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Reimagining Education: Teaching and Learning in Racially Diverse Schools

July 18-21, 2016

July 18, 2016 - July 21, 2016

A 2016 Summer Institute at Teachers College in New York City

Hours: 9am to 5pm each day

Registration Fee: 

$795 per person

10 percent Group Discount for two or more people from the same school or district. Use "SAVE10CPS" to activate group discount code at check out.

Eligible for Professional Development Credit and three (3) Continuing Education Units!

TC students and other graduate students may earn graduate school credit.

For more information, please contact:

Tracy Vadakumchery, Administrative Coordinator for The Summer Institute, tjv2109@tc.columbia.edu, or

Steve Ackerman, Director of Continuing Professional Studies, at cps@tc.columbia.edu or at (212) 678-8311

 

Summer Institute Schedule - Now Available! (PDF)


Teachers College, Columbia University is launching a new Summer Institute for educators, policy makers, and parents who live and work in racially and ethnically diverse communities in the cities or suburbs. As the demographics of the nation shift rapidly we see families of color moving to once all-white suburbs and white, non-Hispanic families moving into gentrifying pockets of cities. The result is a growing number of diverse communities, college campuses and public schools. The challenge for our nation today is to at long last create truly integrated learning environments that tap into the educational benefits of racially diverse schools and classrooms. Our summer institute will demonstrate how educators can fulfill this critical mission and best prepare all students for the 21st Century.

Who Should Attend?

The Reimagining Education Summer Institute is designed to help all educators – in public, private, charter schools and higher education – learn how to create truly integrated public schools that tap into the educational benefits of racially diverse schools and classrooms.  This professional development Institute is designed primarily for teachers, school administrators, district officials, parents, and graduate students in education and all others who are interested in addressing racial diversity in changing schools and classrooms.

Demand for the Institute

Teachers, administrators, and school district personnel need to be prepared to address the changing demographics of our society. At the same time, racial attitudes among younger generations are shifting to become more accepting of people of all races. These younger Americans – the parents of current and future school-aged children – are asking for more meaningful pedagogy that will prepare children for the diverse, global society they will inherit. Concurrently, employers and universities are seeking workers and students who can cross cultural boundaries and collaborate with and learn from people of many races, ethnicities, nationalities, and religions.

Demographic, geographic, and attitudinal shifts call out for new and innovative ways of providing novice and veteran educators with the tools necessary to educate and empower a more diverse student body to engage with a global economy and society.

This Institute will combine the expertise of Teachers College faculty, other faculty from around the country, and K-12 public and private school teachers and administrators from New York City metro region. Together, we will explore innovative ways to better prepare educators for a more racially and ethnically diverse student population.

Learning Objectives/Outcomes

The Summer Institute participants will grapple with the many ways in which race and ethnicity matter in the teaching and learning that takes place within racially diverse schools and classrooms and how to design educational settings in which all students can learn from each other.  Challenging issues and topics to be covered include racial identity, racial literacy, multicultural education, culturally relevant pedagogy, addressing racial politics, and how implicit biases affect leadership and teaching in diverse schools.

Key Takeaways:

Participants will:

  • learn to foster the educational benefits of diversity for all students
  • enhance students’ interracial understanding, empathy, and ability to learn from people of diverse backgrounds
  • develop strategies to tap into the insights and knowledge of diverse groups of students
  • facilitate dialogues among students, staff and parents about issues of race
  • understand racial identities within racially diverse contexts
  • develop culturally relevant curriculum and pedagogy
  • improve achievement outcomes for all students
  • build community and engage parents
  • frame diverse schools as the most desirable schools for the 21st century
  • promote the educational and social advantages of diverse schools

Attendee Participation:

The Institute mixes large plenary sessions that foster greater understanding of issues related to race and ethnicity in the U.S.; racial literacy; multicultural education; critical leadership and student critiques.

Participants will also engage in daily dialogue sessions with attendees from different educational roles and professional positions, as well as different locations, to connect these macro themes to their context.

They will also participate in 6 hands-on professional development workshops of no more than 20-25 participants, led by Teachers College faculty and other noted education leaders. Participants will sign up for workshops ahead of time.

Participants will also connect over informal lunches and in social networking receptions. After the Institute, participants can continue to dialogue via a private online forum designed to foster thoughtful exchanges on difficult topics. 

Read full workshop descriptions and facilitator bios. (PDF)

Tuesday, July 19, Morning Session 10:45am - 12:00pm

Deconstructing Racial Microaggressions Within Educational Settings
Mariel Buque, Teachers College

In this workshop, we will review how to recognize and dismantle the hidden messages found in racial microaggressions of everyday interactions as they are communicated at the interpersonal, institutional, and societal levels to marginalized groups, based on the model created by Dr. Derald Wing Sue and his colleagues. 

Developing Racial Literacy with Children's Literature
Detra Price-Dennis, Teachers College

This workshop, designed for K-5 educators, will engage participants in a series of activities and discussions designed to support a framework for racial literacy.

Equity in Student Assignment: Tools from the Office for Civil Rights (OCR) Part 1 – School Admissions and the Law
Miriam Nunberg, Esq.

All too often, when schools are racially mixed, the problem of tracking arises.  An understanding of the legal framework for student placement within schools can assist in developing programming and admissions criteria that are simultaneously more equitable and more educationally sound. 

Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners
Mariana Souto-Manning, Teachers College

This workshop will introduce a variety of inclusive strategies for teaching language and literacy in racially just ways.  The vivid examples and hands-on strategies explored will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. 

[Re]Defining Culturally Relevant Mentoring as part of Educational Leadership Development
Phillip Smith, Teachers College

In this workshop we examine broad definitions of the terms “culturally relevant” and “mentoring” and their use and applicability as part of adult and school leadership development.

Rethinking the Realness of “Real World Mathematics” (Early Childhood and Elementary grades)
Rita Sánchez, Teachers College

How do we design culturally-relevant mathematics instruction for all our students in our racially diverse schools? In this workshop, participants will explore how transdisciplinary project-based learning does not only support inquiry-based learning in the mathematics classroom; it also creates motivational and impactful real world learning environments for all our students and school community.

Strategies for Racial Equity in Educational Technology
Tara L. Conley, Teachers College

In efforts to advance a systemic framework of racial equity, the purpose of this workshop is to go beyond diversity discourses in the classroom and offer strategies for implementing a race explicit examination of practices throughout educational environments where technological tools and media are used for engagement and learning.

Striving for Racial and Economic Integration: Diverse Schools Make An Impact Across Constituencies
Members of the Manhattan Country School Community

This panel will share perspectives on how schools where diversity is purposeful impact experience from a variety of perspectives.

Teaching and Learning Racial Literacy in Social Studies Classrooms
Terrie Epstein, Hunter College

Race/ethnicity and other forms of difference that constitute our national history and contemporary society can be taught and learned in ways that enable young people to acquire a sense of civic agency. In this workshop, participants will consider how teachers' and students' social identities influence their interpretations of national history and contemporary society.

The Continued Promise of Technology in the Elementary Grades
Steven Azeka, Teachers College

Interactive whiteboards, tablets and internet-connected laptops have expanded into classrooms over the last decade in an attempt to close the digital divide. This workshop will explore the potential technology has to empower all students by providing a medium to voice their thoughts and understandings while developing content knowledge through student communities. 

Using Hip Hop as Therapy in Multi-Racial Schools
Ian Levy, Teachers College

This workshop will cover the use of a school counseling framework, Hip Hop and Spoken Word Therapy (HHSWT), that can be used within both counseling offices and classroom spaces.

Tuesday, July 19, Afternoon Session 2:45pm - 4:00pm

Deconstructing Racial Microaggressions Within Educational Settings
Mariel Buque, Teachers College

In this workshop, we will review how to recognize and dismantle the hidden messages found in racial microaggressions of everyday interactions as they are communicated at the interpersonal, institutional, and societal levels to marginalized groups, based on the model created by Dr. Derald Wing Sue and his colleagues. 

Equity in Student Assignment: Tools from the Office for Civil Rights (OCR) Part 2 – Access to Gifted, Advanced and Special Opportunity Programs.
Miriam Nunberg, Esq.

All too often, when schools are racially mixed, the problem of tracking arises.  An understanding of the legal framework for student placement within schools can assist in developing programming and admissions criteria that are simultaneously more equitable and more educationally sound. 

Healing Fictions? The Challenges (and Possibilities) of Restorying African American History Through Children’s Literature
Ebony Elizabeth Thomas, University of Pennsylvania

How do students read tales about the past? What kinds of facts are they deriving from these fictions? Within broader considerations about the teaching of history through literature, African American historical fiction is a promising site for examining the implications of students’ responses to traumatic and controversial events from U.S. history. 

Rethinking the Realness of “Real World Mathematics” (Secondary Education)
Rita Sánchez, Teachers College

How do we design culturally-relevant mathematics instruction for all our students in our racially diverse schools? In this workshop, participants will recognize the power of mathematics, through transdisciplinary project-based learning, as an essential analytical tool to understand and potentially change the world, rather than merely regarding mathematics as a collection of disconnected rules to be rotely memorized and regurgitated.

Teaching and Learning Racial Literacy in Social Studies Classrooms
Terrie Epstein, Hunter College

Race/ethnicity and other forms of difference that constitute our national history and contemporary society can be taught and learned in ways that enable young people to acquire a sense of civic agency. In this workshop, participants will consider how teachers' and students' social identities influence their interpretations of national history and contemporary society.

The Continued Promise of Technology in Grades 6-12
Steven Azeka, Teachers College

Interactive whiteboards, tablets and internet-connected laptops have expanded into classrooms over the last decade in an attempt to close the digital divide. This workshop will explore the potential technology has to empower all students by providing a medium to voice their thoughts and understandings while developing content knowledge through student communities. 

Three Ways to Face Your White Privilege in the Classroom
Jamila Lyiscott, Teachers College

The present-day Black Lives Matter movement and cry for racial justice have pervaded our nation's schools and college campuses in ways that call true educators to the responsibility of addressing racial inequality in their classrooms.  In this interactive workshop, participants will engage in activities and critical dialogue around white privilege to connect personal responsibility to pedagogical possibilities for the classroom.

Using Hip Hop as Therapy in Multi-Racial Schools
Ian Levy, Teachers College

This workshop will cover the use of a school counseling framework, Hip Hop and Spoken Word Therapy (HHSWT), that can be used within both counseling offices and classroom spaces.

Read full workshop descriptions and facilitator bios. (PDF)

Wednesday, July 20, Morning Session 10:45am - 12:00pm

Building an Anti-Racist Classroom through Positive Racial Identity Development
Ali Michael, Ph.D., University of Pennsylvania

The workshop will be directed toward teachers who want to begin building an anti-racist classroom and are interested in sharing strategies and visions for doing so.

Diversity of Ability: Enacting Inclusive Pedagogy in Racially Diverse Schools
Katherine Newhouse and Tara Schwitzman, Teachers College

Recent work in Disability Studies has noted that disability is the largest minority. Yet, when we discuss racially diverse schools, conversations about disability are often absent. In this session, we will take a Disability Studies in Education (DSE) approach to unpacking our own understandings of diversity.

Equity in Student Assignment: Tools from the Office for Civil Rights (OCR) Part 3 – Ensuring Equity in Special Education Placement: a Delicate Balance
Miriam Nunberg, Esq.

This workshop will unpack the OCR standard around referring and placing students into special education, and will give participants the opportunity to share strategies for striking the proper balance so as to neither over- nor under-classify students of different racial and ethnic groups.

Fostering Culturally Responsive Teaching with Children's Literature

Detra Price-Dennis, Teachers College

This workshop, designed for K-5 educators, will engage participants in a series of activities and discussions designed to explore pedagogical strategies that foster culturally responsive teaching with children's literature.

"Peer Culture Trumps Academic Culture, Everyday "-Pedro A. Noguera
How can we capitalize on peer-to-peer experiences that will foster an academic culture for all?
Mallory Marra and Melissa Moskowitz, New York City Public Schools

This will be an interactive workshop that addresses not only the importance of integrated, inclusive education but also the co-teaching structures and instructional models needed to make it successful for all learners.

[Re]Defining Culturally Relevant Mentoring as part of Educational Leadership Development
Phillip Smith, Teachers College

In this workshop we examine broad definitions of the terms “culturally relevant” and “mentoring” and their use and applicability as part of adult and school leadership development.

Reimagining the Canon: From Toni Morrison to Kendrick Lamar
Brian Mooney, Teachers College

This workshop outlines a unit of study that asked students to compare Toni Morrison’s novel, The Bluest Eye (1970) and rapper Kendrick Lamar’s album, To Pimp A Butterfly (2015). Participants will engage in activities from this unit, explore classroom artifacts, and consider the effects of Kendrick’s visit to a New Jersey high school.

Student Voice & Vision: Using Visual Art to Support Students from All Communities & Backgrounds
Saul Chernick, Joan Mitchell Foundation

The arts provide students with a powerful opportunity to express their individual vision and voice. We will share resources and best practices culled from almost twenty years of providing studio art classes to youth across New York City, and engage in a simple art-making activity.

Teaching and Learning Racial Literacy in Social Studies Classrooms
Terrie Epstein, Hunter College

Race/ethnicity and other forms of difference that constitute our national history and contemporary society can be taught and learned in ways that enable young people to acquire a sense of civic agency. In this workshop, participants will consider how teachers' and students' social identities influence their interpretations of national history and contemporary society.

Using Hip Hop as Therapy in Multi-Racial Schools
Ian Levy, Teachers College

This workshop will cover the use of a school counseling framework, Hip Hop and Spoken Word Therapy (HHSWT), that can be used within both counseling offices and classroom spaces.

Wednesday, July 20, Afternoon Session 2:45pm - 4:00pm

Diversity of Ability: Enacting Inclusive Pedagogy in Racially Diverse Schools
Katherine Newhouse and Tara Schwitzman, Teachers College

Recent work in Disability Studies has noted that disability is the largest minority. Yet, when we discuss racially diverse schools, conversations about disability are often absent. In this session, we will take a Disability Studies in Education (DSE) approach to unpacking our own understandings of diversity.

"Peer Culture Trumps Academic Culture, Everyday "-Pedro A. Noguera
How can we capitalize on peer-to-peer experiences that will foster an academic culture for all?
Mallory Marra and Melissa Moskowitz, New York City Public Schools

This will be an interactive workshop that addresses not only the importance of integrated, inclusive education but also the co-teaching structures and instructional models needed to make it successful for all learners.

Race, Dis/ability and Equity Pedagogies
Michelle Knight-Manuel and Laura Vernikoff, Teachers College

The purpose of this workshop is to engage participants in examining the connections between race and dis/ability in education, and to explore how culturally relevant and inclusive pedagogies address the opportunity gap within schools and classrooms.

Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners
Mariana Souto-Manning, Teachers College

This workshop will introduce a variety of inclusive strategies for teaching language and literacy in racially just ways.  The vivid examples and hands-on strategies explored will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. 

Re-imagining STEM in the Elementary Classroom
Felicia Mensah, Teachers College

Re-imagining standards and how we think about good pedagogy, curriculum and assessment in the elementary STEM classroom will be emphasized in this workshop.

Reimagining the Canon: From Toni Morrison to Kendrick Lamar
Brian Mooney, Teachers College

This workshop outlines a unit of study that asked students to compare Toni Morrison’s novel, The Bluest Eye (1970) and rapper Kendrick Lamar’s album, To Pimp A Butterfly (2015). Participants will engage in activities from this unit, explore classroom artifacts, and consider the effects of Kendrick’s visit to a New Jersey high school.

Teaching and Learning Racial Literacy in Social Studies Classrooms
Terrie Epstein, Hunter College

Race/ethnicity and other forms of difference that constitute our national history and contemporary society can be taught and learned in ways that enable young people to acquire a sense of civic agency. In this workshop, participants will consider how teachers' and students' social identities influence their interpretations of national history and contemporary society.

Three Ways to Engage Multiple Literacies in Your Classroom
Jamila Lyiscott, Teachers College

Faced with the realities of a monolingual teaching force and an increasingly diverse student body, this workshop problematizes traditional notions about what it means to be "literate" in our 21st Century world. Participants will draw on personal narratives and critically reflect on our capacity to disrupt racial/social inequity through attention to language and race as ideologically interwoven.

Using Hip Hop as Therapy in Multi-Racial Schools
Ian Levy, Teachers College

This workshop will cover the use of a school counseling framework, Hip Hop and Spoken Word Therapy (HHSWT), that can be used within both counseling offices and classroom spaces.

Read full workshop descriptions and facilitator bios. (PDF)

Thursday, July 21, Morning Session 10:45am - 12:00pm

Access to Books is a Social Justice Issue
Annie Ward, Assistant Superintendent for Curriculum and Instruction, Mamaroneck Public Schools

All readers develop through voluminous, engaged reading. Why, then, do literacy leaders face obstacles in providing access, choice, and time for children to read? This interactive session will arm participants with tools to ensure all readers have the material they need to thrive.

Brave Leadership for Diverse School Districts
Ann LoBue, President, Mamaroneck NY School Board

This workshop will address policy issues arising in diverse schools and districts from the district perspective. It is intended for superintendents, school board members, parents, principals, teachers, and anyone else grappling with problems with broad implications for varied constituencies.

Leadership in Diverse Schools
Carolyn J. Riehl, Teachers College

In this workshop, you will be introduced to a framework for leadership in schools for diverse students. You’ll apply the framework in analyzing a school you care about and in identifying key tasks and strategies for leaders who hope to create and sustain inclusive schooling that honors difference and supports engagement and achievement for all. This workshop is appropriate for principals, assistant principals, teachers, parents, and others who provide school-based leadership.

Leading for Integration
Jill Bloomberg, Park Slope Collegiate School

This workshop will explore how school leaders - both administrators and teachers - can utilize leadership skills to build both theoretical and practical support for integration by focusing on anti-racism.

Nothing For Us, Without Us: Youth Leadership in Transforming Education
Kesi Foster, Urban Youth Collaborative

In a moderated panel format with a Q&A, youth from New York City will talk about the role young people should play in shaping curriculum, school discipline, college access, and local and citywide policies.

Redefining Parent Roles and Power Within Schools
Richard Gray, Annenberg Institute for School Reform at Brown University, and Zakiyah Ansari, Alliance for Quality Education

In this session, parents, teachers and administrators will explore the critical leadership role parents and communities can play in transforming schools and the roles parents and communities play within them.

Student Assignment for Diversity in the 21st Century
David Tipson, New York Appleseed

Contrary to popular belief, school districts may still pursue racial and economic integration in their schools. This session will cover developments in student assignment for racial and economic diversity since the 2007 U.S. Supreme Court Case Parents Involved in Community Schools v. Seattle School District No. 1 – particularly as they have played out in New York State.

Student Voice & Vision: Using Visual Art to Support Students from All Communities & Backgrounds
Saul Chernick, Joan Mitchell Foundation

The arts provide students with a powerful opportunity to express their individual vision and voice. We will share resources and best practices culled from almost twenty years of providing studio art classes to youth across New York City, and engage in a simple art-making activity.

The Missing Link: How Diverse Public Schools Can Measure Non-Academic Outcomes
Penny Wohlstetter, Teachers College

Through this workshop, participants will gain skills for surveying their school communities -- parents, students, and teachers. The workshop will emphasize surveys that measure non-academic outcomes (as required by ESSA), including School Climate, Parent and Student Engagement, and Social Emotional Learning.

Thursday, July 21, Afternoon Session 2:45pm - 4:00pm

Access to Books is a Social Justice Issue
Annie Ward, Assistant Superintendent for Curriculum and Instruction, Mamaroneck Public Schools

All readers develop through voluminous, engaged reading. Why, then, do literacy leaders face obstacles in providing access, choice, and time for children to read? This interactive session will arm participants with tools to ensure all readers have the material they need to thrive.

Brave Leadership for Diverse School Districts
Ann LoBue, President, Mamaroneck NY School Board

This workshop will address policy issues arising in diverse schools and districts from the district perspective. It is intended for superintendents, school board members, parents, principals, teachers, and anyone else grappling with problems with broad implications for varied constituencies.

Leadership in Diverse Schools
Carolyn J. Riehl, Teachers College

In this workshop, you will be introduced to a framework for leadership in schools for diverse students. You’ll apply the framework in analyzing a school you care about and in identifying key tasks and strategies for leaders who hope to create and sustain inclusive schooling that honors difference and supports engagement and achievement for all. This workshop is appropriate for principals, assistant principals, teachers, parents, and others who provide school-based leadership.

Leading for Integration
Jill Bloomberg, Park Slope Collegiate School

This workshop will explore how school leaders - both administrators and teachers - can utilize leadership skills to build both theoretical and practical support for integration by focusing on anti-racism.

[Re]Defining Culturally Relevant Mentoring as part of Educational Leadership Development
Phillip Smith, Teachers College

In this workshop we examine broad definitions of the terms “culturally relevant” and “mentoring” and their use and applicability as part of adult and school leadership development.

Redefining Parent Roles and Power Within Schools
Richard Gray, Annenberg Institute for School Reform at Brown University, and Zakiyah Ansari, Alliance for Quality Education

In this session, parents, teachers and administrators will explore the critical leadership role parents and communities can play in transforming schools and the roles parents and communities play within them.

Re-imaging STEM in the Elementary Classroom
Felicia Mensah, Teachers College

Re-imagining standards and how we think about good pedagogy, curriculum and assessment in the elementary STEM classroom will be emphasized in this workshop.

Student Assignment for Diversity in the 21st Century
David Tipson, New York Appleseed

Contrary to popular belief, school districts may still pursue racial and economic integration in their schools. This session will cover developments in student assignment for racial and economic diversity since the 2007 U.S. Supreme Court Case Parents Involved in Community Schools v. Seattle School District No. 1 – particularly as they have played out in New York State.

The Missing Link: How Diverse Public Schools Can Measure Non-Academic Outcomes
Penny Wohlstetter, Teachers College

Through this workshop, participants will gain skills for surveying their school communities -- parents, students, and teachers. The workshop will emphasize surveys that measure non-academic outcomes (as required by ESSA), including School Climate, Parent and Student Engagement, and Social Emotional Learning.

Keynote Speakers Include:

Glenn E. Singleton, Racial Equity Leader, Author, Educator and Creator of Courageous Conversations About Race (2006), a protocol for sustained, deep dialog, and Beyond Diversity™, the curriculum that has taught hundreds of thousands of people how to use it. Singleton is President and Founder of Pacific Educational Group, Inc. (PEG), an agency that has developed racially conscious leaders in a variety of sectors, including education.

Dr. Sonia Nieto, has devoted her professional life to questions of diversity, equity, and social justice in education. She is the leading expert on multicultural education, teacher education, and the education of students of culturally and linguistically diverse backgrounds. Nieto is the author of Finding Joy in Teaching Students of Diverse Backgrounds: Culturally Responsive and Socially Just Practices in U.S. Classrooms (2013).

Featured Speaker:

Ali Michael is the Director of K-12 Consulting and Professional Development at the Center for the Study of Race and Equity in Education at the University of Pennsylvania and the Co-Founder and Director of the Race Institute for K-12 Educators. Ali earned her BA in African studies and political science at Williams College, her MA in anthropology and education from Teachers College, and her PhD in teacher education from the University of Pennsylvania. She received her education as an activist and a facilitator from Training for Change and Whites Confronting Racism. She is the author of Raising Race Questions: Whiteness, Inquiry and Education (Teachers College Press, 2015): a book designed to support teachers in the long term and personal process of understanding the role that race plays in their lives and in their classrooms. She is also co-editor of Everyday White People Confront Racial and Social Injustice: 15 Stories (2015, Stylus Press) and The White Women’s Guide to Teaching Black Boys (Forthcoming, Corwin). She sits on the editorial board of the journal Whiteness and Education. She and her partner, Michael, live in Philadelphia and consider questions of race and education on a daily basis in the raising of their two children.

Workshop Leaders Include:

Teachers College, Columbia University faculty will be speaking and leading workshops, including:

  • Christopher Emdin, Department of Mathematics, Science and Technology
  • Michelle Knight-Manuel, Department of Curriculum and Teaching
  • Felicia Mensah, Department of Mathematics, Science and Technology
  • Detra Price-Dennis, Department of Curriculum and Teaching
  • Carolyn Riehl, Department of Education Policy and Social Analysis
  • Yolanda Sealey-Ruiz, Department of Arts and Humanities
  • Mariana Souto-Manning, Department of Curriculum and Teaching
  • Amy Stuart Wells, Department of Education Policy and Social Analysis

Read below to learn what other interested participants are asking about our Summer Institute.

1. What will be covered during this program, and who is the target audience for the program?

“Reimagining Education: Teaching and Learning in Racially Diverse Schools, Summer Institute 2016” is a professional development institute designed primarily for teachers, school administrators, district officials, parents, and graduate students in education.

As the demographics of the nation shift rapidly we see families of color moving to once all-white suburbs and white, non-Hispanic families moving into gentrifying pockets of cities. The result is a growing number of diverse communities and public schools. The challenge to educators all over the country today is to at long last create truly integrated public schools that tap into the educational benefits of racially diverse schools and classrooms. Our summer institute will demonstrate how public schools can fulfill this mission to better prepare all students for the 21st Century.

Our institute will include keynote speakers, panelists, workshops, and dialogue sessions centered on addressing racial diversity in changing schools and classrooms. We acknowledge that diversity goes beyond professional development and requires educators to address their own individual multicultural biases. Our goal is to help foster the personal and professional growth of participants by exploring diversity through the themes of racial literacy, pedagogy, and critical leadership.

2. What is the structure of the conference? Are there many workshops? Is it a seminar structure? Is there reading?

The structure includes a mix of speakers, panels, workshops, and dialogue sessions. The first day will provide an introductory overview of the institute with keynote speakers, panels, dialogue sessions, and a student performance group. Tuesday-Thursday of the Institute will be a mix of speakers, panels, workshops, dialogue sessions, and student performance groups. Each participant will have the opportunity to attend six workshops each.

Workshop Topics Include:
Racial Literacy in Diverse Classrooms: Examining the Counter-Narrative
How Race is Constructed in Children’s Literature
Science Instruction in Diverse Classrooms
Social Studies for All
Leadership in Racially Diverse Schools
Student Assignment Policies for Equity
Parent Engagement and Constituency Building for Diversity

Enrolled Institute Participants can begin enrolling in their workshop on our website on June 1, 2016.

The four day schedule will be posted in March.

Reading materials and other resources will be posted on the website for participants to download and keep.

3. What is the cost of the program?

The registration fee for the four-day Institute is $795, with a 10% early bird discount for registration before April 15, 2016. Participants can earn (3) Continuing Education Units (CEUs) through Teachers College’s Department of Continuing Professional Studies.

Matriculating graduate students – from TC or other schools of education -- can enroll in one of the Summer B, 3-unit courses tied to the Institute, including EDP 4199: Special Topics Course: Reimagining Education for Teaching and Learning in Diverse Schools: A Policy Perspective. Please contact the Office of the Registrar for more information.

Registration includes breakfast and lunch for all four days as well as two receptions. To register for “Reimagining Education: Teaching and Learning in Racially Diverse Schools”, please click here.

4. I am highly interested in this workshop but have a couple of lingering questions before registration. Who should I contact?

The institute welcomes any questions, inquiries, comments, or concerns of interested attendees. While the staff and faculty organizing and supporting the Institute are still within the stages of planning final details, inquiries do not go unnoticed. We will also regularly update the FAQ section for the Summer Institute on our website under the Center for Understanding Race and Education, coming soon.

For any inquiries, please contact Ann Lobue, Institute Coordinator, at al3328@tc.columbia.edu, or Tracy Vadakumchery, Administrative Coordinator for the Center for Understanding Race and Education (CURE), at (212) 678-3729 or at tjv2109@tc.columbia.edu. Please allow a one-week time frame for responses to inquiries.

5. I notice there is an emphasis on public school educators in the workshop description. I am a teacher at an urban private school with a diverse population. Will the content still be applicable even though I am currently employed in a private school?

Yes!! The “Reimagining Education” Summer Institute is designed to help all educators – in public, private, charter schools and higher education – learn how to create truly integrated public schools that tap into the educational benefits of racially diverse schools and classrooms. Our summer institute will demonstrate how public schools can fulfill this mission to better prepare all students for the 21st Century.

Our institute will include keynote speakers, panelists, workshops, and dialogue sessions centered on addressing racial diversity in changing schools and classrooms. We acknowledge that diversity goes beyond professional development and requires educators to address their own individual multicultural biases. Our goal is to help foster the personal and professional growth of participants by exploring diversity through the themes of racial literacy, pedagogy, and critical leadership.

6. I am traveling to New York City to attend the Summer Institute.  Where can I stay?

In an effort to assist you with your search for accommodations, we have listed several hotels (click on "other accommodations") you might consider. A train/cab ride away from Teachers College, all of these hotels are located on the Upper West Side (UWS) of New York City. Attractions in close proximity to these accommodations include: the Planetarium, Cathedral of St. John the Divine, Children’s Museum of Manhattan, Lincoln Center, The Museum of Natural History, and Central Park.  

Teachers College and Union Theological Seminary also offer housing during the summer months for a nominal fee. These rooms are within a short walking distance from campus.

To learn more about Guest Housing, visit this webpage: https://www.tc.columbia.edu/housing/guest-and-conference-housing/guest-housing/.

Other offerings

Dignity for All Students Act (DASA)
July 2, 2016 - August 28, 2016

Global Mental Health Summer Institute
July 5, 2016 - July 10, 2016

Child Abuse Identification & Reporting
July 9, 2016 - December 10, 2016

School Violence Prevention & Intervention
July 9, 2016 - December 10, 2016

Cowin Financial Literacy Institute
July 11, 2016 - July 14, 2016

School Law Institute
July 11, 2016 - July 15, 2016

View the Complete List