FACULTY AND STAFF

All programs are customized to the needs of the client. Below are popular faculty and staff workshops.
 

Who are YOU? How YOUR Identity Matters in the Early Childhood Classroom

Early Childhood and Lower School educators instinctively know—or eventually learn—that the better a student feels about him/herself, the higher the likelihood that s/he will maximize learning in class. Moreover, longitudinal research consistently finds that faculty perception is a salient predictor in student self-efficacy and academic gains. For instance, when educators provide positive feedback and encourage young girls to participate in math and science, gender gaps in schools close. Similarly, when teachers utilize culturally responsive pedagogy and inclusive curricula, students from historically-marginalized groups demonstrate more robust engagement. If the goal is to adopt a constructivist approach which builds on the culture of each child, then it follows that the old adage of treating everyone the same is not in the best interest of our students.
 

THE DOUBLE-EDGED SWORD OF DIVERSITY

In schools, the word “diversity” often ironically undermines inclusivity initiatives. First, diversity is often ill-defined, which creates confusion among groups regarding who’s included, goals, and benefactors of diversity initiatives. Secondly, diversity often represents an identity—something that one is—instead of a set of collective goals that unifies people from all backgrounds toward fostering a more equitable school community. As a result, many potential supporters express not feeling personally represented by diversity. Others may engage in this work through a lens of sympathy, well-meaning pity, or “savior” mindsets when their intent is meant to fuel empathy and deepen understanding. In short, it’s all very confusing!

This workshop guides participants in a journey employing a variety of interactive strategies, discussions, individual reflection, viewing of current documentaries, and media articles. The intentional creation of a safe learning environment allows participants to process and reflect on individual and institutional assumptions, beliefs, attitudes and behaviors with the goal of providing concrete skills to foster a more inclusive school community.