Educator Leadership Institute: New Orleans
Leadership for Equity, Achievement, and Diversity in Schools (LEADS)
Postponed
Institute Date & Time
June 24 – 25, 2020 (8 am - 5 pm)
Institute Fee
$895 ($795 advance registration, $695 group rate)
No checks or POs.
Institute Location: New Orleans
Loyola University College of Law Broadway Building
540 Broadway St
New Orleans, LA 70118
Dorm housing at great rates available for up to four nights
Contact Information
Email uelc@tc.columbia.edu or call 212.678.8356
Program Description:
Actualizing educational excellence for equity requires transformative leaders at all levels of schooling who value and optimize the extraordinary potential and drive for achievement that is innate in all students across all cultures. These transformative leaders include district and school-site leaders, teachers who function as leaders in various roles including instructional coaches (in all disciplines) and academic department heads, and key stakeholders such as parents and community leaders. This Institute focuses on the reconceptualization of equity to address the holistic personal, social, and intellectual development of our youth. Participants will engage with strategies, skills, and conceptual frameworks needed to enact Leadership for Equity, Achievement, and Diversity in Schools, or LEADS. Building from the extensive, highly regarded scholarship of the two co-facilitators, the LEADS Institute provides an implementation-oriented and research-based reconceptualization of leading for equitable outcomes through systematic and sustained interactions of:
- Leadership that inspires and mobilizes all stake-holders to commit to building upon the cultural backgrounds of every member of the school community to design and incorporate the conceptual and behavioral changes needed for holistic intellectual and socio-emotional development of every student;
- Equity consciousness for social justice that fuels a culture and Pedagogy of Confidence® that mitigate the barriers ( i.e., “otherizing” through racism, etc.) to actualizing the innate potential of every student for high intellectual performances, self-determination, agency and personal contribution;
- Achievement that is nurtured through High Operational Practices™ that build on the propensity of all students to demonstrate personal strengths, engagement, and accelerated academic growth;
- Diversity that reflects recognition and appreciation of the group and personal-cultural positioning, practices, choices and perspectives that foster intercultural and inter-ethnic connections and belonging;
- Schools that work to become communities in which all members are respected, empowered, and invested in the collective creation of a shareable, sustainable society and world.
Learning Objectives
During this highly interactive Institute, participants will build upon and further develop leadership strategies, skills, and conceptual frameworks that:
- leverage scholarship (cognitive, neuroscience, and socio-cultural) including the research of the co-presenters that substantiate the innate potential and propensity of individuals across cultures for high intellectual performances, self-determination, and personal contributions to their communities and society;
- examine and optimize strategies for transforming beliefs and behaviors for all stake-holders to effect keener awareness and more intentional efforts to create academically excellent and socially just school communities;
- utilize multiple opportunities to collaborate and draw upon the resources of the co-facilitators and fellow LEADS Institute participants to collectively design and concretize viable approaches and processes for engaging and mobilizing all stake-holders to share responsibility for achieving a vision for schooling that actualizes excellence through equity and inclusion.
Who Should Attend?
Stakeholders in education at all levels including districts and school sites; teachers, academic coaches, and department heads; members of parent councils and school boards, and education-oriented non-profits and governmental agencies.
Facilitators
DR. YVETTE JACKSON
Faculty and Co-Facilitator, LEADS Institute, New Orleans. Adjunct Professor, Columbia University, Teachers College, Summer Principals Academy
Dr. Yvette Jackson is the winner of the 2019 GlobalMindEd Inclusive Leader Award. She is the author of The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools which received the 2012 ForeWord Reviews’ Silver Book Award and the Academy of Education Arts and Sciences Educators Voice Awards for “Education Policy/Researcher of the Year”. In addition to being an adjunct professor at Columbia University Teachers College Summer Principals Academy, Yvette is the Senior Scholar for the National Urban Alliance for Effective Education founded at Teachers College. She is internationally recognized for applying her research in the cognitive mediation theory of Dr. Reuven Feuerstein, neuroscience, gifted education, and mindfulness to develop High Operational Practices™ that elicit and engage high intellectual performances from underachievers. She formerly served as Senior Scholar for the Panasonic Foundation and the Director of Gifted Programs, Director of Professional Development and Executive Director of Instruction and Professional Development for the New York City Department of Education.
Yvette’s work has been published in numerous books and educational journals. She co-authored with Veronica McDermott Aim High, Achieve More: How to Transform Urban Schools Through Fearless Leadership (ASCD, 2012) and Unlocking Student Potential: How Do I Identify and Activate Student Strengths (ASCD, 2013). Her latest book, Mindfulness Practices: Cultivating Heart Centered Communities Where Students Focus and Flourish (Solution Press, 2018) was co-authored by Christine Mason and Michele Rivers-Murphy.
“Yvette Jackson’s Pedagogy of Confidence can change the way we approach learning, teaching and school reform. It integrates the findings of cognitive psychology and neuroscience research with hands-on accounts of extraordinary success in classrooms serving low-income students. A remarkable achievement.”
Linda Darling Hammond, President of the California School Board and Charles Ducommun Professor of Education, Stanford University
DR. JABARI MAHIRI
Faculty and Co-Facilitator, LEADS Institute, New Orleans. Adjunct Professor, Columbia University, Teachers College, Summer Principals Academy
Dr. Jabari Mahiri is an adjunct professor at Columbia University, Teachers College, Summer Principals Academy, and a professor of education at the University of California, Berkeley where he teaches in the Principals Leadership Institute and chairs the Committee on Academic Leadership. He also is the inaugural holder of the Brinton Family Chair in Urban Teaching, and Faculty Advisor and P.I. for the Bay Area Writing Project. He has received UC Berkeley’s Chancellor’s Award for Advancing Institutional Excellence as well as the Chancellor’s Award for Community Service. His forthcoming book is Reframing Race and Difference: Educational Leadership for a Sharable, Sustainable World. His recent book, Deconstructing Race, won the 2018 Critics Choice Award from the American Education Studies Association and the 2018 Prose Award, Honorable Mention for Education Theory. He is the author or editor of six other academic books including The First Year of Teaching: Classroom Research to Improve Student Learning (2014). Digital Tools in Urban Schools: Mediating a Remix of Learning (2011), and What They Don’t Learn in School: Literacy in the Lives of Urban Youth (2004).