDirector, Center for Educational Justice

Professor, University of Redlands

Dr. Andrew WallDean, University of Redlands School of Education

Nirmla G. Flores, Ed.D.Site Lead, Better Together

Faculty, University of Redlands

Dr. Michael LinSuperintendent, Corona-Norco Unified School District

www.redlands.edu/cej

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