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Review the 10 workshop descriptions below and sign up for your "2" selected workshops by clicking here.
- Affirming the Development of Thinking and Understanding of Boys of Color - Learning from Their Work
- What is Working in Classes of Boys: Practical Strategies for Classroom Teachers and Leaders
- The States of Emergency
- Failure is not an option: Project Manhood strives in a troubled land
- “The Audacity of Changing Belief Systems”: Developing a Foundation for Student Success through Culturally Responsive Teaching
- My Mentor, My Trusted Counselor
- POSITIVE COMPETITION – A School-wide Positive Behavior Modification System for Middle and High School Boys
- Moving from the “What” to the “How”: Providing a culture for Teaching Minority Males
- BADD: Black Achievers Determined to be Different; “Challenging our young men to be different and to make a difference”
- Raising Him Alone Workshop
1. Affirming the Development of Thinking and Understanding of Boys of Color - Learning from Their Work
In Young, Gifted and Black – Promoting High Achievement among African-American Students, Theresa Perry writes that the prevailing assumption among many educators is that the task of achievement for African-Americans as a group is the same as it is for any other group. – If you know what works for the white child, then you know what will work for the Black child.
Workshop participants will engage in using authentic student work documents and participate in conversation using a protocol to guide the discussion. The participants will receive multiple ways that can be readily used to engage groups of educators (and others) in collaborative inquiry into student learning through a close study of samples of student work.
Presented By: Brenda Artwell, Program Director
ATLAS Learning Communities
Institute for Urban School Improvement
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2. What is Working in Classes of Boys: Practical Strategies for Classroom Teachers and Leaders
The workshop will demonstrate at least 10 strategies that work within classrooms of all-boys. The strategies recognize, honor, support, and challenge the needs and opportunities of boys based upon recent research about gender as well as work with over 200 schools involved in single-gender education.
Strategies can be applied within pre-K through grade 12 across all subject areas. Strategies range from team building, structure for mentoring, support for organizational needs, and engagement instructional procedures. Brief introduction to practices and policies for starting all-boy programs (as a school or classes within a school) will be addressed.
Presented By: David Chadwell, Coordinator Single-Gender Initiatives
South Carolina Department of Education
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3. The States of Emergency
Research by The National Post Secondary Education Cooperative Working Group on competency based initiatives and The Schott Foundation indicates that most African American students are relational learners and that their academic performance is closely connected to relationships with their teachers and the expectations established by them.
The goal of this practicum is to provide a forum that will explore the myths, perceptions, facts, and challenges that impede the educational and social development of young African-American males in contemporary schooling. Emphasis will be placed on identifying cultural and environmental learning patterns and incorporating them into current teaching practices. This methodology is based on the premise that the education of African American males should be predicated on understanding the cultural and chronological contexts of their lives. Understanding this process first, will encourage us to become creative in implementing a variety of tools and resources used to engage all levels of learners. We will concentrate and model successful methods of engagement on five strategies:
- ENFORCEMENT OF RULES AND PROCEDURES
- COOPERATIVE RE-TEACHING FOR THINKING
- QUALITY LITERATURE
- COMMUNITY SERVICE TRAINING
Presented By: Rory Edwards, President
Edwards Education Consulting, LLC
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4. Failure is not an option: Project Manhood strives in a troubled land
Project Still I Rise and The Institute for Urban Policy Research at the University of Texas at Dallas has entered into a partnership to utilize strong programming, research and evaluation to provide better programming and to bring attention to black men and boys issues in the North Texas Region. Project Still I Rise and the Institute both have rich histories in working in the North Texas region on issues affecting the life course trajectories of black men and boys. In this workshop, attendees will have an opportunity to:
Learn about Project Manhood, an initiative of Project Still I Rise. Project Manhood is an innovative, community-based approach to addressing education disparities through voluntary Saturday school programming for young black men in grades 4 through 7. Project Manhood exposes young men to complex, holistic materials that expand upon their in-school curricula and make the linkages between disciplines so important in developing the critical thought processes instrumental to successful leadership.
Experience key components of Project Manhood’s curriculum, exercises include program affirmations, community linkage and communication exercises.
Take Away specific tools and strategies used to survive in troubling times and in a city slow to embrace this type of programming. Specifically, the role of research evaluation, collaborating with university and faith partners, adapting to change and keeping track of external events that have an impact on the agency such as web-casts, e newsletters and state and federal e-alerts.
Highlight preliminary data on black men and boys in Dallas and how Project Still I Rise and the Institute for Urban Policy Research plans to use research to bring attention to the need for more programming and structural policy reforms that benefit black men and boys.
Presented By: Robert Rooks, MSW, Director of Community Engagement
Institute for Urban Policy Research
Kevin Mondy, M.A,
Executive Director
Project Still I Rise
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5. “The Audacity of Changing Belief Systems”:
Developing a Foundation for Student Success through Culturally Responsive Teaching
Young people in the Massachusetts juvenile justice system disproportionately reflect high percentages of youth of color (predominantly African-American and Latino males), youth for whom English is a second language, and youth with learning disabilities that may or may not have been recognized and attended to in their previous educational experiences. Like many other school districts across the US and within the state of Massachusetts, teachers in the Massachusetts Department of Youth Services (DYS) educational programs are predominantly dissimilar in race, gender, and class than the students they teach. If left unexamined, such differences can supress student achievement and the development of this group of young men of color.
Participants will leave the workshop with a theoretical and practical framework that can be used to support culturally responsive teaching practice in any classroom learning environment. In addition, resources and “tools” will be shared to help participants support this work in their own schools and organizations.
Participants will be engaged in a variety of ineractive strategies during this 90 minute workship.
Presented By: Kathy Rho, Program Manager
DYS Initiative
Darnell Williams, Program Manager
DYS Initiative
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6. My Mentor, My Trusted Counselor
In dictionary terms, the word mentor is defined as serving as a trusted counselor or teacher to a child. In the school setting, it is used to describe an individual that builds positive relationships with children and in this instance with boys of color, with the goal of achieving desired developmental and or educational outcomes. The Chicago Public Schools PAS model has taken a proactive approach to mentoring, by beginning the attachment of boys to a positive male support at an early age.
The model that CPS PAS uses is one that can be replicated in other school districts that are experiencing some of the same issues concerning boys of color. The presentation is designed to address how best to mentor boys in preschool through third grade classrooms, and to open discussion around mentoring success stories. In this workshop each participant will begin the process of building a successful mentoring program by “unmasking” its school culture. During the presentation, the four key questions will be addressed:
- What does mentoring mean?
- What can be described as the measurements of success in boys of color through mentoring?
- How do we align ones needs to the work of the mentor?
- Who can mentor black boys?
Presented By: Karen Carradine, Director of PAS
Latisha Smith, Coordinator of PAS
Chicago Public Schools,
Promoting Academic Success (PAS) of Boys of Color Program
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7. POSITIVE COMPETITION – A School-wide Positive Behavior Modification System for Middle and High School Boys
This workshop will present a strategy for positively encouraging desired behaviors that works particularly well for boys. It employs both competition and cooperation, it uses data and makes students aware of their own data, and it can be used in an individual classroom, on a single grade, or school-wide. The focus is discipline development. Our system stands firmly on ABCD’s Four Priorities: Attendance, Behavior, Course work and Dress code.
Workshop attendees can expect to leave the session with a draft of a version of our program that it is easily adaptable to their school or setting.
Presented By: Clyde Cole, Principal
The Academy of Business & Community Development (ABCD)
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8. Moving from the “What” to the “How”: Providing a culture for Teaching Minority Males
This workshop addresses increased rigor in teaching and learning and the equity of access to academic programs for male students of color.
Workshop participants will interact with the on-line tools and rubrics, and participate in discussions of case studies that move beyond the basics of curriculum articulation and emphasize the additional importance of personalizing the learning and the school experience for each minority male student at all grade levels. The activities utilize a diagram of the change process—a process circle. Participants will be able to utilize this process to organize and implement a culture for sustainable change in their school.
Presented By: Judith Richardson,
Director of Diversity, Equity and Urban Initiatives
National Association of Secondary School Principals
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9. BADD: Black Achievers Determined to be Different
“Challenging our young men to be different and to make a difference”
BADD is a challenge program for Black males in grades K-12 that incorporates a brotherhood concept to motivate, inspire, and challenge a team of Black males to become self-confident, self-actualized young men. Beginning with an initial teambuilding camp to build camaraderie among teams, leading into an engaging seven challenge curriculum that leads them from Character to Conviction, an interactive DVD, a synchronized website, supported by a brotherhood of adult Black males, BADD is committed to becoming a nationwide movement that will reverse the debilitating statistics that plague our Black males and empower our young men for success while inspiring our community at-large.
Beginning with the end in mind, we will share with your school, faith based organization, or community based organization how this comprehensive approach can cultivate a culture of achievement, success, and belonging in your institution. Once the young men become BADD, they are BADD4Life! The goal is for continuous and ongoing service for teams of young men as they matriculate through their academic careers towards graduation and beyond.
Presented By: Eric Brown, Ed. S.
Principal of Gilliard Elementary School
CAO, BADD
Jesse C. Outen, M.Ed.
COO, BADD
Robert Kirton
CEO, BADD
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10. Raising Him Alone Workshop
(Strategy to increase parental involvement)
"Raising my son in a tough neighborhood in Newark, NJ is like having two other full time jobs. I am afraid every time my son leaves the house. Although he is only 9 years old he has to grow up so fast. Coming home from school he has to watch out for dope dealer, stick up boys, gunfire from neighborhood gangs and the police. This is a typical day for my son!"
~ Tina Johnson, Parent of a 9 year old African American male, (Newark, NJ)
The Raising Him Alone Workshop is designed to engage single mothers raising African American males. With over 70% of African American children being raised by single parents this workshop explores ways schools can provide greater support services to mothers. Raising Him Alone Campaign is a specific strategy targeting single mothers raising boys. The campaign and workshops focuses on mobilizing and connecting parents to vital community and school based services.
Through implementing innovative parenting institutes that address positive male development, mental health, teaching our boys study habits and creating a family schedule we have found that offering creative programming on Saturday’s for parents is effective.
The workshop will also focus on using technology as a means of mobilizing single mothers raising boys to get more involved in school activities. Using Face Book, My Space, Text Messaging and Web Based applications to disseminate information. Participants will get an opportunity to view the Raising Him Alone web site www.raisinghimalone.com as a prototype for using technology to mobilize parents.
Presented By: David Miller, Chief Visionary Officer
and Co-Founder
Urban Leadership Institute
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