Program Pocc.Nais.Org | #Naispocc

PROGRAM POCC.NAIS.ORG | #NAISPOCC | #NAISSDLC

32ND NAIS PEOPLE OF COLOR CONFERENCE 26TH NAIS STUDENT DIVERSITY LEADERSHIP CONFERENCE

DECEMBER 4 – 7 | SEATTLE POCC AT A GLANCE 4 Overview 6 Conference Speakers WED Dec 4 THU Dec 5 FRI Dec 6 SAT Dec 7 10 Special Events 12 Important Notes 7:00 AM – 8:00 PM 6:00 – 7:00 AM 6:00 – 7:00 AM 7:00 – 8:00 AM 13 PoCC Hub Registration Open Wellness Activities Wellness Activities Choir Rehearsal 16 Pre-Conference 8:00 AM – 5:00 PM 7:00 AM – 6:00 PM 7:00 AM – 1:00 PM 7:30 – 8:45 AM Equity Seminars Equity Seminars — Full day Registration Open Registration Open Affinity Group Session 3 25 School Visits 8:00 AM – NOON 8:15 – 9:30 AM 8:00 – 9:15 AM 9:00 – 9:45 AM 27 SDLC Welcome and Equity Seminars — Half day PoCC | SDLC Opening General Workshop Block C State and Regional Meetings Schedule at a Glance (morning) Session with Joy DeGruy 30 Wednesday, December 4 9:15 – 9:30 AM 10:00 – 11:15 AM 32 Thursday, December 5 8:30 AM – 5:00 PM 9:30 AM – 5:00 PM Break, Relax, Refresh Student-Led Adult/Student PoCC Affinity Group Training PoCC Hub Open Dialogues (by State/Region) 50 Friday, December 6 9:30 – 10:45 AM The PoCC Leadership Institute Workshop Block F 78 Saturday, December 7 9:45 – 11:45 AM for Educators of Color General Session with Valarie Kaur 86 Appreciation Affinity Group Session 1 11:30 AM – 12:45 PM 10:45 – 11:15 AM 89 Sponsors 8:30 AM – 12:30 PM PoCC | SDLC Closing Ceremonies School Visits NOON – 1:30 PM Break and Choir Rehearsal with Pedro Noguera 90 Conference History PoCC Welcome Luncheon 92 Advertisements 1:00 – 5:00 PM 10:45 AM – 5:00 PM 104 Floor Plans Equity Seminars — Half day 12:45 – 1:30 PM PoCC Hub Open (afternoon) Choir Rehearsal 11:15 AM – 12:30 PM 6:30 – 7:30 PM 1:00 – 1:30 PM Workshop Block D PoCC First-Time Attendees Book Signing with Joy DeGruy Featured Speaker Session Welcome & Orientation with Cinnamon Spear 1:45 – 3:45 PM Master Class with Joy DeGruy 12:30 – 1:45 PM PoCC Networking Luncheon 1:45 – 3:00 PM Workshop Block A 2:00 – 3:15 PM PoCC Express Café Workshop Block E Featured Speaker Session TED Ed at PoCC with Anthony Ocampo Featured Speaker Session with Wayne Au 3:00 – 3:45 PM Break, Relax, Refresh 3:15 – 3:45 PM JOIN THE CONVERSATION Book Signing with Wayne Au ON TWITTER, FACEBOOK, 3:45 – 5:00 PM AND INSTAGRAM. 3:45 – 5:00 PM Workshop Block B USE #NAISPoCC AND Affinity Group Session 2 5:15 – 6:30 PM #NAISSDLC! General Session with Mike Walsh 5:15 – 6:30 PM General Session with Anand Giridharadas

6:30 – 7:00 PM Book Signing with Anand Giridharadas

7:30 – 8:30 PM LGBT Social Hour pocc.nais.org

9:00 PM – MIDNIGHT (SUBJECT TO CHANGE) Club PoCC NAIS WELCOME

WELCOME TO SEATTLE! We're so glad and indigenous history did not begin with you could join us here in the beautiful Pacific atrocity, but with rich culture, community, and Northwest as we convene the NAIS People achievements that helped build this nation and of Color Conference and Student Diversity world in immeasurable ways. Our theme also Leadership Conference. underscores the resilience, radical hope, and vision that has served as a constant source and For first-time attendees and for those of you through-line for black, indigenous, and people who are joining us again, we reaffirm our of color between our past, present, and all the mission: PoCC is designed for people of color in possibility that lies beyond this moment. independent schools as they pursue strategies for professional and leadership development. We hope you will take time over the next few It also offers networking opportunities for days to make the most out of the conference. people of color and allies working to build Whether you came to share your expertise, and sustain inclusive school communities. build and strengthen your professional network, bond with team members, or for PoCC's unique Each year we seek to recommit to our restorative experience, you'll find opportunities intention to provide space for people of that suit your needs. Enjoy true connection color in independent schools to connect, and community in the Affinity Group sessions. commune, and build new skills and capacities Get inspired at the keynote sessions. Meet new that support and advance their work. This colleagues and connect in the PoCC Hub. In year, with the theme 1619. 2019. Before. the pages of this program, you'll find all the Beyond. Amplifying Our Intelligence to information you need to have a great experience. Liberate, Co-create, and Thrive, we join in an international commemoration of the 400 years Each year we are deeply grateful to our since the first British ship carrying captured attendees for braving the challenges and Angolans arrived in North America, initiating opportunities to advance equity and justice enslavement of black African people. The in independent schools. Each one of you theme also pays homage to the indigenous is an essential part of the progress we can cultures and people present in North America make — this year and beyond. We appreciate before 1619. It reminds us that black history your partnership and thank you.

DONNA OREM CAROLINE G. NAIS President BLACKWELL NAIS Vice President for Equity and Justice LOCAL COMMITTEE CO-CHAIR WELCOME

ON BEHALF OF THE ENTIRE PoCC PoCC is an opportunity for people of color LOCAL PLANNING COMMITTEE, WE to come together. Sometimes the conference WELCOME YOU TO SEATTLE, THE inspires tough conversations, and those LAND OF THE DUWAMISH PEOPLE! conversations can lead to breakthroughs, Stand on the land, breathe in the air, and new ideas, and a path forward. feel the power of the water and mountains around you. Regardless of where you are It was in this spirit that groups like the Gang traveling from, how you identify, or what your of Four and the second oldest chapter of immigration status is, for the next few days the Black Panther Party worked to help build this is your home. We are honored with something new in our city. They amplified the beauty, goodness, and strength of this their collective intelligence, their genius, collective and the rich diversity that you and their brilliance to build a legacy using bring to mark the 32nd year of this gathering. liberatory platforms, giving voice and power to the most vulnerable in our community. This year's theme is 1619. 2019. Before. Beyond. Amplifying Our Intelligence to That spirit and that which you bring are here Liberate, Co-create, and Thrive. The year for you to tap into, your home away from 2019 marks the 400-year anniversary of home, in the hopes that you are inspired, the first ship that brought our African fueled, and equipped to make use of it when ancestors, against their will, to Jamestown. you are back in the place you call home. Before honors the First Nations people and their civilizations that existed before While you're here, we hope you'll get a the colonizers. Beyond is the vision of chance to explore Seattle's rich and diverse our collective future for which we are all cultures that make our city special. You can co-creators. Our intelligence is the power learn more about the city's Native American, of the voices of people of color and our African American, Asian American, and Latinx role in advancing humanity. Our theme is a histories at several museums and cultural rallying call. When we tap into our collective centers in the city. intelligence, we liberate each other, create our future together, and thrive. WELCOME TO EMERALD CITY!

DORI KING E-CHIEH LIN MAHTAB Director of Inclusion and Director of Diversity and MAHMOODZADEH Community Engagement, Community & Director Director of Diversity, Oregon Episcopal School of Hiring, University Prep The Overlake School

2 #NAISPoCC | #NAISSDLC MAYORAL PROCLAMATION

DECEMBER 4, 2019

On behalf of the City of Seattle, I'm proud to extended into the current day. I am especially welcome you to the 2019 National Association committed to creating and continuing equal of Independent Schools (NAIS) People of opportunities for people of all races and Color Conference! We are honored to partner backgrounds in education. That's why I with you to advance equity and justice in created the Seattle Promise program to allow teaching and learning. all public high school students to attend two years of college for free after graduating The NAIS People of Color Conference is an high school. Now, I am so excited to join you important opportunity for educators at every on your journey to advance racial justice level to embrace equity through a racial lens. by attending to the academic and socio- You will form meaningful connections with emotional outcomes for students, and in educators around the country who are also workplace performance for adults. committed to justice and gain tools to improve and enhance racial and social justice and Seattle is the city of the future because cross-cultural connections in your schools. of efforts like yours to support people of We look forward to hosting your learning, color and dismantle racist structures. We growth, and community development. need people to commit to racial equity, especially in education, for efficient and I would also like to commend you for useful innovation built on the free and equal participating in this important program. Here exchange of cultures and ideas. Thank you in the City of Seattle, we dedicate ourselves for contributing to education across the to promoting equality by deconstructing country, and for choosing to hold your and tackling racial injustices that have incredible conference in the City of Seattle.

SINCERELY,

Jenny A. Durkan, Mayor of Seattle

#NAISPoCC | #NAISSDLC 3 OVERVIEW

POCC | SDLC ON-SITE REGISTRATION WEDNESDAY, DECEMBER 4 7:00 AM – 8:00 PM THURSDAY, DECEMBER 5 7:00 AM – 6:00 PM FRIDAY, DECEMBER 6 7:00 AM – 1:00 PM

MAKE THE MOST OF THE NAIS PoCC WORKSHOPS PEOPLE OF COLOR CONFERENCE Workshops are organized into the For decades, PoCC has nourished and following tracks: sustained people of color in independent schools. By accepting long-practiced ➧➧Anti-Racist Teaching, Training, Activism, community norms, attendees, speakers, and Allyship presenters, and staff help create a space ➧➧Building Capacity: Skills, Competencies, that lifts up, protects, and affirms the and Research for Equity, Inclusion, and dignity and lived experience of people Social Justice of color in our schools and society. ➧➧Data Use in Activism: Evidence-Based Equity and Justice Programming, Research, As a conference participant, you have and Evaluation the opportunity to embody interactional ➧➧Equity and Justice Exemplars: Programs, principles that advance equity. You also Models, Best, Promising, Next Practices form connections with others who remain ➧➧Organizational Development and committed to creating and sustaining Institutional Change independent school communities in which ➧➧Leadership and Management for Equity people of color can thrive. and Inclusion ➧➧Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches ➧➧Racial and Social Justice and Activism: From the Classroom to the Community ➧➧Self-Efficacy and Empowerment: Mind, Body, Spirit

Head of School Track Designed especially for heads of school to support stewardship of racial equity and inclusion.

4 #NAISPoCC | #NAISSDLC AFFINITY GROUP WORK AT POCC

PoCC hosts Affinity Group sessions to provide WHICH AFFINITY GROUP an opportunity for sharing and exploring DO I ATTEND? your life and experiences within spaces You know you are in the right Affinity Group defined by membership in a specific racial if you can say honestly and unequivocally, or ethnic identity group. A team of trained "I am ” (e.g., Asian, Latinx, Multiracial) facilitators host the space for members of and speak to and from that group's collective their respective Affinity Groups to have racial or ethnic identity and experience from conversations that matter most to them. the "I" and "we" perspective. To preserve the safety and integrity of each Affinity In each Affinity Group, participants are Group space, you should attend only those invited to self-organize into small groups to sessions that correspond with the racial and engage with conversation prompts offered ethnic identity to which you belong. Affinity by Hosting Team members or to dialogue Groups at PoCC are not spaces to learn about topics of their own choosing, generated about the racial or ethnic identity of others, using Open Space Technology or another including that of a child, spouse, or partner. group process. Trying to attend an Affinity Group to which you do not belong is an intrusion PoCC Affinity Groups are designed and you will be asked to leave out of care for participants to connect and renew and respect for the members' psychological relationships, explore and celebrate safety and well-being. identities, share successes and challenges, and encourage and support one another Anita L. Sanchez serves as the lead in an atmosphere of trust and safety. facilitator for the Affinity Group work. She is an organization development consultant, trainer, and speaker focused on diversity and inclusion, large system change, team building, and coaching.

#NAISPoCC | #NAISSDLC 5 SPEAKERS

GENERAL SESSION

OPENING SPEAKER JOY MIKE VALARIE DeGRUY WALSH KAUR THURSDAY THURSDAY FRIDAY 8:15 – 9:30 AM 5:15 – 6:30 PM 9:30 – 10:45 AM Joy DeGruy holds a Mike Walsh is the CEO Valarie Kaur is a seasoned bachelor's degree in of Tomorrow, a global civil rights activist, award- communication, a master's consultancy on designing winning filmmaker, lawyer, degree in social work, a companies for the 21st faith leader, and founder of the master's degree in clinical century. A global nomad, Revolutionary Love Project. She psychology, and a Ph.D. futurist, and author of has spoken at TED Women and in social work research. the best-selling book The her new book, Revolutionary She is an internationally Algorithmic Leader, he Love, will be released in spring renowned researcher and advises some of the world's 2020. The book expands on educator who focuses on biggest organizations on the themes in her popular the intersection of racism, digital transformation and TED Talk. When a family friend trauma, violence, and disruptive innovation in was the first person killed in a American chattel slavery. this new era of machine hate crime after September 11, intelligence. 2001, she began to document SPONSORED BY STRATEGENIUS hate crimes against Sikh and SPONSORED BY EDUCATOR'S ALLY Muslim Americans, which resulted in the award-winning filmDivided We Fall.

SPONSORED BY TIAA

#NAISPoCC | #NAISSDLC 13 POCC HUB

THURSDAY WSCC, Hall 4C 9:30 AM – 5:00 PM

FRIDAY 10:45 AM – 5:00 PM

MAKERSPACE

26 34 EXHIBITORS 25 33 24 32 NAIS 23 31 BOOKSTORE 10 18 22 30 9 17 21 29 8 16 20 28 7 15 19 27 6 14 MEMBER RESOURCE 4 13 CENTER 2 12 1 11

WELLNESS ZONE

401

14 #NAISPoCC | #NAISSDLC EXHIBITORS Stop by and meet with experts in the field to PoCC Sponsor find resources for diversity work at your school. NAIS Supporter Find detailed information and locations for each PoCC Sponsor and exhibitor in the mobile app. NAIS Supporter

12M Recruiting Johns Hopkins Search Associates Booth 28 University Center Booth 1 for Talented Youth CalWest Educators Table 20 SpeakOut–The Institute Placement for Democratic Booth 11 JONES Education and Culture Booth 4 Booth 6 Carney, Sandoe & Associates Lakeside School StrateGenius Booth 18 Booth 8 Booth 26

City Love Manhattan Placements The Klingenstein Center Booth 24 Booth 9 Booth 27

Domino Sound Middlebury Bread The LAB Program Booth 33 Loaf School of English Booth 29 Booth 17 Duke University Talent The Origins Program Identification Program Mirus Toys Booth 22 Booth 23 Booth 2 The Privilege Institute Educator's Ally Olive Branch Booth 32 Booth 19 Educators, LLC Booth 16 Universidad Explore St. Louis Internacional — The Booth 31 Pollyanna Inc. Center for Linguistic & Booth 10 Multicultural Studies Farm & Wilderness Booth 30 Foundation Resource Group 175, LLC Booth 7 Booth 34

Independent Trust Road to Racial Booth 12 Justice Game Booth 25

#NAISPoCC | #NAISSDLC 15 FULL-DAY EQUITY SEMINARS WED, DEC 4 8:00 AM – 5:00 PM

ES01. Ally Is a Verb: The Role of ES02. Connecting the Dots in Culturally White Educators at PoCC and Beyond Competent Leadership for Independent PRESENTERS: Anshu Wahi, The Northwest Schools: Climate, Recruitment, Hiring, School (WA); Xiomara Hall, Chapin School Retention, and Accountability (NY); Randy Clancy, CARLE Institute; PRESENTERS: Cris Clifford Cullinan, Actual Hannah Lucal, CRJE; Elena Jaime, The Brick Leadership in Vital Equity (ALiVE); Amani Church School (NY) Reed, The School at Columbia University ROOM: WSCC, 204 (NY); Emma Coddington, Willamette This seminar will help white educators University; Ruth Jurgensen, The Francis W. strengthen their competencies in supporting Parker School (IL); Kalyan Ali Balaven, The equity and justice initiatives in schools. Athenian School (CA) Focusing on the importance of white affinity ROOM: WSCC, 211 work and the development of accountable The goal of this equity seminar for cross-racial partnerships, participants independent school heads, faculty, and will examine how they can deepen their administrative and staff leaders is to explore understanding of race and racism, whiteness, the need for cultural competence as a and the potential for transformative central organizing principle for increasing pedagogy by working with each other equity and meaningful inclusion for all to develop their identities as anti-racist members of your school community. This educators. Participants will discuss the full-day session will provide opportunities history of racism and its current to practice, discuss, and adapt practices manifestations in the U.S.; consider their and methods — from attracting candidates roles at PoCC and beyond; explore why it to hiring, mentoring, and retaining is important for white educators to examine them — that move the school in the direction their own racial identity in order to be of greater cultural competence in policies effective; and learn how they can support and procedures, as well as curricular and each other in their work to understand pedagogical practices. To work with NAIS the impact of race/racism on their lives. school leaders, we have assembled a group of culturally competent administrative and faculty leaders from both higher education and independent schools to explore what it means to be a culturally competent leader.

16 #NAISPoCC | #NAISSDLC PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS.

ES03. Do You See What I Mean? ES04. Examining Ourselves in Order Facilitating Courageous to Be Culturally Responsive Educators Conversations Visually and Create Inclusive Classrooms PRESENTERS: Kawai Lai, VizLit; Rosetta Lee, PRESENTERS: Roslyn Benjamin, Live Oak Seattle Girls' School (WA); Tamisha Williams, School (CA); Paula Farmer, The Berkeley Lick-Wilmerding High School (CA) School (CA) ROOM: WSCC, 303 ROOM: WSCC, 210 As educators and activists leading the What is culturally responsive teaching? work around diversity, equity, and inclusion In her book Culturally Responsive Teaching in our schools, we are often called on to and the Brain: Promoting Authentic facilitate courageous conversations across Engagement and Rigor Among Culturally identity, power, and difference. Although and Linguistically Diverse Students, Zaretta there are many dialogue models and tools, Hammond makes the case that educators visuals can help set the stage, support need to teach all of their students to be thinking, and catalyze breakthroughs. Engage complex thinkers and independent learners. with veteran facilitators to learn common To do so, all educators, regardless of race, facilitation models, avoid pitfalls, and manage need to hold their students to high academic polarity. Learn how visual facilitation can help and behavioral expectations, while building people see issues and perspectives more trust and rapport with them; however, this clearly. Through this workshop, participants requires the teachers to do the "inside- will have an opportunity to unpack practical out" work: "developing the right mindset, strategies for facilitating courageous engaging in self-reflection, checking our conversations and will leave with a visual implicit biases, practicing social-emotional toolset to deepen their practice. awareness, and holding an inquiry stance regarding the impact of our interactions on students." In other words, we have to change ourselves, not fix and change our students of color.

#NAISPoCC | #NAISSDLC 17 FULL-DAY EQUITY SEMINARS WED, DEC 4 8:00 AM – 5:00 PM

ES06. Practicing Anti-Racist ES07. Resilience + Healing/ Leadership: Foundations, Strategies, Awareness+Accountability: A Deep and Skills for Personal, Professional, Dive Into Implicit Bias, Racial Anxiety, and Institutional Growth Racial Identity, and Microaggressions PRESENTERS: Alison Park, Blink Consulting; PRESENTERS: Sandra Chapman, Consultant; Mitch Bostian, The Berkeley School (CA) Jessica MacFarlane, Perception Institute ROOM: WSCC, 2A ROOM: WSCC, 205 This seminar is about practicing anti-racist This session will draw on cognitive science leadership every day on the ground in and real-life examples to demonstrate how schools. Because we can't dismantle systems unconscious phenomena linked to race — such of oppression from arm's length, we'll start as implicit bias and racial anxiety — can with ourselves: how we identify, how we impact us as educators. It will also examine show up in conversations and conflicts frameworks to deepen our understanding about race, and what work each of us has to of racial identity and microaggressions. do. We'll use experience-based, everyday Through this seminar, you will more clearly scenarios to talk about race and racism in our recognize obstacles to equity and inclusion schools — not as "gotchas!" but to identify in our schools that are seemingly invisible, leadership's responsibilities and opportunities. and you will gain concrete skills to navigate And we'll explore how whiteness, despite racialized experiences. In affinity and increasing racial diversity in our communities, multiracial spaces, educators of color will gain continues to define our schools' cultures and resilience strategies, and white educators outcomes. While our conversation will be will build accountability mechanisms to informed by research, this is a head, heart, apply personally and within independent gut, and "what're you gonna do?" working schools. This seminar will be illuminating and session. Because reading an article will only collaborative as we support each other in get you so far! developing necessary proficiencies to face these pressing challenges.

18 #NAISPoCC | #NAISSDLC PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS.

ES08. Restorative Practices in Action ES09. Taking Care of Ourselves: PRESENTERS: Carla Young, Cranbrook Using Our Social and Emotional Schools (MI); Bill Boyle, Transformative Intelligence to Thrive Engagement Solutions PRESENTER: Keba Rogers, Trevor Day ROOM: WSCC, 304 School (NY) How we do race will be consequential to ROOM: WSCC, 308 the kind of society we have in the future. Today's socio-political climate dictates Our racing will be impacted by our history, the necessity for people of color to our experience, as well as our imagined display unfathomable emotional control. future. JOHN A. POWELL, RACING TO JUSTICE. The world expects us to display enough Consider your plate and all its curriculums, positive emotion to contribute to white protocols, and best ideas. What holds all people's comfort, while also stifling our the critical conversations together, so they outrage at the modern-day lynchings are not just talk but functional elements happening on a daily basis. This not only of vital, sustainable communities? How requires us to have a clear understanding do we foster a sense of belonging to of who we are, how we feel, and how build resilient relationships despite the to manage our emotions; it also requires anxieties of our complex racial relationships? us to have empathy, social engagement, We can use restorative practices to build, and ethical responsibility. Participants maintain, and restore healthy connection. will learn about core competencies of social Join this collaborative learning experience, and emotional learning, take time to reflect and leverage your expertise to construct on their own competencies, and practice a school model for belonging. Spend the skills to strengthen areas of weakness. day considering how restorative practices They will also gain an understanding of support just and equitable independent their resilience and develop a plan for how school communities. to thrive in any environment.

#NAISPoCC | #NAISSDLC 19 HALF-DAY MORNING EQUITY SEMINARS WED, DEC 4 8:00 AM – NOON

ES10. Best Practices for Teaching ES12. Grading for Equity: How High School Courses Focused on the Traditional Grading Perpetuates African Diaspora Disparities, and What We Can ROOM: WSCC-CC, Skagit 1 Do About It Learn about the depth and breadth of the PRESENTER: Joe Feldman, Crescendo African Diaspora — the spreading of people Education Group of African descent throughout the world ROOM: WSCC, 2B and their contributions to world history and Dive deep into the history of our traditional culture — and how best to teach your students grading practices, and recognize how our about it. Develop a plan to inaugurate a continued use of those practices undermines course on the African Diaspora at your school equity and perpetuates disparities. Learn and connectCANCELED with colleagues you can lean specific grading practices that are more on as you implement your new course. accurate, bias-resistant, and motivational, and discover the impact of those practices ES11. Building Resilient Schools: as shown by qualitative and quantitative Adverse Childhood Experiences, Racial evidence. Talk with colleagues to normalize Equity, and Trauma-Informed Practices struggles with grading, to construct meaning ROOM: WSCC-CC, Skagit 2 from the more equitable practices, and to Participate in interactive activities to generate ideas for bringing these practices understand the importance of self-care for to your classrooms and schools. educators, and deepen your understanding of the impact of adverse childhood experiences and trauma. Gain tools to address cumulative and historical racial trauma, and be introduced to culturally responsive, trauma-informed interventions that foster resilience,CANCELED socio-emotional development, and connection for students and educators.

20 #NAISPoCC | #NAISSDLC PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS.

ES13. Ideas to Action: Strategic to examine case studies centered on AAPI/ Planning to Meet Your Equity and black interactions and other communities Inclusion Goals of color — both positive and negative — to PRESENTER: Stephanie Bramlett, Phillips ground discussions and action planning. Exeter Academy (NH) The seminar will also facilitate small-group ROOM: WSCC, 310 discussions in affinity spaces. Schools do strategic planning all the time, but too often either the equity and inclusion ES15. Understanding the Phenomenon leader isn't at the table or equity and inclusion of Dialect and Its Critical Role in aren't mentioned in the plan. This session will Linguistically Diverse Schools provide some strategies for making sure that ROOM: WSCC-CC, Skagit 4 the school's strategic plan includes diversity, Teachers of all disciplines use language equity, and inclusion AND that the DEI leaders as the medium with which to teach and on campus have their own road map for how otherwise communicate with students, the work will get done. In this session, we will and yet the ideas teachers have about also discuss how to communicate effectively what constitutes formal/informal, positive/ with different constituency groups and how negative, aggressive/passive, and incorrect/ to do the work even when not everyone is correct uses of language are often infused 100% on board. with stereotypes about the English language and its speakers. Such assumptions can ES14. Our Liberation Is Connected: degrade the quality of interaction (at Thriving Together by Healing Racial best) and thoroughly undermine students' Divides Between Communities of Color opportunityCANCELED to learn (at worst). Familiarity PRESENTERS: Tinia Merriweather, Ethical with linguistic stereotypes, particularly those Culture Fieldston School (NY); Rochelle that impact stigmatized and marginalized Reodica and Jacqueline Kurzer, Marin communities of color, can enable teachers Horizon School (CA) to mitigate their biases as well as improve ROOM: WSCC-CC, Skagit 3 their teaching strategies and overall rapport This seminar will use racial identity with students. development models to lead you through self-discovery and reflective exercises. You will have the opportunity to critique photos, quotes, and short film clips that reinforce AAPI and black stereotypes and

#NAISPoCC | #NAISSDLC 21 HALF-DAY MORNING EQUITY SEMINARS WED, DEC 4 PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS. 8:00 AM – NOON

ES16. Understanding, Respecting, ES17. You're Not Crazy, You're Connecting: A Guide for White Women Not Alone: Resiliency in the Face Teaching Black Boys of Implicit Bias, Microaggressions, ROOM: WSCC-CC, Skagit 5 and Everyday Racism The seminar is based on information from PRESENTERS: Jeff Menzise, Mind on the Matter; The Guide for White Women Who Teach Black Maati Wafford, Barrie School (MD) Boys and includes content and activities ROOM: WSCC-CC, Yakima 2 from three key areas: understanding, Develop shareable self-care techniques respecting, and connecting. You will engage for lessening the negative effects of in concentrated, focused inquiry around microaggressions (MA), implicit bias (IB), your relationships with black male students and everyday racism (ER). You will learn and theCANCELED impact of those relationships on to identify MA, IB, and ER; respond rather academic excellence, race, racism, privilege, than react to these stressors; re-center/ and white supremacy. refocus after racialized experiences; and process and release the energy generated by such encounters. The facilitators will help you understand these stressors as a result of internal "emotional barometers" being triggered, and they will introduce and model various evidence-based tools and techniques to improve emotional intelligence, analytical thinking, and internal awareness. You will learn a variety of self-care techniques, including meditation, conscious breathing, and active imagination.

22 #NAISPoCC | #NAISSDLC HALF-DAY AFTERNOON EQUITY SEMINARS WED, DEC 4 PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS. 1:00 – 5:00 PM

ES18. Leveraging Social Media for N!gga(er) in media, literature, and music and Discussions on Education, Inclusion, its impact on our youth. Learn to address and the Experiences of People of Color internal racism and biases, and discover where PRESENTERS: Nola-rae Cronan, The Langley they arise from and how they contribute to School (VA); Ara Brown, Whittle School (DC); daily interactions and school culture. You will Craig Jones, Wellington School (OH); leave with ideas and skills to address inclusive Sherri Spelic, American International School language, policies, and practices, and you Vienna (Austria) will develop plans for positive education ROOM: WSCC-CC, Skagit 2 leadership of the entire school community. Together we will critique specific social media and online platforms and review established ES20. Shining a Light! Illuminating spaces for people of color. We will define Underrepresented Stories on various online opportunities, providing the Elementary School Campus language on how they are used and how one PRESENTERS: Britt Anderson, Maria Montes would participate within them. Participants Clemens, Melody Esquer Gil, and Priti Hulse, will develop a Twitter account and a profile Prospect Sierra School (CA) to be used in the workshop; they will practice ROOM: WSCC, 2B participation in a Twitter chat with a live, This seminar will equip participants to go in-workshop chat. In small groups, we will back to their schools with ideas to share with discuss how these opportunities could teachers, administrators, and their diversity enhance our personal and professional committee, if they have one, about possible growth. Participants will design an outline systemic approaches and specific projects for continued participation and for bringing to bring visibility to underrepresented groups. these strategies to school. Last, we will In addition to facilitating exercises similar identify ways to participate in NAIS hashtags to what we use in our own ongoing during the conference. professional development to establish our group as a learning community, we will ES19. N!gga(er) in the Classroom, provide opportunities for smaller groups Hallway, Recess: Are We Becoming to connect and share ideas throughout the Moore Accepting of The Word? workshop. We will share our inspirations, PRESENTERS: Eddie Moore Jr., The Privilege our key learnings, and our collective Institute; Marguerite Penick-Parks, University commitment to illuminating and celebrating of Wisconsin Oshkosh these stories in our community. ROOM: WSCC-CC, Skagit 3 Engage in activities to examine your personal and professional histories with N!gga(er), and explore pictures and feelings associated with the word. Explore the prominence of

#NAISPoCC | #NAISSDLC 23 HALF-DAY AFTERNOON EQUITY SEMINARS WED, DEC 4 PREREGISTRATION IS REQUIRED FOR ALL EQUITY SEMINARS. 1:00 – 5:00 PM

ES21. Stay Tuned: Practicing administrators can explore the indigenous Listening Leadership in Schools beginnings of circles, the basic process of PRESENTER: Nicole Furlonge, Klingenstein circles, and how they may be used within Center, Teachers College, Columbia University the context of their school community to ROOM: WSCC, 310 reinforce community values, strengthen This seminar draws on original research positive relationships during conflicts, and by the presenter on the art and science provide diverse perspectives to engage in of listening. It will introduce the practice inclusion and equity work. Participants will of listening leadership, a key framework learn the essential elements of circles and for understanding schools and enacting how to organize, plan, and lead a circle. They transformative change. This seminar is also will also have the opportunity to practice informed by interdisciplinary practices and facilitating a circle with the goal of supporting will demonstrate the power of melding students of color. school practices with researched practices from the field of humanities, sound studies, ES23. What Your AAPI Students adult learning, and organizational theory and and Faculty Won't Tell You, But You practice for change. Need to Know PRESENTERS: Drew Ishii, Sage Hill School (CA); ES22. Using Circles as a Restorative Min Pai, Westland School (CA); Cheryl Ting, Practice in Independent Schools: Redwood Day School (CA) Supporting Students of Color ROOM: WSCC-CC, Skagit 5 PRESENTERS: Ruth Bissell, Loren Moyé, Learn how the model minority myth Betsy Brody, and Justin Lenzi, San Francisco affects members of your community, and Day School (CA) learn strategies to prevent reinforcing ROOM: WSCC-CC, Skagit 4 stereotypes and marginalization of AAPI Circles are a method of restorative practice community members. Explore qualitative that help community members reconnect data collected from independent school themselves with others, create a brave space student and adult communities. for all voices, and enable participants to be their best selves, particularly when conflicts may arise. In this workshop, teachers and

24 #NAISPoCC | #NAISSDLC SCHOOL VISITS WED, DEC 4 PREREGISTRATION IS REQUIRED, BUT COMPLIMENTARY. 8:30 AM – 12:30 PM Transportation will depart from the WSCC, Pike Street Lobby entrance.

LAKESIDE SCHOOL SEATTLE GIRLS' SCHOOL Lakeside School is an independent, Seattle Girls' School (SGS) is a middle school coeducational day school for grades 5–12 in for girls and gender expansive students. Seattle. Lakeside's 851 students form a highly Founded in 2001 and rooted in anti-bias, diverse student body: 33% of students receive SGS focuses on empowering students to financial aid; they come from 234 previous develop, own, and use their voice; to consider schools; and 60% self-identify as students of multiple perspectives and examine bias; and color. Lakeside is a mission-driven institution to develop and collaborate as leaders. SGS with an emphasis on educational excellence, is known for its strong middle school affinity diversity, inclusion, ethical behavior, and group program and has been a model and global engagement. Lakeside believes that resource for other schools starting affinity the daily actions of each individual can groups. SGS is also a pioneer among all-girls reinforce our commitment toward what we schools for gender inclusion — supporting value. Meet with the six members of the transgender, gender non-binary, and gender diversity, equity, and inclusion team, as well non-conforming students. As a young school, as administrators, faculty, and students, about we constantly examine how our values show Lakeside's ongoing commitment to create up in our admissions process, advancement an environment in which the identities and practices, curriculum and programs, student cultural backgrounds of our families, students, support, and adult learning. and employees are valued and respected. UNIVERSITY PREP MERIDIAN SCHOOL University Prep is a 6th–12th grade school Global Competency and Anti-Bias in north Seattle. It is an intentionally diverse Education at The Meridian School (K–5) and inclusive community committed to The Meridian School's curriculum integrates social justice. At all levels and in all areas, global competency and anti-bias education with we examine our practices to ensure access, age-appropriate lessons that address current inclusion, and equity in our students' global issues and inspire students to positively educational experience. During your visit, impact their communities. During your visit, we see part of a new Diversity, Equity, Inclusion, will share how our Global Citizen Framework Social-Emotional Learning (DEISEL) Program guides an engaging curriculum and promotes that we are piloting this year, understand inquiry, investigation, innovation, and local/ how we are working on integrating the global action inspired by the United Nation's co-curricular programming with academic Global Sustainable Goals and using project- curriculum, and speak with administrators and based learning. You will also learn how our teachers on ways we integrate DEI and social interdisciplinary approach to global education justice into the curriculum. is enhanced with meaningful experiences for all constituencies and active engagement with our community partnerships with local organizations.

#NAISPoCC | #NAISSDLC 25 NAIS STUDENT DIVERSITY LEADERSHIP CONFERENCE

26 #NAISPoCC | #NAISSDLC SDLC LEADERSHIP TEAM WELCOME

MORE AND MORE, WE FIND SDLC stands in strong partnership with the OURSELVES CHALLENGED, AS A common mission of all our schools: to educate NATION AND A WORLD, TO LIVE OUR students for global citizenship and ethical VALUES ON THE CRITICAL ISSUES leadership. Throughout the school year, SURROUNDING HUMAN AND CIVIL students in independent schools work hard to RIGHTS. As we grapple with issues of freedom, educate their peers around issues of equity justice, equality, and inclusion on our global and justice. You support them in that work, stage, it is imperative that we provide a space for and this conference was built as an extension young people to reflect on their own thoughts of that support. SDLC is known for its positive and experiences. The NAIS Student Diversity impact on the students who participate Leadership Conference (SDLC) is honored and and the schools they represent, using the excited to provide this space, as we have for over techniques of dialogue, experiential learning, a quarter century, at its 26th annual gathering. and cross-cultural and interpersonal exchange that have characterized its presence since its This year, our theme, 1954. With All Deliberate founding. SDLC's faculty of adult educators Speed. 2019. Integrating Schools, Minds, and and college activists (who are also SDLC Hearts With the Fierce Urgency of Now, pays alums!) are pleased to serve your student tribute to the landmark Brown v. Board of delegates over our three days together. Education case that began school integration 65 years ago. At that time, our nation took bold The fierce urgency of now requires a version steps to challenge the devastating realities of of deliberate action that is intentional but not segregation, recognizing the role education leisurely. Dr. King stated clearly, "Our goal is could play in leveling inequality. Young people to create a beloved community, and this will led then with their sit-ins, freedom rides, and require a qualitative change in our souls as well enrollment in schools on the other side of as a quantitative change in our lives." Home the divide. SDLC takes its place among the to a notably diverse array of identities and revered training grounds of young activists and cultures, Seattle and SDLC combine to be the influencers, calling on the formidable spirit of perfect place to explore what it takes to create educators like Ella Baker and the unshakeable beloved community. determination of young trailblazers like third- grader Linda Brown. In peace and solidarity,

RODNEY GLASGOW OSCAR GONZALEZ COLLINUS NEWSOME Head of Middle School and Director of Equity and Director of Education, Chief Diversity Officer, St. Inclusivity, Graland Country The Denver Foundation Andrew's Episcopal School (MD) Day School (CO) SDLC CO-CHAIR AND LEAD SDLC CHAIR AND LEAD SDLC CO-CHAIR AND LEAD FACULTY FACILITATOR CURRICULUM FACILITATOR LOGISTICS FACILITATOR WED Dec 4

SDLC is a multiracial, multicultural 6:00 – 10:00 PM gathering of upper school student Peer Facilitator Training leaders (grades 9–12) from more than WSCC, 6A 300 independent schools across the 6:00 – 6:45 PM SDLC Chaperone Orientation I United States. SDLC focuses on self- WSCC, 607

reflecting, forming allies, and building 9:15 – 10:00 PM community. Led by a diverse team SDLC Chaperone Orientation II of trained adult and peer facilitators, WSCC, 607 participants develop effective cross-cultural communication skills and better understand the nature and development of effective strategies for social justice. Students also practice intergroup and self- expression through the arts and learn networking principles and strategies. In addition to large-group sessions, SDLC is structured according to "family groups" to allow for small- group dialogue and sharing.

28 #NAISPoCC | #NAISSDLC SDLC AT A GLANCE THU Dec 5 FRI Dec 6 SAT Dec 7

7:00 – 7:45 AM 8:15 – 11:45 AM 8:15 – 9:45 AM Peer Facilitator Training for Family Groups SDLC Closing WSCC, Hall 4A/B Wednesday Night Late Arrivals WSCC, 6A NOON – 1:00 PM 10:00 – 11:15 AM Lunch Student-Led Adult/Student 7:00 – 7:45 AM Dialogues (by state/region) SDLC Chaperone Orientation III 1:15 – 2:30 PM WSCC, 400 SDLC Keynote Speaker and 11:30 AM – 12:45 PM Q&A WSCC, 4A/4B PoCC | SDLC Closing Ceremonies 8:15 – 9:30 AM with Pedro Noguera WSCC, PoCC | SDLC Opening 2:30 – 2:45 PM Hall 4A/B Ceremonies with Joy DeGruy Snack Break WSCC, Hall 4A/B 2:45 – 3:45 PM 9:45 – 10:30 AM SDLC State Regional Groups SDLC Opening Ceremonies WSCC, Hall 4A/4B 4:00 – 5:30 PM Affinity Groups 10:45 – 11:35 AM Silent Movement and Debrief 5:45 – 6:45 PM WSCC, Hall 4A/4B Dinner

NOON – 1:00 PM 7:00 – 9:30 PM Lunch Family Groups

1:15 – 5:15 PM 9:45 – 11:00 PM Family Groups Talent Show

3:00 – 3:45 PM 11:00 – 11:15 PM Snack Break Transition to Regional Groups

5:30 – 6:30 PM 11:15 – 11:30 PM Dinner Students Dismissed to Chaperones

6:45 – 8:15 PM MIDNIGHT Family Groups Student Curfew 8:30 – 9:30 PM Affinity Groups 9:30 – 9:45 PM Transition to Regional Groups

9:45 – 10:15 PM Students Dismissed to Chaperones

11:00 PM Student Curfew

(SUBJECT TO CHANGE)

29 PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. WED DEC 4

JOIN THE CONVERSATION ON TWITTER, FACEBOOK, AND INSTAGRAM. USE #NAISPOCC AND #NAISSDLC!

30 #NAISPoCC | #NAISSDLC WEDNESDAY

7:00 AM – 8:00 PM Registration Open WSCC, Atrium Lobby

8:00 AM – 5:00 PM Full-day Equity Seminars See page 16 for detailed information.

8:00 AM – NOON Half-day Equity Seminars (morning) See page 20 for detailed information.

8:30 AM – 5:00 PM PoCC Affinity Group Training WSCC, 400 PoCC Leadership Institute for People of Color WSCC, 201 See page 10 for detailed information.

8:30 AM – 12:30 PM School Visits See page 25 for detailed information.

1:00 – 5:00 PM Half-day Equity Seminars (afternoon) See page 23 for detailed information.

6:30 – 7:30 PM PoCC First-Time Attendees Welcome & Orientation Sheraton, Cirrus Ballroom

#NAISPoCC | #NAISSDLC 31 PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. THU DEC 5

JOIN THE CONVERSATION ON TWITTER, FACEBOOK, AND INSTAGRAM. USE #NAISPOCC AND #NAISSDLC!

32 #NAISPoCC | #NAISSDLC THURSDAY

6:00 – 7:00 AM 9:45 – 11:45 AM Wellness Activities AFFINITY GROUP SESSION 1 Yoga Sheraton, Greenwood Zumba Sheraton, Jefferson A/B ➧➧Asian, Asian Pacific-Islander Heritage WSCC-CC, Yakima 1 and Foyer ➧➧Black, African Heritage Hyatt Regency, 7:00 AM – 6:00 PM Regency A/B Registration Open ➧➧First Nations Heritage Hyatt Regency, WSCC, Atrium Lobby 609-Yakima ➧➧Greater Middle Eastern Heritage Hyatt Regency, 608-Wynoochee 8:15 – 9:30 AM ➧➧International Hyatt Regency, PoCC/SDLC OPENING GENERAL SESSION 605-Skykomish ➧➧ JOY DeGRUY Latinx Heritage WSCC-CC Skagit 4-5 ➧➧Multiracial Heritage Sheraton, WSCC, Hall 4A/B Metropolitan A/B ➧➧South Asian Heritage WSCC-CC, Yakima 2 ➧➧Transracially Adopted Hyatt Regency, 607-Wishkah 9:30 AM – 5:00 PM ➧➧White European Heritage WSCC-CC, PoCC Hub Open Tahoma 3-5 WSCC, Hall 4C

NOON – 1:30 PM PoCC Welcome Luncheon PoCC Hub, WSCC, Hall 4C

12:45 – 1:30 PM Choir Rehearsal WSCC, Hall 4A/B

1:00 – 1:30 PM Book Signing with Joy DeGruy NAIS Bookstore, PoCC Hub, WSCC, Hall 4C

#NAISPoCC | #NAISSDLC 33 THU Dec 5

broaden your skill set in order to promote 1:45 – 3:45 PM your candidacy, what search committees look Master Class with Joy DeGruy for in candidates for leadership positions, WSCC-CC, Tahoma 3 and how to navigate the interview process. See page 10 for detailed information. The workshop will also provide advice on identifying and confronting barriers in your school community that may prohibit your 1:45 – 3:00 PM professional growth. We will share best PoCC Express Café practices for conducting your search as well WSCC-CC, Chelan as anecdotes from the perspectives of both See page 10 for detailed information. candidates and search committees. PRESENTERS: Justin Brandon, Francis W. Parker School (IL); Priscilla Morales, The Park School 1:45 – 3:00 PM of Baltimore (MD) WORKSHOP BLOCK A TRACK: Leadership and Management for Equity and Inclusion ROOM: WSCC, 201 FEATURED SPEAKER SESSION ANTHONY OCAMPO Afrofuturism and Social Justice: Ideas Through Art, Literature, and Science WSCC, 3A/B Students learn the concepts of afrofuturism and the artists/musician/writers who Administrators of Color Matter: incorporate these ideals into their work, such How to Strengthen Your Candidacy as Janelle Monáe, Hebru Brantley, Sun Ra, in Pursuit of Leadership Positions Octavia Butler, and Turtel Onli. Discussions Leadership opportunities for people of color of ancient Nubia, cross-curriculum references, in independent schools are increasing, but and unit ideas will be included. This session the overall number of people of color in is for lower school educators. administrative roles continues to trail far PRESENTERS: Joseph Kerney, Allison Beaulieu, behind our white colleagues. This workshop and Micyelia Sanders, The University of will explore how you can advance your career Chicago Laboratory Schools (IL) in independent schools. We will discuss TRACK: Building Capacity: Skills, professional development opportunities that Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC, 210

34 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. THURSDAY

Amplify Your Leadership Qualities, students' discomfort in dealing with sensitive Professional Learning, and Career topics, learn ways to present information Are you an early or mid-career educator of through the lens of cultural competency, color considering pursuing a doctoral degree? and empower the students in your classroom Have you wondered about the value of this to celebrate themselves and each other. undertaking and its impact on your career? PRESENTER: Jeannine Brown, Carolina Bring your questions to this session, which is Friends School (NC) led by students in the Mid-Career Doctoral TRACK: Building Capacity: Skills, Program in Educational Leadership at the Competencies, and Research for Equity, University of Pennsylvania. Listen to the panel Inclusion, and Social Justice members reflect on their experiences in the ROOM: WSCC-CC, Chelan 4 program, including research opportunities, and how these experiences have influenced Children's Literature — Moving their leadership roles and informed their From Windows and Doors to Prisms: professional learning. Representations of South Asians PRESENTERS: Matthew Suzuki, Rye Country in Literature Day School (NY); Michael Johanek, Books can be mirrors, windows, and Graduate School of Education, University doors into other cultures. But that seems of Pennsylvania; Regina Nixon, Nashoba voyeuristic. What if we saw books as a prism Brooks School (MA); Jennifer Stimpson, reflecting back onto society? This workshop The Hockaday School (TX) will focus on representations of South Asians TRACK: Organizational Development and and Muslims in post-colonial literature and Institutional Change compare them to the work of current South ROOM: WSCC-CC, Skagit 3 Asian authors. The right kinds of books in the hands of our children, guided by our Beyond Buses and Boycotts: principles of inclusion and equity, can help Revamping Black History Month shape the discourse in our classrooms and and Your Entire School Calendar make our students of minority backgrounds Raven Wilkinson, Bass Reeves, Mary Fields, feel valued and included. Lonnie Johnson, and Ann Cole Low — these PRESENTER: Maleeha Malik, Friends School are not names you usually hear during Black of Baltimore (MD) History Month, but why not? In this session, TRACK: Building Capacity: Skills, you will discover innovative ways to shake Competencies, and Research for Equity, the dust off your Black History Month Inclusion, and Social Justice curriculum. You will come away with ROOM: Sheraton, Ballard resources to reinvigorate your February and new ways to highlight the achievements of PoC throughout the school year. You will discuss navigating your own and your

#NAISPoCC | #NAISSDLC 35 THU Dec 5

Do You See What I See? The Impact of 1:45 – 3:00 PM Trauma on Students of Color (Part I) WORKSHOP BLOCK A (continued) Students of color, those in poverty, and those Dear White Folks at PoCC: who are otherwise marginalized face daily A Love Letter in Workshop Form challenges. Included in these challenges, At last year's PoCC, a post called "Dear White but much less recognized or discussed, is Folks at PoCC" was read more than 3,500 trauma. The Centers for Disease Control and times over a few days. People of color shared Prevention has asserted that childhood trauma it with their white colleagues, and white has a long-term impact on life expectancy, colleagues took it as a learning opportunity to education, health care, and involvement in the notice their own race at PoCC. Some engaged criminal justice system. The first step toward in conversation about it during the conference solving a problem is knowing that there is while others processed its message more a problem. But many of our students are privately. But what does this conversation suffering in silence. This workshop intends to look like in workshop form? Join Liza Talusan raise awareness and knowledge of trauma. along with a panel of colleagues to hear Participants will learn what trauma is, how about what they hope white people know and to recognize trauma in our students, and understand about their presence at PoCC. how trauma impacts students' ability to fully As a love letter, this workshop is designed engage in the school day. Note: Part II takes to "call in" allies, accomplices, and learners place in Block C, Friday at 8:00 AM. so that we can all build awareness, capacity, PRESENTER: Keba Rogers, Trevor Day and cultural responsibility in this work. School (NY) PRESENTER: Liza Talusan, LT Coaching and TRACK: Building Capacity: Skills, Consulting, LLC Competencies, and Research for Equity, TRACK: Anti-Racist Teaching, Training, Inclusion, and Social Justice Activism, and Allyship ROOM: WSCC, 400 ROOM: WSCC, 307-308 Grading for Equity: What It Is, Disrupting the System From Within Why It Matters, How It Transforms What's the impact when we whitewash Schools and Classrooms history? Hear how a few "progressive" Grades not only inform monumental decisions educators got tired of kind, well-meaning about our students — course placement, teachers bringing racism into the classroom by interventions, promotion and retention, perpetuating the oppressive pedagogy that athletic eligibility, scholarships and financial continues to marginalize people of color. The aid, graduation, and college admission — story begins with Dr. Seuss and ends with rosé. they also inform a student's self-concept PRESENTERS: Vanessa Gutierrez, Jenifer Moore, and psychological well-being. Yet grading and Nina Austin, The Key School (MD) practices often vary widely from teacher TRACK: Anti-Racist Teaching, Training, to teacher and can be a source of intense Activism, and Allyship stress for our students and families. Even ROOM: WSCC, 2B worse, many common grading practices, created during the Industrial Revolution, are imbued with institutional and implicit

36 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE THURSDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. biases that undermine our equity work. How Can Black People Work Toward Without a shared understanding of the most Liberation for Themselves and Black effective and equitable practices, we can Students in Independent Schools? inadvertently perpetuate achievement and White supremacy and its practices are opportunity gaps among our students. In this rooted in the subjugation of black bodies. workshop, explore grading practices that are Each day, black people must fight against accurate, bias-resistant, and motivational, the systematic and continuous oppression and learn about the power of these practices that started with enslavement and continues for student learning and more equitable with subpar education and laws designed to classrooms and schools. suppress and oppress black people rather PRESENTERS: Joe Feldman, Crescendo than provide federal protection. "We who Education Group; Mark Boswell, Marin believe in freedom cannot rest," so while Country Day School (CA) black people cannot rest as they continue TRACK: Equity and Justice Exemplars: to fight for their freedom, they must also Programs, Models, Best, Promising, deal with the chronic stress caused by Next Practices racism. Working together as a collective ROOM: WSCC-CC, Tahoma 2 of black independent school educators and employees, attendees will workshop A Home Away From Home: Diversity strategies for survival and rest and envision and Inclusion in the Dorms techniques for tagging each other "in" and Without community there is no liberation. "out" while doing the work of dismantling AUDRE LORDE How is community created in racism and combating anti-blackness in dormitories, and how can it be enhanced for white supremacist spaces. the liberation of all its members? Students PRESENTERS: April Broussard, The Town spend a great deal of time in campus housing, School (NY); Rhashida Hilliard, Horace making dormitories key for thinking about Mann School (NY) how we live out institutional and personal TRACK: Self-Efficacy and Empowerment: goals around diversity and social justice. In Mind, Body, Spirit this interactive workshop, the presenter will ROOM: WSCC-CC, Skagit 4 share resources and activities she organized as dorm head of an all-gender dorm. In particular, she will talk about community rules, formal dorm events, and informal networks of care. Together we'll discuss how these "homes away from home" can support student leadership, provide vital education, and affirm students as they explore various components of their identity. PRESENTER: Courtney Marshall, Phillips Exeter Academy (NH) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC-CC, Yakima 1

#NAISPoCC | #NAISSDLC 37 THU Dec 5

These stories will aid in understanding that 1:45 – 3:00 PM no one experience identifies us all. Through WORKSHOP BLOCK A (continued) role-play in the second half of the workshop, Instituting Reflective Practice Groups to participants will have the opportunity to put Maximize Inclusivity at Independent Schools themselves in a position that may not be their The Reflective Practice Group (RPG) model own so that they will gain new perspectives will be presented as a method to bring the into another person's world. SEED voluntary participation method to scale PRESENTERS: Caleb Goh, Poly Prep Country by making it a professional requirement for Day School (NY); Clara Ngo, Hillbrook School all staff. This approach can actively honor (CA); Brian Trinh, The Westminster Schools of the importance of training for all teachers on Atlanta (GA); Jackie Sa, The Berkeley School equity and inclusion. The presenter originated (CA); Yvette Avila, Lakeside School (WA) the RPG model in a public elementary school TRACK: Anti-Racist Teaching, Training, setting and then adapted it to his independent Activism, and Allyship elementary school. Through sharing ROOM: WSCC, 205 how the model was proposed to school administration, developed, explained to staff, Mizrahi and Sephardi: A Case Study and implemented, this workshop will give on Race, Ethnicity, and Jewish Memory participants a step-by-step understanding of How does a diverse religious or ethnic group how such a model can be realized in their own navigate a communal past of victimhood? settings. Facilitation principles and techniques, Within the Jewish community, there are surveys used, actual lesson plans, and a number of subethnic groups including participant feedback will be provided. Ashkenazim, Sephardim, and Mizrahim (who PRESENTER: Carlos Hoyt, Belmont Day trace their origins to the Middle East and School (MA) North Africa). In this session, we will explore TRACK: Building Capacity: Skills, the ways in which narratives of oppression and Competencies, and Research for Equity, victimhood are told in a multi-ethnic religious Inclusion, and Social Justice and cultural group. We will navigate how the ROOM: WSCC, 211 Holocaust has come to be owned exclusively by Ashkenazi (European) Jews, and why Intersectionality of Identifying as that is problematic given the experience of Asian and LGBTQ Educators North African and Middle Eastern Jews who In this workshop, our panel of presenters, also lived under Nazi occupation. We will ask disparate educators from varied walks of life, critical questions about how race and ethnicity will share their intersectional experiences impact a community's understanding of as educators who identify as both Asian victimhood and oppression. and LGBTQ and how their experiences PRESENTERS: Adam Eilath, Ronald C. Wornick have shaped who they are today. How can Jewish Day School (CA); Bryan Susman, an LGBTQ educator of color navigate this Columbia University intersectionality in and out of the classroom? TRACK: Racial and Ethnic Identities: How do our intersectional identities impact Developmental Models, Frameworks, our students, colleagues, and administrators? Approaches ROOM: Sheraton, Ravenna A-B

38 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. THURSDAY

Navigating Wholeness in Our charge since spring 2019, the curriculum has Schools: Reclaiming Our Time and been crafted for educators with a range of Our Authentic Selves experience. This workshop will introduce The toll of working at predominantly white the curriculum and review example lessons institutions can be especially taxing for and core ideas. After taking this workshop, people of color. Institutions that were, by participants will better understand race as a design, created neither by us nor for us social construct and feel more confident and inherently infuse biases and oppressions inspired to incorporate race into their teaching. historically created and perpetuated PRESENTERS: Casper Caldarola and Monique within the United States. Navigating Vogelsang, Pollyanna, Inc. microaggressions, imposter syndrome, TRACK: Building Capacity: Skills, gaslighting, and code-switching while doing Competencies, and Research for Equity, our best for our students can lead to losing or Inclusion, and Social Justice ignoring aspects of our multicultural selves; ROOM: WSCC, 310 this reality calls for healing. In this workshop, we will discuss and practice strategies Head of School Track designed to help us be our whole selves and Strategic Design for Equity and Inclusion embrace all of our identities, both within and Leading efforts toward more equitable and beyond our institutions. We invite our fellow inclusive school communities can sometimes PoC to join us on this exploration of how feel like pushing a boulder up a steep hill. we can thrive in spaces where we were not With challenges that are very complex and expected to survive. often abstract, it can be difficult to design PRESENTERS: Patricia Matos, Ethical Culture changes in culture and curriculum that will Fieldston School (NY); Motoko Maegawa, have meaningful and lasting impact. How Poly Prep Country Day School (NY) do you break the boulder into smaller, more TRACK: Self-Efficacy and Empowerment: liftable rocks? How do you design initiatives Mind, Body, Spirit that will solve pressing challenges and ROOM: WSCC-CC, Skagit 2 leverage opportunities for change? This active session will use frameworks from the NAIS Self-Knowledge Is Power! A New Strategy Lab workshops to guide participants Racial Literacy Toolkit for K–8 Students through a design process focused on equity A team of educators from Pollyanna, Inc., and inclusion initiatives at the school. have created a comprehensive, innovative Applying these frameworks to your work can Racial Literacy Curriculum for grades K–8. It help you design innovations that are purpose- is designed to help students gain knowledge driven, insightful, and actionable. about race as it has been constructed in the PRESENTERS: Mark Mitchell and Tim Fish, NAIS U.S. The curriculum also supports students TRACK: Building Capacity: Skills, in acquiring an awareness of their own Competencies, and Research for Equity, racial socialization and skills for engaging Inclusion, and Social Justice in productive conversations about race ROOM: WSCC, 2A and racism. Available to schools without

#NAISPoCC | #NAISSDLC 39 THU Dec 5

college admission selection and the role that 1:45 – 3:00 PM standardized testing plays. Contributing to WORKSHOP BLOCK A (continued) the discussion will be a college admission test Surviving "The Mammy Complex": expert whose research and data focus on the Being "the Only" in a Brave New World methods and selection criteria for creating From the days of enslavement through the standardized tests like the SAT and ACT. Jim Crow Era, the Mammy has served as PRESENTERS: Tamar Adegbile, Cate School (CA); a caricature of the political, cultural, and Joy Gray Prince, Atlanta Girls' School (GA); economic interests of White America. She Jay Rosner, Princeton Review Foundation rears, leads, and educates the young people TRACK: Data Use in Activism: Evidence- in her care as they embody and personify Based Equity and Justice Programming, steady change and personal growth. In Research, and Evaluation our predominantly white institutions, the ROOM: WSCC-CC, Chelan 5 Mammy manifests, most often unwittingly, in the women of color on our faculties and UPLIFT: How Affinity Spaces Help Girls administrations who are "the only one." This of Color Thrive in Independent Schools workshop attempts to unpack the many layers Many independent schools have made of being "other" while remaining authentic, significant progress in diversifying their leading with dignity, and maintaining our student body, but our girls of color often integrity as educators while sharing our best struggle to feel fully included and supported selves with our students and colleagues. in their environments. It is important to affirm PRESENTER: Deena Sellers, Xavier High the various identities that are present in this School (NY) community and to develop strategies to TRACK: Racial and Ethnic Identities: address their specific needs. By establishing Developmental Models, Frameworks, the UPLIFT program, we have not only Approaches created a framework to support girls of color ROOM: WSCC-CC, Skagit 5 from the beginning of lower school through graduation from upper school, we have also They Took My Spot! Race and Standardized helped create a community of girls of color Testing in the Anti-Affirmative Action Era who are confident and successful self and Given the recent "Varsity Blues" cheating community advocates. scandal, the lawsuit against Harvard PRESENTERS: Renyelle Jimenez, Horace Mann University for alleged discrimination against School (NY); Terri-Ann Gordon and Aundrea Asian American applicants, and renewed Tabbs-Smith, Waterside School (CT); Charaun calls for ending Affirmative Action in college Wills, Rye Country Day School (NY) admissions, many aspects of the admission TRACK: Equity and Justice Exemplars: process are under tremendous scrutiny. Programs, Models, Best, Promising, With two former college admission officers Next Practices who currently work as college counselors ROOM: WSCC, 303 in independent schools, this session will explore the various issues involved in

40 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE THURSDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

We Wear the Mask: Stories of the Black Girl Experience in Predominantly 3:45 – 5:00 PM White Independent Schools WORKSHOP BLOCK B Using the theories of critical race, black identity, and black feminism as a conceptual Are You Doing Your Work? Calling in Our framework, this research explored the Cisgender and Heterosexual PoC Allies role of race/class/gender and parental Often as people of color we want our white support as contributing factors to the racial allies to educate themselves and do their consciousness development of black girls in own personal work around privilege in middle school. An analysis of the narratives order to support equity and inclusion in of black girls revealed important factors independent schools. We, as LGBTQ people that contributed to the development of a of color, want the same from our heterosexual racial consciousness such as the absence and cisgender colleagues of color. In this of a black faculty advocate, the burden of workshop, we will explore the role of allyship microaggressions, and the tension to define (as a verb) specifically for PoC supporting what it means to be black. Additional findings LGBTQ PoC. We will provide five concrete showed that the participants' mothers actions PoC allies can take to support those emphasized nurturing black identity and of us with intersecting, marginalized identities friendships to help guide their daughters around race, gender, and sexuality. This through critical racial experiences. Findings workshop will include a panel of LGBTQ+ PoC led to important recommendations to independent school faculty who will provide improve the educational experiences of black examples of experiences we've had with girls in predominantly white spaces. supportive allies and some we wish could PRESENTER: Tina Evans, Brentwood School (CA) have gone better. TRACK: Racial and Ethnic Identities: PRESENTERS: Tamisha Williams, Lick- Developmental Models, Frameworks, Wilmerding High School (CA); Johanna Approaches Aeschliman, Redwood Day School (CA); ROOM: WSCC, 204 Corey Baker, Keys School (CA) TRACK: Anti-Racist Teaching, Training, Activism, Allyship 3:00 – 3:45 PM ROOM: WSCC, 303 Break, Relax, Refresh

#NAISPoCC | #NAISSDLC 41 THU Dec 5

The Boarding School Reality for 3:45 – 5:00 PM Black and Brown Faculty WORKSHOP BLOCK B (continued) North American boarding schools hold Biases and Balance (Part II): Talking to a certain mystique among the American Families of Color About Learning Challenges populous. While much of this is generated Part I of Biases and Balance (presented at the through falsities found in popular culture 2018 NAIS PoCC) focused on how racial biases films that present a level of homogeneity and about students of color affect our perceptions privilege, such as Dead Poets Society, other of students' academic performance and perceptions are institutionalized, which tends behavior in school. A common problem that to place faculty of color on the outside looking arises when students of color demonstrate in. In the 21st century, a number of boarding learning challenges is that faculty and schools have increased their efforts to extend administrators often make assumptions about full citizenship to faculty of color, noting a the cultural beliefs, socioeconomic status, need for a talented, diverse faculty. This language, educational background, and panel of current and former boarding school structure of families of color. In this session, we members offer a critique exploring the extent will continue the work by having participants to which boarding schools have advanced in engage in a critical analysis of their own biases being fully inclusive to faculty of color. when interacting with families of color and PRESENTERS: Edward Carson and Faith Kagwa, the ways in which we can more effectively The Governor's Academy (MA); Johara communicate with families about academic Tucker, Head-Royce School (CA); Anika concerns. The goal is to learn strategies Walker-Johnson, Germantown Academy (PA); and practice having honest, objective, and LeRhonda Greats, Viewpoint School (CA) supportive conversations to make us better TRACK: Leadership and Management for advocates for students of color. Equity and Inclusion PRESENTERS: Kristen Goodlett and Khaliah ROOM: WSCC-CC, Yakima 2 Williams, The Berkeley Carroll School (NY) TRACK: Building Capacity: Skills, Centering Joy as a Revolutionary Act Competencies, and Research for Equity, for Womxn, Femmes, and Non-Binary Inclusion, and Social Justice People of Color ROOM: WSCC-CC, Skagit 5 Let's explore the pursuit of joy as a tool for subverting narratives that have historically told us who we are, what we're worth, and how to live. This discussion/presentation examines historical and contemporary scholarship for ways womxn of color can leverage a pursuit of joy as an act of liberation and revolution. We'll review the writings of such luminaries as Audre Lorde, adrienne maree brown, Akiba Solomon, and Kenrya

42 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. THURSDAY

Rankin to establish a framework that offers Decolonizing Hearts and Minds: Using specific language, actions, and behaviors that Ancestral Healing and Ancient Wisdom lead to a joy-based liberatory practice tailored to Transmute Wounds Into Power to womxn, femmes, and non-binary people of Our workshop will focus on different healing color. Through this frame, we'll point to ways modalities that people of color can tap into we might deliver an antidote to internalized that re-center our needs and subvert the racial oppression. colonial mindset. Too often, independent PRESENTER: Michelle Wonsley-Ford, schools can serve as spaces that marginalize LondonPlane Advisory LLC our communities and deepen societal TRACK: Building Capacity: Skills, wounds in a more intimate setting. Measures Competencies, and Research for Equity, of success in this context can often be tick Inclusion, and Social Justice marks that continue to center and uplift ROOM: WSCC, 310 "whiteness." Even as we may try to push back against institutional barriers, we may end up Colorism in the Latinx Community duplicating and modeling our socialization, "Colorism" is a term commonly used among inflicting more harm on ourselves or each people of color, but what does this look like other. In this workshop, we seek to upend in the Latinx community? In this workshop, our conditioning and look to models of we will discuss different instances of colorism healing and transformation that connect us from varying Latinx lenses. Attendees will back to ancestral and cultural norms within explore their own experiences, look at case our varied communities. studies, and walk away with strategies for PRESENTERS: Sheika Luc, Marin Primary & addressing colorism when they witness it. Middle School (CA); Tone Rawlings, Katherine By changing the narrative in their personal Delmar Burke School (CA) lives and in their schools, participants will be TRACK: Self-Efficacy and Empowerment: able to spread awareness and create a more Mind, Body, Spirit equitable and inclusive environment for both ROOM: WSCC-CC, Chelan 4 educators and students. PRESENTERS: Gabmara Alvarez-Spychalski, The Baldwin School (PA); Kerry Kettering-Goens, The Haverford School (PA) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC, 211

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Hiring Leaders of Color: Easier Said 3:45 – 5:00 PM Than Done? WORKSHOP BLOCK B (continued) Want to hire leaders of color? And finding DEI Strategic Partnership Gets Results that easier said than done? There's no instant Diversity, equity, and inclusion work is "fix" to a hiring and employment situation impossible to do alone. It requires an that's been centuries in the making, but articulated institutional commitment, clear by understanding institutional history and expectations, and a competent team of doers. culture, we can intentionally (re)design for In this workshop, participants will learn how more racially inclusive and equitable hiring to design an integrated approach to DEI experiences and outcomes. This starts with work, build a diverse and effective team, and flipping the perspective that leaders of color strategize communication to highlight the are "unicorns" to investigate how our systems value of this important work. make it rare for leaders of color to emerge. PRESENTER: Stephanie Bramlett, Phillips Exeter This workshop will use scenarios based on Academy (NH) facilitators' and participants' experiences to TRACK: Leadership and Management for tap our collective wisdom and imaginations Equity and Inclusion for effective strategies and practices for ROOM: WSCC, 2B recruitment, hiring, and retention. Participants will walk away with what Mica Pollock The Guide for White Women (author of Everyday Antiracism) termed "try Who Teach Black Boys tomorrow" tools and action items, as well as This workshop will introduce The Guide for ideas for longer-term strategies. White Women Who Teach Black Boys, which PRESENTERS: Alison Park, Blink Consulting; was created to support white women to Steve Morris, The San Francisco School (CA); engage in concentrated, focused inquiry Percy Abram, The Bush School (WA) around their relationships with black TRACK: Building Capacity: Skills, male students and the impact on those Competencies, and Research for Equity, relationships of race and racism. The session Inclusion, and Social Justice supports white teachers in their search ROOM: WSCC-CC, Tahoma 2 for opportunities for personal growth as educators and the academic achievement of their black male students. The guide engages the readers in personal and professional introspective work, taking them through works by experts, stories by educators and students, and videos that help personalize the educational lives of black males. PRESENTERS: Marguerite Penick-Parks, The University of Wisconsin, Oshkosh; Eddie Moore Jr., The Privilege Institute TRACK: Racial and Social Justice and Activism: From the Classroom to the Community ROOM: WSCC-CC, Chelan 2

44 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE THURSDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

I Woke Up Like This: Teaching and or implied intentions regarding diversity, Practicing Authenticity in Predominately equity, justice, and inclusion (DEJI) work; a White Spaces framework for conducting and using race- As an educator of color, how do we become based institutional research to promote DEJI culturally authentic in predominantly white work; and a host of effective facilitation spaces? In this workshop, we will define strategies, techniques, and tips that can help cultural authenticity and evaluate whether turn our mission-driven and visionary-based we as educators are being true to our aspirations into reality. identities. Attendees will define cultural PRESENTERS: Karen Bradberry, Shanti Majefski, authenticity for themselves and unpack and Lizz Melendez, Greenhill School (TX); hindrances that may prevent this from Chris Bigenho, Lewisville ISD occurring within the institutions they serve. TRACK: Organizational Development and Beyoncé's artistry serves as an exemplar to Institutional Change provide a framework for the ways in which ROOM: WSCC-CC, Tahoma 1 we navigate mainstream white institutions in an authentic and unapologetic manner. Intergenerational Identity Development: Attendees will walk away with a toolkit to Supporting Younger Generations transform their own practice, inspire other In the 2018–2019 school year, we undertook educators of color, and teach students of the process of changing the name of color how to unapologetically express their our Latinx affinity group. In doing so, we own intersectional identities in authentic ways uncovered multiple perspectives and strong within institutions. feelings attached to the language people PRESENTERS: Rashaad Phillips, The Dalton use to identify across generational lines. Our School (NY); Ayesha Numan, Woodside experience has been reflected on the national Priory (CA) level as seen in the recent decision of MEChA, TRACK: Racial and Ethnic Identities: the historic Chicanx student organization, Developmental Models, Frameworks, to change its name. We hope to share our Approaches experience in helping K-8 students develop ROOM: WSCC, 201 language to describe and talk about their identities in order to start a dialogue on the The Illusion of Inclusion challenges that come at the intersection Is your school really building an inclusive of identity and language. What do we call community for all its members, or are you ourselves when we don't agree on which selling the "illusion" of an inclusive learning words best describe us? community? Using race-based data and PRESENTERS: Cathy Aragon, California Teacher other forms of institutional research, Development Collaborative; Renée Otero, Greenhill School is implementing an adapted Davina Vera, April Pagan, and Tanya Kaplow, developmental-stage model to ensure that San Francisco Day School (CA) it is building an inclusive community rather TRACK: Racial and Ethnic Identities: than the illusion of one. Participants will walk Developmental Models, Frameworks, away with a method for discerning "fact Approaches from fiction" in regard to our schools' stated ROOM: WSCC, 210

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will share their varied journeys into school 3:45 – 5:00 PM leadership and open up about the importance WORKSHOP BLOCK B (continued) of having a diverse skill set, a network of The Life of the Diversity Practitioner: mentors, resilience, and an understanding of Circle of Rebirth or Cycle of Abuse? self. By the end of the session, participants Independent schools proudly endorse will begin to develop a vision for their next diversity and equity in their missions; yet career steps. There are many routes into unspoken, vague, and unrealistic expectations school leadership; what will your path be? and responsibilities dominate the lives of PRESENTERS: Betty Noel, Saint Ann's School those explicitly engaged in "equity" work. (NY); Naomi White Randolph, Ethical Culture Whether holding formal titles or informally Fieldston School (NY) being building "experts," equity practitioners TRACK: Leadership and Management for challenge white supremacy and other Equity and Inclusion insidious narratives, care for the margins ROOM: WSCC, 205 while educating everyone else, and contend for justice daily. The equity worker cycle of PoC in Senior Administration: Championing the Cause-Stress Overload- Why and How We Do the Work Disillusionment mirrors the Honeymoon- As educators of color, we're drawn to Tension Building-Crisis that characterizes a school communities because of our love of system of abuse. The lifestyle is unsustainable; learning and our passion for nurturing young the choice is burn out or get out. Or is it? This people. Have you ever pondered the idea of workshop provides a framework to illuminate becoming an administrator in independent institutional and interpersonal patterns that schools and thought "I wouldn't know where impact equity work with a focus on practices to start"? This panel of longtime, senior- that engender health and wellness rather than level, and emerging administrators offer exhaustion and burnout. perspectives on the importance of having PRESENTERS: Binita M. Donohue and Stacey A. PoC in leadership. When were the pivotal Gibson, Francis W. Parker School (IL) moments in our career paths and who were TRACK: Building Capacity: Skills, the mentors who nurtured us? What are the Competencies, and Research for Equity, joys and the sorrows of senior administrative Inclusion, and Social Justice roles? How have we developed professional ROOM: WSCC, 307-308 expertise? Two assistant heads of school, a campus director, and a chief diversity officer Plotting Your Course From Teacher share experiences in senior administration to School Leader and respond to the question, "Why do Are you an educator who is considering administrators of color matter?" exploring an administrative role in PRESENTERS: Ricco Siasoco, Chadwick independent schools? What tools do you School (CA); Liz Fernández, Ethical Culture need to take that next step? How do you Fieldston School (NY); Roger Bridges, leverage all of your talents as a teacher and Echo Horizon School (CA); Losmeiya Huang, leader to land a formal leadership position? Growing Place (CA) What does this mean for you as a person of TRACK: Leadership and Management for color? Two new senior administrators of color Equity and Inclusion ROOM: WSCC-CC, Skagit 2

46 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. THURSDAY

The Power of BEING in Life and Diversity, Head of School Track Equity, Inclusion Work This Wasn't My Plan: Leveraging It is so easy to get lost in the necessary doing Unexpected Leadership Paths for People that is associated with diversity, equity, of Color in Independent Schools and inclusion work and, more significantly, Many school leaders often say that it was everyday life. However, the importance of our not their intention to pursue leadership in being in this work and in life is quite powerful their schools. Further, as people of color we in itself. In this workshop, we will explore aren't always tapped when opportunities the power that comes from just showing up arise or told where and when to look. While as our unique selves every day and how we we don't often know what puts us on the make a difference not only through what we path, taking a step back and studying the do but through who we are. various journeys we have taken can offer PRESENTER: Lisa Pryor, The Orchard School (IN) key takeaways for others considering TRACK: Self-Efficacy and Empowerment: leadership opportunities. Through examining Mind, Body, Spirit personal leadership journeys and reflections, ROOM: WSCC, 204 this workshop will assist participants in identifying the necessary steps in their STEM Is Not Exempt: Anti-Racist STEM pursuit of leadership. Rather than identifying Education "the" path to leadership, this session will help STEM teachers can be and must be anti-racist participants gain insight into the questions to educators. In this session we will explore this ask and the experiences to consider. role, identifying challenges unique to our PRESENTERS: Eric Osorio, The Calhoun School field and sharing examples of work we've (NY); Noni Thomas López, The Gordon done and the powerful response from our School (RI); Aléwa Cooper, Greens Farms students. Through individual and small- and Academy (CT); William Gilyard, Kingswood large-group reflection, attendees will have Oxford School (CT); Erica Corbin, The Chapin an opportunity to articulate what anti-racist School (NY) STEM education can look like in their schools, TRACK: Building Capacity: Skills, identify concrete steps they can bring to their Competencies, and Research for Equity, classrooms next week and beyond, and form Inclusion, and Social Justice community with other dedicated educators. ROOM: WSCC, 2A PRESENTERS: Alyssa Reyes and Moses Rifkin, University Prep (WA); Shaye Whitmer, The Evergreen School (WA) TRACK: Anti-Racist Teaching, Training, Activism, and Allyship ROOM: WSCC-CC, Skagit 1

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Transracially Adopted Students: 3:45 – 5:00 PM A Forgotten Minority WORKSHOP BLOCK B (continued) Do you have transracial adoptees in your Toxic Stress in the Lived Experience classroom or school? Do you know what their of People of Color experiences are at your school? Do they feel Developmental psychologists use the term the need to code-switch for survival? Are they "toxic stress" to describe the frequent integrated into their racial community? This and prolonged adverse experiences that workshop will increase your understanding of negatively affect a child's emotional, mental, the multifaceted nature of transracial adoptees' and physical development. These include identity by hearing firsthand accounts from varying degrees of neglect, abuse, and transracially adopted youth through "The familial burdens — generally existing in the Adopted Life" web series. Teachers, staff, and absence of nurturing adult support. One administrators need to be equipped to have reason that our students and adult colleagues sustained and healthy discussions about race, of color sometimes fail to thrive is because culture, and identity within the context of we are not aware of toxic stressors, such as transracial adoption in order to build capacity the cumulative harm of microaggressions, to create a more inclusive environment, both in strained learning and working conditions, and out of the classroom. being measured by higher standards, or the PRESENTERS: Angela Tucker, Amara; Beth paucity of validation from one's peer group. Wheeler, Edges Education This workshop aims to identify toxic stressors TRACK: Building Capacity: Skills, prevalent in our school communities and to Competencies, and Research for Equity, take measures to actively reduce the negative Inclusion, and Social Justice effects of these adverse experiences. ROOM: WSCC-CC, Chelan 5 PRESENTERS: Susan Park, The Hotchkiss School (CT); Josefina Ayllón-Ayllón, The Upstream: Songs for Building Lawrenceville School (NJ) Equitable, Just, Loving Community TRACK: Self-Efficacy and Empowerment: in Preschool-Third Grade Classrooms Mind, Body, Spirit Nip troubles in the bud; sow the great in the ROOM: WSCC-CC, Yakima 1 small. Big things of the world can only be tackled by tending to their small beginnings. LAO TZU In order to build the world we need, we must head upstream and begin the work of equity and justice with our youngest learners. In this workshop, we will share a participatory sequence of our songs and discuss using them to open up meaningful, developmentally appropriate dialogue and action in the classroom around racial justice,

48 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE THURSDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. equity, identity, solidarity, self-love, and Your Path: A Journey Defined Through beloved community in the face of role models Six-Word Stories demonstrating the opposite. We will end by This workshop is designed for you — the sharing our creative process and putting it to person who dedicates endless hours to use in order to make a full group song! Come uplifting students but rarely has the time to sing with us! take care of yourself. Working in a school can PRESENTERS: Dwight Dunston, Friends' Central be taxing. As adults we often don't reflect School (PA); Brian Caselli Jordan, City Love/ on our experiences and how they impact our The Philadelphia School (PA) daily existence. Participants in this workshop TRACK: Equity and Justice Exemplars: will reflect on their journey, using a series Programs, Models, Best, Promising, of six-word stories to represent significant Next Practices moments in their lives. As educators, our ROOM: WSCC-CC, Skagit 4 experiences impact our teaching style, attitude, and relationships with both Why Not Now? Exploring Race, Identity, colleagues and students. This journey through and Differences in Early Childhood time is meant for both participants of color Topics surrounding diversity are often and white participants. We will come together overlooked in early childhood education. as a group to see how our stories are similar, Research shows that children as young as how they differ, and what that means within six months are curious about the physical an educational institution. characteristics of self and others (skin color, PRESENTER: Shahna-Lee James, The Berkeley hair texture, gender). But what happens Carroll School (NY) when questions surrounding such subjects TRACK: Self-Efficacy and Empowerment: arise in school? It is essential to start these Mind, Body, Spirit discussions at a young age. But how do we ROOM: Sheraton, Ravenna A-B approach these complex topics? Explore abstract and concrete materials and activities 5:15 – 6:30 PM designed to help open young minds. This interactive workshop will give you techniques PoCC GENERAL SESSION to reach children with diverse needs. Follow MIKE WALSH us as we share experiences from our year of Performance by Speak Out Seattle helping students understand different points (Spoken Word) of view. Depart empowered with tools to WSCC, Hall 4A/B inspire children to observe, value others, take pride in themselves and their families, and build empathy. PRESENTERS: Ashley Nartey and Taylor Fitzpatrick, National Child Research Center TRACK: Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches ROOM: WSCC-CC, Skagit 3

#NAISPoCC | #NAISSDLC 49 PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. FRI DEC 6

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All the Wealth They Cannot See: Cultural 6:00 – 7:00 AM Assets and Community Capital Wellness Activities Eurocentric models are routinely applied to Yoga Sheraton, Greenwood people of color in independent schools. In Zumba Sheraton, Jefferson A/B primarily white institutions, those marginalized by racism have their cultures judged as problematic, deficient, and dysfunctional. 7:00 AM – 1:00 PM Institutions themselves typically offer Registration Open assimilation and adaptation to white culture WSCC, Atrium Lobby as the sole means of success, while failure to succeed by students of color is blamed on individual limitations, not the oppressive 8:00 – 9:15 AM system itself. How can we refute this dominant WORKSHOP BLOCK C ideology and create a counternarrative that validates and centers the experiences Advancing Your Independent School Career: of marginalized students? What types of A Reflective, Mentor-Based Approach capital are nurtured by communities of Preparing to be a head of school takes color, and what forms of cultural wealth do self-development, experience, and a our students bring to our institutions each supportive team. To be a viable candidate, day? Let's disrupt the system by identifying you need mirrors — people who will show unacknowledged student resources and you how you can be a more effective leader. validating our students through a strengths- Proper mentoring is critical for anyone based perspective. aspiring to be an independent school leader, PRESENTER: Stephanie Carrillo, Campbell and the mentoring doesn't stop once you Hall (CA) have earned that promotion or become a TRACK: Racial and Ethnic Identities: school head. If you are breaking through Developmental Models, Frameworks, a barrier of leadership, the depths of the Approaches mentor relationship go much further after ROOM: WSCC-CC, Yakima 1 you get the "big" job. Hear from three persons of color at different stages in their careers — two heads of school and an assistant head — who may illuminate a path to senior leadership, including a headship. PRESENTERS: Byron Lawson Jr., Trinity Preparatory School (FL); Kevin Plummer, Tampa Preparatory School (FL); Felicia Wilks, Lakeside School (WA) TRACK: Leadership and Management for Equity and Inclusion ROOM: Sheraton, Ravenna A-B

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for creating culturally competent teaching 8:00 – 9:15 AM practices and inclusive classrooms. Black WORKSHOP BLOCK C (continued) and brown children often enter independent Are They Ready? Discussing Mass school spaces feeling like "the only" and Incarceration With Middle School Students unable to relate to those around them. Feeling and Building an Activist Toolkit unseen can lead to feeling undervalued and This workshop is for anyone who has ever leaving unsuccessful. Teachers of black and asked or been asked, "But are they ready brown children often feel ill-equipped for for this?" We are invested in popping the making the positive connections necessary independent school "bubble" and directly for establishing lasting relationships with situating and implicating our students in the students. This workshop will teach techniques system of mass incarceration. In order to free and strategies for supporting educators ourselves from the constraints that bind us, in building meaningful and authentic we must first make these constraints visible. relationships with black and brown children. Though these concepts may seem too heady PRESENTERS: April Greene and Dawn Smith, and complex, this interactive workshop will Lowell School (DC) give educators implementable strategies TRACK: Racial and Social Justice and Activism: and activities that support middle school From the Classroom to the Community students to be engaged in developmentally ROOM: WSCC-CC, Skagit 2 appropriate conversations about justice and situated toward activism. We will emphasize Head of School Track true, authentic story-sharing and listening Building Institutional Capacity for and believing. Sustained Conversation About Race PRESENTERS: Phyllis Dugan, Riverdale We are living in an increasingly complex Country School (NY); Emily Schorr Lesnick, world where the job of school leaders to build University Prep (WA) community grounded in respectful dialogue TRACK: Racial and Social Justice and Activism: has never been more important. Living our From the Classroom to the Community missions for inclusion must be structured ROOM: WSCC-CC, Skagit 5 and deliberate work. In this workshop, school leaders will engage in conversation Black Boy Joy, Black Girl Magic: through case studies and a sharing of ideas The Importance of Relationship for building capacity for sustained discourse in Academic Success about race in our communities. Participants Establishing relationships with students will practice methods for seeding and leading lays the foundation for academic and conversation, and they will share ideas for socio-emotional growth. When students making systemic change. enter school environments as obvious PRESENTERS: Eric Temple, Lick-Wilmerding minorities, establishing that relationship is High School (CA); Martha Haakmat, Haakmat inevitably more complicated. Addressing Consulting LLC the complexities inherent in being black and TRACK: Building Capacity: Skills, brown in white spaces is a non-negotiable Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC, 2A

52 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. FRIDAY

"Come Get Your People": positionality, and sustainability of the head- Activating Asian Americans to Dismantle chief diversity officer relationship in building Anti-Blackness inclusive and equitable school communities at When children cannot find themselves three Texas independent schools. reflected in the books they read, or when PRESENTERS: Yvonne Adams and Chris Gunnin, the images they see are distorted, negative, St. Stephen's Episcopal School (TX); Gene or laughable, they learn a powerful lesson Batiste and Mark Desjardins, St. John's about how they are devalued in the society School (TX); Lee Hark and Karen Bradberry, of which they are a part. RUDINE SIMS BISHOP, Greenhill School (TX) MIRRORS, WINDOWS, AND SLIDING GLASS DOORS TRACK: Leadership and Management for Many Asian Americans have failed to see Equity and Inclusion mirrors, windows, and sliding-glass doors of ROOM: WSCC, 204 Asian American activism. This absence and distorted narrative have contributed to our DEI Practitioner as Data Analyst: quest to be proximate to whiteness and, as Using Data Analysis to Drive Cultural a result, anti-blackness. Join us for a critical and Institutional Change workshop on why this inquiry matters as The independent school DEI practitioner educators and to our work in solidarity with functions largely as a culture maker and the black community as we interrogate our change agent within relatively inflexible own issues of identity and race and uplift the and rigid systems. One way to influence common struggle. institutional change is to give your PRESENTER: Liza Talusan, LT Coaching and administrative teams the one thing they find Consulting, LLC hard to argue with: data. Not every school TRACK: Building Capacity: Skills, is resourced enough to embark on large Competencies, and Research for Equity, data audits like the NAIS AIM or with other Inclusion, and Social Justice expensive consultants. However, small data ROOM: WSCC, 201 collection and analysis from a number of school areas will help you build allies and Deep From the Heart of Texas: forge relationships, uncover areas of growth Reimagining the Head of School/Chief and opportunity, and align strategic plans Diversity Officer Partnership and mission statements to DEI initiatives. This Let's face it; times have changed. Independent workshop aims to empower DEI practitioners schools are being battered by today's to leverage data in significant ways to help tumultuous socio-political/cultural climate. As address issues of equity, justice, and inclusion our students struggle to construct meaning within their own schools. from all the mixed messages, particularly PRESENTERS: Amila Williams, Jonathan Lee, those that challenge our schools' intent to and Joel Sohn, Episcopal High School (VA) raise responsible, respectful citizens, we must TRACK: Data Use in Activism: Evidence- be steadfast in our commitment to equity Based Equity and Justice Programming, and justice work. And key to the success of Research, and Evaluation this work is the relationship between the ROOM: WSCC-CC, Chelan 4 head of school and the diversity practitioner. This workshop will examine the rationality,

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Ed Tech as the Master's Tools? 8:00 – 9:15 AM In this workshop, participants will examine WORKSHOP BLOCK C (continued) excerpts from Audre Lorde's The Master's Do You See What I See? The Impact of Tools Will Never Dismantle the Master's Trauma on Students of Color (Part II) House and will use this text as a framework Students of color, those in poverty, and those to examine the ways in which educational who are otherwise marginalized face daily technology, at the classroom, divisional, and challenges. Included in these challenges, institutional levels, can reinforce paradigms of but much less recognized or discussed, is power and privilege. In order to help disrupt trauma. Many of our students are suffering this narrative, through hands-on examples in silence. The Centers for Disease Control and group case studies, participants will first and Prevention has asserted that childhood brainstorm ways to create technology-infused trauma has a long-term impact on life projects or lesson plans that de-center expectancy, education, health care, and whiteness using various DEI curricular involvement in the criminal justice system. frameworks. Participants will then strategize How can we help? After a brief overview ways in which diversity practitioners and of how trauma often manifests itself in educational technologists can work together students at school, this workshop intends to to ensure that divisional and institutional give participants practical strategies to help technologies, such as student information students, in and out of the classroom, recover systems, reflect a commitment to dismantling cognitive resources lost to trauma. Note: This systems of oppression in schools. is a continuation of Part I, which took place in PRESENTERS: Liz Fernández and Kenny Graves, Block A, Thursday at 1:45 PM. Ethical Culture Fieldston School (NY); Naomi PRESENTER: Keba Rogers, Trevor Day Arroyo, The Churchill School and Center (NY) School (NY) TRACK: Data Use in Activism: Evidence- TRACK: Building Capacity: Skills, Based Equity and Justice Programming, Competencies, and Research for Equity, Research, and Evaluation Inclusion, and Social Justice ROOM: WSCC-CC, Chelan 5 ROOM: WSCC-CC, Tahoma 3

54 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE FRIDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

Extending Affinity Groups to Lower working together like the software driving School Students the complex systems and machinery of This workshop will explore Katherine Delmar our lives. Does your board comprise all the Burke's established and thriving affinity people, codes, and networks it needs for a groups in the upper school and the transition 21st-century performance? In this session of bringing affinity groups to the lower we'll outline the changing nature of nonprofit school students. At Burke's, we strive to have governance today, discuss principles and a community where everyone feels valued practices that drive great boards, and share and heard and everyone holds a sense of proven strategies for increasing racial, ethnic, belonging. To ensure that this happens for our and cultural diversity in our governing bodies. students, we give students, beginning in third PRESENTERS: Caroline G. Blackwell and grade, the opportunity to participate in affinity Donna Orem, NAIS and alliance groups (and incorporate identity TRACK: Leadership and Management for units beginning in the kindergarten curriculum). Equity and Inclusion These groups make room for students to ROOM: WSCC, 2B explore their identities in safe environments while developing a sense of self and exploring It's Your Time: Aspiring Women how they fit into the larger community. We Administrators of Color will share our planning process, as well as our This workshop is for aspiring women leaders challenges and successes. of color to learn about preparing for, applying PRESENTERS: Tammi Abad and Quise Edwards, to, and sustaining a career in administration. Katherine Delmar Burke School (CA); Julian The workshop presenters will lead participants Morris, Urban School of San Francisco (CA) through a series of reflective activities, share TRACK: Racial and Ethnic Identities: wisdom from their direct experience, and offer Developmental Models, Frameworks, strategies for working in independent school Approaches administration. Additionally, participants will ROOM: WSCC-CC, Skagit 3 be empowered to form their own networks that allow for professional rejuvenation and Head of School Track support as they navigate their first years in Getting in Sync: Governance and leadership positions. Leadership for Changing Times PRESENTERS: Tamisha Williams, Lick- Exceptional boards are very intentional about Wilmerding High School (CA); Juna McDaid, structuring themselves and operating in a The Potomac School (VA); Lori Cohen, Bright way that best supports the school in the Morning Consulting; Shoba Farrell, San context in which it exists. Today, that context Francisco University High School (CA) includes increasing racial and ethnic diversity TRACK: Self-Efficacy and Empowerment: and the need to attract, cultivate, and Mind, Body, Spirit leverage these and other differences to help ROOM: WSCC-CC, Tahoma 2 ensure excellence, relevance, and institutional strength. The result of concerted action on these fronts is leadership and governance

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Lessons From Native American 8:00 – 9:15 AM Storytelling: Creating Communities WORKSHOP BLOCK C (continued) of Consciousness Through Racial Leading While Black and Male: Reconciliation and Cultural Competency Exploring the Lived Experiences Are we part of the problem? Native of Black Male Heads of School Americans are often absent or This workshop provides an opportunity for underrepresented in schools' curricula. participants to explore the ways in which Native American communities are frequently the racial identities and lived experiences isolated and marginalized and the subject of black male heads of school inform their of many misconceptions. Grounded in professional lives, leadership preparation, summer research, this presentation will and leadership development. Through our shed light on Native American communities collective exploration in the workshop, we will and storytelling in Western Washington consider the range of strategies that these by focusing on Native American activism, leaders develop to enable them to navigate cultural preservation, and the role of non- the multi-dimensional aspects of their racial Native Americans as allies. Explore how identity within a dominant white racialized tribes adapt to evolving conflicts, model education system. We will also examine the racial reconciliation, and use storytelling to ways in which their articulation of action- heal. This presentation will share practical oriented social justice leadership is influenced ways to strengthen humanities programs, by their personal and professional lived build cultural competency programming, and experiences, leadership philosophies and teach multiple perspectives. Attendees will values, commitment to students, and sense leave with ideas, action steps, and models of community. We will strive to describe the for integrating Native American history and essence of what it means to be a black male culture and for developing models for racial school leader and head of school. reconciliation in their own communities. PRESENTER: Phillip A. Smith, Teachers College, PRESENTER: Marshall McCurties, MICDS– Columbia University Mary Institute and St. Louis Country Day TRACK: Leadership and Management for School (MO) Equity and Inclusion TRACK: Racial and Social Justice and Activism: ROOM: WSCC-CC, 303 From the Classroom to the Community ROOM: WSCC, 400

56 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. FRIDAY

Mournable Bodies: The Intended specific examples from the middle school Consequences of Teaching About classroom, including literature resources, Racial and Political Violence lesson plans, and templates for creating For those who teach about political future curriculum. Participants will have the violence or racial terror against a racial, opportunity to share their personal histories ethnic, or religious group, how can the and think about how those stories might experiences of victims be honored with engage, inform, and inspire students. integrity? Whose gaze is privileged in our PRESENTERS: Lesley Younge, Whittle School curricula? The oppressor or the oppressed? and Studios (DC); Thu Nguyen, Sidwell Using examples from curriculum designed to Friends School (DC) teach eighth graders about the Holocaust, TRACK: Racial and Ethnic Identities: racial terror in the American South, and Developmental Models, Frameworks, the immigrant experience in the U.S., this Approaches workshop will challenge educators to ask ROOM: WSCC, 211 hard questions about their practice and the possibility of implicit bias in their teaching. The Revolution Will Not Be Digitized: Participants will leave this session with Has Technology Broken Our Chains concrete approaches and models for how or Created New Ones? to instill empathy while avoiding emotional In 1619, the most radical technological manipulation in the classroom. We will innovation was the printing press. Four explore how educators make choices about hundred years later, we live in a digital age whose bodies are mourned and which that seemingly opens the door to greater tragedies must be remembered. democracy. However, as some communities PRESENTER: Luke Anderson, The Gordon move toward ever-advancing technologies, School (RI) have we paused to question what's lost and TRACK: Building Capacity: Skills, what's gained in our "Brave New World"? To Competencies, and Research for Equity, what degree are we reinforcing rather than Inclusion, and Social Justice dismantling existing oppressive hierarchies? ROOM: WSCC-CC, Skagit 4 In our schools, there is a widening disconnect between what students engage with outside Our Histories, Our Selves: Using PoC of school compared with what they engage Stories to Liberate, Co-Create, and with in school. In fact, we often embrace Thrive in Humanities Classrooms technology without considering its moral When teachers of color bring their full and societal impact. This session will offer and authentic selves to campus and the attendees language to critique these classroom, powerful things happen. This structures and to work toward an inclusive includes sharing our personal stories and vision for living with technology in our schools other empowering narratives about people and in our lives. of color to help students explore past and PRESENTERS: Cara Hill and Saber Khan, current events. From enslavement to protest The Packer Collegiate Institute (NY) movements to immigration, we will model TRACK: Organizational Development and story-sharing and encourage teachers to push Institutional Change students closer to issues of historical and ROOM: Sheraton, Ballard modern significance while building stronger relationships. This workshop will provide #NAISPoCC | #NAISSDLC 57 F R I Dec 6

Shifting Beyond Patriarchy: Activating 8:00 – 9:15 AM Feminine-Rooted Leadership WORKSHOP BLOCK C (continued) "Playing the game" usually assumes Seven Anxieties: Managing Situations that anyone who occupies or aspires to Faced by Black Students and How mainstream leadership will default to and Historical Events Impact These Situations uphold patriarchal leadership models. Seven common events often cause black Male-centered leadership can be relevant students and their families anxiety: and effective in some capacities; however, expectations setting, parent-teacher feminine-rooted leadership frameworks conferences, mentorship, discussions of existing before, alongside, and beyond race in class, college counseling, discipline, patriarchal models provide opportunities for and opposition to blacks congregating. more egalitarian governance. Furthermore, This seminar will address the historical many male leadership practices hold events that underlie these anxieties and feminine qualities in contempt and doubt, the psychological impacts (transference) which reinforces the unwritten rules of "the of the events on current-day families. leadership game." As women enter into Historical events include slavery, the civil leadership positions, there are increasing calls rights struggle, and school desegregation; for more feminine-rooted leadership practices. change through collective action; misuse of It is vital to articulate the ways feminine- intelligence testing; and race and discipline. principled leadership appears in groups The psychological impacts include sensitivity and organizations. This advanced/expert about performance and expectations setting; workshop, geared to those who identify as internalization of bias; social isolation; need women, will explore the complex intersection for safety/community; increased pressure on of reemerging female leadership practices parents; and the cumulative impact of racism, with male-centric leadership models. including increased rates of anxiety and PRESENTER: Stacey A. Gibson, Francis W. depression. The workshop will use research Parker School (IL) to provide constructive ideas for educators to TRACK: Leadership and Management for address these school situations. Equity and Inclusion PRESENTER: Linda McGhee, McGhee and ROOM: WSCC, 310 Associates, LLC TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC-CC, Tahoma 4

58 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE FRIDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

We're Not White: The Internalized ways in which we can productively navigate Oppression of the Model Minority Myth the reality of white people at the PoCC. As Asian American educators, the specificity PRESENTERS: Timothy Rosenwong, Pacific of the personal identity work that we need Ridge School (CA); Alison Park, Blink to be anti-racist and liberatory educators Consulting; Drew Ishii, Sage Hill School (CA); is often missing. We must also consider Marcus Chang, Thaden School (AR) Asian American students in our schools who TRACK: Building Capacity: Skills, are often ignored and made invisible. This Competencies, and Research for Equity, workshop unpacks the relationship between Inclusion, and Social Justice the model minority myth and the racialization ROOM: WSCC-CC, Tahoma 1 of Asian Americans. The presenters investigate how the model minority myth 9:15 – 9:30 AM is connected to our internalized oppression and how it can show up as anti-blackness, Break, Relax, Refresh colorism, and the erasure of non-East-Asian identities in our communities. In order to be 9:30 – 10:45 AM anti-racist and make change, we must do the work within our communities. We must take PoCC GENERAL SESSION an honest look at our internalized oppression VALARIE KAUR and how we participate in and perpetuate Performance by Lakeside School the oppression of others. Concert Choir Minjung Pai, Westland School PRESENTERS: WSCC, Hall 4A/B (CA); Connie Chiu, Mirman School (CA) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice 10:45 – 11:15 AM ROOM: WSCC, 307-308 Morning Coffee Break The White Elephant in the Room: Navigating PoCC Hub, WSCC, Hall 4C the Reality of Whiteness at PoCC Over a decade ago, NAIS declared that the 10:45 – 11:15 AM "original purpose" of the PoCC was "providing people of color in our schools a sanctuary and Choir Rehearsal a 'voice.'" Since then, the number of white WSCC, Hall 4A/B people at the conference has been growing at an increasingly rapid rate, which raises the 10:45 AM – 5:00 PM question of whether this original purpose has remained intact. While conversations about PoCC Hub Open white people at the PoCC are ubiquitous WSCC, Hall 4C among attendees who are people of color, the topic can still be difficult to discuss. This panel aims to address this fraught issue by exploring

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Head of School Track 11:15 AM – 12:30 PM Building Blocks of Resilient Female WORKSHOP BLOCK D Leaders of Color Four African American and one Latina school leaders had a dream to launch a FEATURED SPEAKER SESSION powerful experience for women of color who are interested in school leadership. CINNAMON SPEAR Our first workshop took place in April WSCC, 3A/B 2018 at the Advent School in Boston. This year, we convened over 40 women at the Black Girl Magic: Working With Fayerweather Street School in Cambridge. White Women Our work has focused on centering ourselves Since over 75% of educators are black and in the cultivation of leadership potential. white women, it is important that we work This workshop experience will model together to support all of our students. Given how to engage, cultivate, and identify the the dynamics between races, this relationship essential elements of leadership growth and can be tricky at times. This workshop will development specifically for women of color. examine ways that the magical powers of We believe that transformation is possible black women can work with white women when we come together to harness our in order to co-create a space in our schools collective support and energy toward a larger aimed at dismantling white supremacy presence and impact in independent schools. and creating a more just society for all. PRESENTERS: Kim Ridley, Fayerweather Presenters will explore strategies that focus Street School (MA); Angela Garcia, Friends on navigating the tough social dynamics Community School (MD); Courtney Martin, between white and black women that can Hawken School (OH); Nicole DuFauchard, bring about joy in our hallways, classrooms, The Advent School (MA); Lynn Bowman, and boardrooms. Participants will examine The Gordon School (RI) real-world issues and share stories of TRACK: Self-Efficacy and Empowerment: successful working relationships and the Mind, Body, Spirit steps that it takes to get there. ROOM: WSCC, 307-308 PRESENTERS: Toni Williamson, Friends Select School (PA); Yvonne Adams, St. Stephen's Episcopal School (TX) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC, 201

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De Aqui y De Alla: Essential Latinx were to modern innovations in science and Topics for Humanities Curriculum math. We believe that understanding this The history and literature of Latino/a/xs from history can help students undo the damage all across the Latin diaspora is something created by centuries of trauma that led to the that all too often students have to look for in current notion that science and math were specific places: Spanish classes, history and innovations of white men. English electives, and, of course, self-study. PRESENTERS: Michelle Holmes and Micyelia This workshop's focus will be on exposing Sanders, The University of Chicago middle and upper school humanities teachers Laboratory Schools (IL) to topics that should be part of foundational TRACK: Racial and Social Justice and Activism: courses that all students take, particularly From the Classroom to the Community as they relate to American history. We will ROOM: WSCC-CC, Yakima 1 also focus on the inclusion of short stories in English classes to allow students to hear from Equitable Content: Inquiry-Based as many different and diverse voices across Math That Teaches Social Justice the spectrum of Latinx identities as possible. Upper school math can be used to illuminate We will look at ways to incorporate current equity gaps, highlight racial discrimination, events that deeply affect Latinx people into and empower our students as change agents. general history and English classes. So why are textbooks filled with applications PRESENTERS: Miguel Correa, The Berkeley like randomly drawing cards or isotope Carroll School (NY); Priscilla Morales, The decay? As leaders in this work, we must Park School of Baltimore (MD) create curricula that teach content through TRACK: Racial and Ethnic Identities: the paradigm of equity and social justice. Developmental Models, Frameworks, Students deserve to see upper-level math as Approaches relevant to their lives and important to their ROOM: WSCC, 2A communities. During this session, participants will see one way to teach content and social Did Wakanda Exist? Seeking Truth justice simultaneously: Stop-and-Frisk legality From Fiction: Uncovering the Origins through conditional probability, car value of STEM in Ancient Africa depreciation through exponential decay, The history of science and math is dominated income taxes through systems of equations, by ancient Greek and Roman mathematicians. etc. Teachers will receive reproducibles, Pythagoras, Ptolemy, Archimedes, and Euclid teaching tips, hard lessons learned, and dominate modern studies. Their "innovations" opportunities to apply new ideas in real time are hailed today as cornerstones of STEM through collaboration. programs with students readily able to PRESENTER: Kathryn Breisch, District of associate their names with theorems and Columbia Public Schools inductive reasoning skills. But did they truly TRACK: Anti-Racist Teaching, Training, "invent" these ideas? Through our workshop, Activism, and Allyship we will lead educators through ancient Africa, ROOM: Sheraton, Ballard Asia, and Mesoamerica to uncover how deeply connected ancient people of color

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From FADE (Filipina American 11:15 AM – 12:30 PM Decolonization Experience) to Freedom: WORKSHOP BLOCK D (continued) A Journey of Power, Actualization, Equity, Solidarity, and Allyship: and Solidarity How Do We Cultivate This Across Discover the emerging power of the Filipina Racial and Religious Identities American Decolonization Experience (FADE). How do Jewish people of European heritage To decolonize is to reflect on internalized and people of color understand our different oppression and to heal; to decolonize is to and linked predicaments in 2019 America? question colonial narratives and to recover With the rise of anti-Semitism and racism(s), memory; to decolonize is to tell our stories how can we build solidarity and allyship? Here, and to encourage other critical narratives. educators will engage in honest dialogue Filipino/a/x* educators are disrupting the about the complex experiences of Ashkenazi halls of silence and dismantling centuries of Jewish people in relation to the complexities colonization and oppression. Inspired by Leny of race and racism for people of color. We will Strobel's Coming Full Circle and E.J.R. David's explore key frameworks, historical alliances Brown Skin, White Minds, Filipina American and fractures between these communities, educators representing multiple perspectives and strategies for engaging students and examine research on decolonization and post- colleagues in deeper learning about racism colonial psychology. Learn how to leverage the and ethno-religious oppression. We will FADE framework to identify opportunities to discuss the fraught nature of whiteness and redesign approaches to culturally responsive some structural-historical realities of Jewish teaching; to create inclusive curricula, people alongside the realities of communities classrooms, and communities; and to provide of color, including people of color who are leadership pathways for educators of color. religious minorities in the United States. PRESENTERS: Maria Graciela Alcid, Gann PRESENTERS: Mirangela Buggs, Dwight- Academy (MA); Emilia Bautista King, Sidwell Englewood School (NJ); Meg Goldner Friends School (DC); Liza Talusan, LT Rabinowitz, The Northwest School (WA) Coaching and Consulting, LLC; Reanne Young, TRACK: Anti-Racist Teaching, Training, The Roeper School (MI); Maria Paz Alegre, Activism, and Allyship The Dalton School (NY); Rochelle Reodica, ROOM: WSCC-CC, Skagit 4 Marin Horizon School (CA) TRACK: Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches ROOM: WSCC-CC, Tahoma 1

62 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE FRIDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

The Hidden Side of Transracial education, particularly in the privileged Adoptees at Our Schools environments of independent schools. After A student population often left out in the exploring examples of behaviors that serve diversity, equity, and inclusion dialogue are to silence and marginalize people of color, we transracial adoptees because of the relative will provide strategies for coping with and invisibility of their experience. Consequently, responding to these challenges strategically. educators are left wondering how to best PRESENTERS: Nancy Nassr, The Ancona School serve these students in the classroom. (IL); Monica Rosen, Alma Advisory Group, LLC Supporting transracial adoptees is important TRACK: Self-Efficacy and Empowerment: in our commitment to diversity because these Mind, Body, Spirit students possess a unique racial identity ROOM: WSCC-CC, Skagit 3 formation and an intersectional experience of family structure. Participants will hear from Invoking INVICTUS: Dealing With White a panel of adult transracial adoptees who Faces in Black Spaces serve in various roles at our schools. These People of color feel acutely disrespected educators will provide personal experiences every day — discrimination sometimes felt and reflections, an introduction to evidence- as subtly microaggressive and, other times, based frameworks, and an opportunity for as outright. Yet people of color have still dialogue on how to serve our students. found ways to provide sanctuary within a PRESENTERS: Matt Goldman, Burgundy Farm white supremacist society. Affinity spaces Country Day School (VA); Jenny Hammond, like fraternities, sororities, HBCUs, and PoCC Deerfield Academy (MA); Tina Fox, The allow people of color to "be themselves" Park School (MA); Amanda Friedman, Miss unapologetically exclusive from the white Porter's School (CT) gaze. The presence of familiar faces, or TRACK: Racial and Ethnic Identities: just simply other folks of color, brings a Developmental Models, Frameworks, certain measure of comfort. How are these Approaches opportunities to free ourselves from the ROOM: WSCC, 310 constraints, and individuals, that bind us jeopardized when white folks access these The Invisibility of Headship: "Yes, I'm sure." spaces? More important, how might we This workshop seeks to explore the nuanced support people of color who push back in way our intersectional identities as people defense of the spaces they consider sacred? of color affect the ways in which people PRESENTERS: Shanelle Henry, Greens Farms respond to, and interact with, leaders of color. Academy (CT); Antonio Williams, William Despite the positional authority we have Penn Charter School (PA) within our respective schools, we are often TRACK: Organizational Development and ill-prepared for the emotional toll that micro, Institutional Change passive, and even aggressive behaviors have ROOM: WSCC-CC, Tahoma 3 on our psyches and our ability to lead. This workshop is aimed at unpacking examples of institutional racism within the world of

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Just Need to Get This Off My Chest 11:15 AM – 12:30 PM How often do you have a racial experience at WORKSHOP BLOCK D (continued) your school and share it? In this workshop, Islam in Context: Understanding participants will witness and participate in a the Diversity and Needs Within Muslim story exchange to share stories about racial Student Populations experiences in the workplace. By engaging Islam is often presented and perceived as a in radical empathy, conscious listening, monolithic religion. However, only a quick personal healing, and community building, examination is needed to see that the religion participants will journal and vulnerably share is diverse and fluid. A better understanding stories with the intent to decrease racial of Islam and the diversity within the religion stress. The workshop follows the Narrative can help us understand the diversity within 4 Story Exchange Model, based on Howard our Muslim populations at school. As the Stevenson's theory around racial stress Muslim student population increases and and storytelling ("The lion's story will never Ramadan moves through the school year for be known as long as the hunter is the one the next decade, it is important that we know to tell it"). While anyone can benefit from how to meet the needs of these students. the exchange, PoC may find it easier to This workshop will tackle some basic history vulnerably share with people who are also and fundamentals as well as explore the marginalized in the workplace. As we look at success of established cultural competency the stories of PoC from 1619 to 2019, we must training for faculty and staff, along with the also lift up our own stories. challenges of establishing and maintaining a PRESENTER: Erica Snowden, Greene Street Muslim student association. Friends School (PA) PRESENTER: Changa Bey, MICDS–Mary Institute TRACK: Self-Efficacy and Empowerment: and St. Louis Country Day School (MO) Mind, Body, Spirit TRACK: Building Capacity: Skills, ROOM: WSCC, 400 Competencies, and Research for Equity, Inclusion, and Social Justice Keeping the Promise: Designing ROOM: WSCC, 211 a Professional Growth Plan for Retention of Faculty of Color As school leadership, how do we retain faculty of color? This workshop will explore The Spence School's ongoing design for retention by prioritizing professional growth and developing an equity-literate culture. Under the leadership of our head of school, the school has built a foundation for equity literacy through training and practice. Yet as we become more literate, we also become more aware of factors that impact the well- being and professional success of faculty of

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color. Job performance anxiety caused by MENTORSHIP: Taking Matters Into parent complaints, professional and personal Our Own Hands strain resulting from student-to-student racial Typical faculty/staff mentorship programs stress, and management of colleagues unable are not often built with racially, ethnically, to navigate racial tension all negatively impact and culturally diverse populations in mind. faculty of color. We will share the design of our Thriving professionally in an independent current retention plan and engage in workshop school environment is often boosted by dialogue to explore challenges and ideas. mentor relationships catered to support PRESENTERS: Rebecca Hong, Davida Farhat, the unique experience of people of color. Stephen Mak, Michèle Krauthamer, and Join three seasoned independent school Eric Zahler, The Spence School (NY) professionals (a dean of college counseling, a TRACK: Leadership and Management for school counselor, and an admissions director) Equity and Inclusion as these three women of color discuss ROOM: WSCC-CC, Tahoma 5 mentorship at their school and what they have done to make it useful and transformative, Learning to Unlearn: A Spanish Teacher's not just for themselves but for their school Journey With Gender-Neutral Pronouns community. Take part in an engaging This is the journey of a cisgendered Mexican conversation about learning the "rules of national immigrant who believes that teaching the road" and defining yourself in your role. Spanish in the United States is a political act. Understand the limits and possibilities of This is the story of a high school Spanish mentorship, and, ultimately, learn how to teacher in a progressive school who decided honor your full self in your institution. to make his teaching an act of resistance PRESENTERS: Amy Walia-Fazio, Rosanna for the students who use and promote the Llorens, and Jasmin McCloud, Crossroads pronouns "they/them" in their everyday lives, School for Arts & Sciences (CA) especially the Latinx people of color. This is TRACK: Self-Efficacy and Empowerment: also the story of constantly exploring how Mind, Body, Spirit foreign languages mold our perception of ROOM: WSCC-CC, Tahoma 4 identities and how people from marginalized groups can rewrite how they want to be officially recognized, in spite of traditional hegemonic binary definitions (e.g., Hispanic or Latinx) from institutions and agencies (e.g., U.S. Census, RAE). PRESENTER: Abelardo Almázan-Vázquez, The Putney School (VT) TRACK: Equity and Justice Exemplars: Programs, Models, Best, Promising, Next Practices ROOM: WSCC-CC, Chelan 5

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blessing to find community and a safe space 11:15 AM – 12:30 PM among educators. WILLIAM BROWN With a WORKSHOP BLOCK D (continued) growing followership of over 4,000 people, Moving the Work Forward: Scaffolding organizations, and institutions, BMEsTalk has Equity and Inclusion Fundamentals become a safe, curated rich space where black for Community Buy-In male educators (BMEs) can connect, grow, This workshop will aid those who work and lead. In this session, BMEsTalk's curators in service of DEI&SJ progression on their will discuss the triumphs and challenges of campuses. It will provide maps and materials carving out a weekly BME affinity space on to create robust pedagogical and emotional Twitter — a space that allows for personal support for student-driven initiatives, engagement, vulnerability, and growth on a including models of dialogues and exercises global platform for the world to see. with faculty of all identities. The goal is PRESENTERS: Ayodele Harrison, for participants to create pathways for all CommunityBuild Ventures; William Stubbs, constituents — students, parents, faculty, Uplift Education staff, admins — to engage fully and openly TRACK: Self-Efficacy and Empowerment: in student-led initiatives. In order to affect Mind, Body, Spirit positive change and embrace the dissonance ROOM: WSCC, 303 that comes with real work and advancement, understanding the fundamentals of the Showing Up for Our Siblings of Color: language of equity and the necessity of Combating Anti-Black Racism as Asians whole community participation is primary. We know about the model minority myth. Facility with the culture (language, norms, We know Asian Pacific Islander South expectations) of DEI&SJ creates communities Asians (APISA+) are used as a wedge in race willing to examine themselves and participate relations in America. How do we leverage this in the work in pedagogically sound ways. position to combat anti-black racism instead PRESENTER: Stephanie Garcia, Vistamar of benefiting from it? How do we build School (CA) solidarity with our siblings of color? We invite TRACK: Building Capacity: Skills, APISA+ educators to think through these Competencies, and Research for Equity, questions with us. Hear from four APISA+ Inclusion, and Social Justice educators about ways they have identified ROOM: WSCC, 2B and disrupted anti-black racism in their communities and institutions. Turn the idea Safe Spaces for Black Male Educators of allyship into a concrete reality. (BMEs) to Connect, Grow, and Lead PRESENTERS: Susan Yao, Friends Academy BMEsTalk has become an excellent source (MA); Saber Khan, The Packer Collegiate of connecting and bonding with other Institute (NY); Nayantara Mhatre, The professional black men. DAMION HARRIS. Our Calhoun School (NY); Morika Tsujimura, weekly chats are clearly one of the best PD Grace Church School (NY) opportunities out there. Diversity & diversity TRACK: Anti-Racist Teaching, Training, of thought can't be beat! VIC NIXON. It's a Activism, and Allyship ROOM: WSCC-CC, Chelan 2

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They Don't See Me Either: Fighting Who We Are: Racial and Ethnic Identity the Bias of Artificial Intelligence Development for Educators and Youth Artificial Intelligence (AI) is all around us. How do we learn about our various group Facial recognition, retinal scanning, and other identities like African American, Asian, Native biometrics all use some form of database American, Latino, white, etc.? Why do some and software to identify a person. In this of us love our identities and others of us have session, you'll learn the ways these systems own-group shame and hatred? Learn how we have built-in racial and gender bias and how can co-author the identity development of they can amplify existing stereotypes. We'll youth and adults for the positive success for examine the failure of these systems and all. Participants can expect to (1) claim their discuss approaches we can take to reduce own racial and ethnic identity and experiences and eliminate these biases. and learn about those of others; (2) learn racial PRESENTERS: Daisy Steele and Matt Woodard, and ethnic identity development theories; Catlin Gabel School (OR) (3) identify how identity development TRACK: Racial and Social Justice and Activism: manifests in our schools; and (4) discover From the Classroom to the Community ways to support healthy identity development ROOM: WSCC-CC, Chelan 4 in our youth as well as ourselves. This workshop will include interactive exercises, What About the "Mixed" Kid? Multiracial presentation, and small-group discussions. Representation in Children's Literature PRESENTER: Rosetta Lee, Seattle Girls' This session features a presentation and School (WA) discussion on the representation of mixed- TRACK: Racial and Ethnic Identities: race characters in books for children in Developmental Models, Frameworks, early childhood and elementary education Approaches and why it is important. Research and data ROOM: WSCC-CC, Tahoma 2 address the developmental affects/effects of providing multiracial students with "mirrors" through books. The workshop includes a brief narrative about the presenter's journey to build a library for her classroom that ensures that every student can find ownership within the books. Participants will take away a cache of resources to find diverse literature for the classroom. PRESENTER: Theresa Fox, Winchester Thurston School (PA) TRACK: Racial and Ethnic Identities: Developmental Models, Frameworks, Approaches ROOM: WSCC, 204

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11:15 AM – 12:30 PM 2:00 – 3:15 PM WORKSHOP BLOCK D (continued) WORKSHOP BLOCK E You're Not Crazy, You're Not Alone: Self-Care in the Face of Injustice As educators, we are on the front lines FEATURED SPEAKER SESSION of life. Our profession exposes us to WAYNE AU everyday stressors including implicit bias, WSCC, 3A/B microaggressions, and racism. Because we are responsible for instructing and developing future generations, the way we show up to do "400 Years"—Decentering Whiteness: our work has deep and lasting implications. Creating a Sustainable Community-Based During this session, we will work to increase History Pedagogy our awareness of everyday stressors and This workshop will model a process of receive instruction on how to apply simple yet shifting dominant white normative thought effective self-care tools designed to protect, in independent school history departments repair, and renew our mind and body. to be more representative of different PRESENTERS: Jeff Menzise, Mind on the Matter; cultural epistemologies historically based Maati Wafford, Barrie School (MD) on community engagement. Through a TRACK: Self-Efficacy and Empowerment: process based on social justice, community Mind, Body, Spirit activism, and a curriculum steeped in ROOM: WSCC-CC, Skagit 2 equitable practices, a holistic and balanced environment for both students and teachers is achievable. Four experienced educators 12:30 – 1:45 PM will provide tools, strategies, and personal PoCC Networking Luncheon knowledge to help prioritize epistemologies PoCC Hub, WSCC, Hall 4C that value ancestral knowledge, personal stories, and counternarratives of historically marginalized communities. We will model 2:00 – 3:15 PM this process at four different levels: the Amplifying Your Big Ideas the TED Ed Way interpersonal, curricular, institutional, and DEI WSCC-CC, Chelan 2 work. Participants will leave with resources See page 11 for detailed information. for shifting epistemological approaches in history while actively thinking about how to contextualize community-based education at their respective institutions. PRESENTERS: Tim Green IV, Arthur Knox, Ebony Booth, and J'Shon Lee, Bosque School (NM) TRACK: Racial and Social Justice and Activism: From the Classroom to the Community ROOM: WSCC-CC, Tahoma 1

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Are We Doing Liberation Work or acupressure, neuroplasticity, and epigenetics Just Working for Self-Preservation? and is supported by peer-reviewed research. This workshop will ask people of color doing EFT can be used with students at all grade racial equity work to reflect on our racial levels. By the end of this workshop, attendees equity practices through facilitated reflection will have learned how to use basic EFT skills. and engagement. PoC equity practitioners We will practice using tapping for ourselves will reflect on the ways in which we may or with students in moments of stress. This operate in oppressive ways. Are we engaging workshop is open to people of all identities. in community self-harm by focusing on PRESENTER: Harumi LaDuke, The Northwest surviving the space? How do we get/create School (WA) the supports for our collective liberation? TRACK: Self-Efficacy and Empowerment: How do we balance the need to preserve our Mind, Body, Spirit economic standing (securing the bag) while ROOM: WSCC-CC, Skagit 4 creating spaces of liberation for all in our community, and what are the obstacles in our Equity in STEAM Education way? What have we compromised for access and Makerspaces to and within independent schools? What are Attendees will learn the importance of we willing to invest for group liberation? What creating environments that create equity in does liberation look like, post survival mode? STEAM education and makerspaces. This PRESENTERS: Eva Vega-Olds, The Town School workshop uses hands-on techniques and (NY); Worokya Duncan, The Cathedral School creates engaging lessons for students. This of St. John the Divine (NY) setting helps build capacity for skills on TRACK: Building Capacity: Skills, equity and inclusion. PoC have the lowest Competencies, and Research for Equity, participation rate in STEAM in school and the Inclusion, and Social Justice workforce. From a social justice standpoint, ROOM: WSCC-CC, Skagit 2 teachers have the opportunity to change this injustice. Participants will use their hands to Emotional Freedom Techniques (EFT): create an engaging lesson. Attendees will Hands-on Techniques to Reduce walk away with a project they made in this Racial Stress interactive course. Maker-centered learning Racism has physical manifestations in our engages students of all races and ethnicities. bodies, both in the moment and in the long We'll conclude with a thinking routine to give term. In this interactive workshop, attendees participants a voice to discuss their goals will explore how to use Emotional Freedom for incorporating their ideas into their existing Techniques (EFT), a powerful mind-body work environments. approach that aims to reduce levels of stress. PRESENTERS: Diana Lockwood and Naimah Colloquially known as "tapping," EFT was Oladuwa-Frame, The Paideia School (GA) founded on the principles of acupuncture, TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC, 204

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Growing Young Voices: Understanding 2:00 – 3:15 PM Black Lives Matter for Teachers WORKSHOP BLOCK E (continued) This presentation is designed to immerse a Failure to Thrive: Maintaining racially diverse population of students and Authenticity and Realness educators in social justice education. By This workshop explores the struggle to asking students "Do black lives matter or do establish or maintain authenticity of identity all lives matter?" we will expose them to the in both the student and the educator of color fallacies that exist in both media and cultural in an independent school setting. Participants understanding, make connections between will seek to understand how the ways we as today's Black Lives Matter movement and people of color choose to outwardly present the Civil Rights movement, and engage in background and culture can lead to struggles social-emotional learning to support their with code-switching, miscommunication, self- development as young adults. We will care, and perspective-taking for educators help educators navigate the intricacies of on all levels as well as students in all grades. teaching social justice issues to students A deeper dive takes us into the idea of of all ages. Using artwork, articles, and "survive vs. thrive" and how just "being" social media postings, we will demonstrate can be impactful. We will create a shared how to support the learning of students conversation about power, resilience, and as we explore issues like unjust killings by liberation while shedding light on how to police officers, discrimination, racism, and seize the opportunistic moments needed to disenfranchisement. "thrive" within our communities outside of PRESENTERS: Carl Farrington and Michelle the classroom setting. Holmes, The University of Chicago Laboratory PRESENTERS: Nicole Watson and Geleisa Schools (IL) George, Mary McDowell Friends School (NY) TRACK: Racial and Social Justice and Activism: TRACK: Building Capacity: Skills, From the Classroom to the Community Competencies, and Research for Equity, ROOM: WSCC, 201 Inclusion, and Social Justice ROOM: WSCC, 307-308 Head of School Track Heads of Color Sponsoring and Mentoring Others to Become Heads of Color This workshop will explore how and why it is important for female heads of color not only to mentor but also to sponsor other women of color to join them at the head's table. Heads of school will learn how sharing the story of their own leadership journeys will inspire an aspiring leader to grow into headship. Participants seeking mentorship/sponsorship will learn the difference between the two, how to seek out a mentor, and how to stop doubting their own leadership potential. Join

70 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE FRIDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. two newly appointed heads of school and Icons for You and Me: Infographics for their mentor/sponsor as they share their own Social Justice Education in the Classroom stories and answer questions about why their In this interactive session, you will learn choice to mentor/sponsor or be mentored/ how to do an "infographic project" in your sponsored led them to their current headships. classroom as a means for students to engage PRESENTERS: Veronica Codrington-Cazeau, in topics surrounding social and racial justice. The Evergreen School (WA); Crissy Cáceres, Infographics are not only fun for students; Brooklyn Friends School (NY); Jasmine Harris, they also force students to understand the St. Philip's Episcopal School (FL) depth and extent of injustice. Infographics TRACK: Equity and Justice Exemplars: generate meaningful classroom discussions, Programs, Models, Best, Promising, and they educate and inform both the student Next Practices body and the greater school community. ROOM: WSCC, 2B The presenters will share how they instituted the project in both middle and high schools, How to Teach Slavery to Promote and they will provide all the tools necessary Resilience, Resistance, and Rising Up for success at your school. Participants who Useful resources, practical approaches, and bring a laptop to the session will have an a conceptual framework will be shared with opportunity to create their own infographic. participants in order to build their capacity PRESENTERS: Marc Allard and Agnes Cho, to teach the history and legacy of American Menlo School (CA) slavery in a way that can empower rather than TRACK: Racial and Social Justice and Activism: demoralize 9th–12th grade students. So often From the Classroom to the Community teachers are unaware, unprepared, or unable ROOM: WSCC, 210 to grapple with the deeply painful reality of how American slavery has impacted American society. This workshop is designed to confront that painful reality and to mine it as a source of inspiration for social justice, equity, and inclusion. Immensely valuable for white teachers tasked with teaching slavery, this workshop is particularly powerful for teachers of African descent who play the all-important role of both educator of all and supporter of African-descended affinity groups. PRESENTERS: Michael Molina, Gilman School (MD); Miller Boyd, Whitfield School (MO) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC-CC, Tahoma 4

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Let's Get Free: Using Hip Hop 2:00 – 3:15 PM Pedagogy as a Framework for Equity, WORKSHOP BLOCK E (continued) Inclusion, and Liberation Incorporating Issues of Equity and Hip hop is not merely a category of music; it Inclusion in Middle School Science is a culture and a movement. Since its birth In science class, issues of equity, race, in the Bronx, hip hop has been a vehicle for and inclusion are often set aside in favor amplifying black voices, resisting oppression, of "just the facts." The curriculum can reflecting reality, and engaging in social become an exhaustive list of vocabulary, critique. Hip hop has stood the test of time with little grounding in the "real world." and has continuously reinvented itself while However, earth science, environmental maintaining both its roots and its relevancy. science, and biology offer multiple touch Whether we are aware of it or not, the points to address issues of social justice elements of hip hop culture exist within our and ethics. Incorporating these topics into school communities. We will examine the the curriculum opens the door for open- cultural and curricular relevancy of hip hop ended discussions, student opinions, and and how it intersects with other pedagogical opportunities for extension. This workshop approaches to teaching as well as how it offers examples of how to blend these issues can serve as a framework and foundation into a middle school science curriculum, either for equity, inclusion, and social justice work as mini-lessons, comprehensive student within our respective school communities. activities, or enrichment projects that allow PRESENTER: Mikael Yisrael, Abington Friends passionate students to dig deeper. Workshop School (PA) participants will examine their own scope and TRACK: Building Capacity: Skills, sequence to find "low-hanging" ways to bring Competencies, and Research for Equity, equity into their classrooms. Inclusion, and Social Justice PRESENTERS: Simon Alejandrino and Alex ROOM: WSCC-CC, Chelan 4 Pollard, Redwood Day School (CA) TRACK: Equity and Justice Exemplars: Leveraging Our Intelligence as Programs, Models, Best, Promising, Transformative Leaders: Reflections Next Practices From New Division Heads of Color ROOM: WSCC, 310 What does it mean to have a seat at the table? Referencing the work of Carolyn Shields, author of Transformative Leadership in Education, transformative leaders create structures that promote equity and allow all students to succeed. When we finally have a seat at the table, we have a responsibility to use our position to strategically impact institutional change. But what is the impact on our psyche when we are "the only" at a board meeting and at senior leadership team meetings and when we are leading a predominantly white faculty? Hear from four

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new division heads as they reflect on their first A New Prescription for Your Lens on Hiring: years as senior leaders of color. We will share Attracting and Retaining Faculty of Color our leadership journeys, provide strategies for Hear from a head of school, other navigating challenges, and inspire you to take administrators, and faculty about their that next step toward leadership… because journeys in hiring. With people of color making independent schools need US! up more than a quarter of the faculty, staff, PRESENTERS: Rochelle Reodica and Danny and administrators, Seattle Academy is a Scuderi, Marin Horizon School (CA); Sheika beacon for independent schools seeking to Luc, Marin Primary & Middle School (CA); diversify their communities. In this workshop, Nancy Nagramada, The San Francisco participants will have an opportunity to reflect School (CA) on the institutional origin stories, protocols, TRACK: Leadership and Management for and hierarchy of values that underlie decision- Equity and Inclusion making and community building at their ROOM: WSCC, 400 schools. Learn how to obtain and retain diverse candidates; develop your alumni and Making a Way Out of No Way: current employees to fill future leadership Creating a Professional Sisterhood roles; create multiple entry points and sources How do women of color who work in for referrals; and decrease opportunities for predominantly white independent schools do unintended bias to enter the hiring process. more than survive at the intersection of race, Hear current faculty of color share how they gender, and class? What is a professional found their way into the community. sisterhood, and how can it provide the keys to PRESENTERS: Danae Howe and Rob Phillips, a genuine sense of belonging in workspaces Seattle Academy of Arts and Sciences (WA) where marginalization and isolation are par TRACK: Organizational Development and for the course? Join several administrators Institutional Change as they discuss the challenges of navigating ROOM: WSCC, 303 PWIs as women of color and the joy they have discovered through the creation of their own professional sisterhood. This interactive workshop will include strategies for identifying or creating professional sisterhoods that address the challenges of time and distance constraints and provide specific ideas on how to maintain authenticity and value in these networks. PRESENTERS: Anika Walker-Johnson, Germantown Academy (PA); Johara Tucker, Head-Royce School (CA); Lauren Lewis, Foxcroft School (VA); Therese Collins, Northfield Mount Hermon School (MA); LeRhonda Greats, Viewpoint School (CA) TRACK: Self-Efficacy and Empowerment: Mind, Body, Spirit ROOM: WSCC, 211

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Shared Voices: A Documentary on 2:00 – 3:15 PM the Experiences of Faculty of Color WORKSHOP BLOCK E (continued) Explore the experiences of faculty of color Rebirth of Slick: De-appropriating and in this groundbreaking documentary film Appropriately Teaching the Influence inspired by a survey of the racial climate of African American Art and Culture on independent school campuses. The film Through arts education, students often examines the hardships and triumphs of enter the art classroom preconditioned to faculty of color who teach at independent the pedagogy of European art, but as art schools. Ten years after an initial film and educators, we must integrate artists of color survey, how has the climate of our schools into the conversation. Students have often changed? A panel of independent school been exposed, in some form, to hip hop educators will explore the obstacles and the culture, which was created and influenced best practices needed to create an inclusive, by artists of color. Ironically, there lies a nourished, and diverse faculty. This session disconnect between hip hop culture and will explore how to discuss and present these modern artists of color. Both are seen as topics to senior administrators, trustees, and cultural anomalies that are independent of faculty as best practices. We will compare the one another. However, as jazz and visual art responses from the film a decade ago with both were part of the Harlem Renaissance, the new film to assess what has changed and hip hop culture and the canon of African what has remained the same. American modern art go hand-in-hand. This PRESENTERS: Pascale Musto, Middlesex School hands-on workshop discusses art-integrated (MA); Ara Brown, Whittle School and Studios methods of weaving in the influence of (DC); Lisa Sun, The Philadelphia School (PA); African American art in various narratives James Greenwood, Shady Hill School (MA); in the classroom 365 days a year. Eera Sharma, Choate Rosemary Hall (CT) PRESENTERS: Stacy Utley and Dwayne Wilson, TRACK: Organizational Development and Charlotte Country Day School (NC) Institutional Change TRACK: Racial and Ethnic Identities: ROOM: WSCC-CC, Tahoma 5 Developmental Models, Frameworks, Approaches ROOM: WSCC-CC, Skagit 3

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Teaching Asian American History to Expand and founder of the Theatre of the Oppressed, the Narrative and Build Connections is a powerful, fun, challenging, and thought- By framing curriculum through an Asian provoking method for reflecting, devising, American lens, educators change the and provoking change. This interactive dominant story and illuminate new session will engage participants through perspectives. Exploring these invisible stories games, role-play, and dialogue. Participants in history helps uncover larger truths and will learn key facts about Boal's work and creates more equitable school communities. his legacy and how we can continue it to Asian Americans are often a misunderstood challenge silence and fear. Participants will community, seen as the "perpetual foreigner" walk away with a toolkit of methods and or the "model minority." In reality, they are a resources to provoke, promote, and sustain complex group who capture a broad range conversations in their communities. of social locations and ethnicities, informed PRESENTERS: Shea Fleming, The Overlake by a rich immigration history with distinctive School (WA); Leslie Harris-Johnston, Eastside regional and geographic factors. And they Catholic School (WA) have played a strong role in combating TRACK: Racial and Social Justice and Activism: racism and inequity. Presenters will discuss From the Classroom to the Community the importance of teaching Asian American ROOM: WSCC-CC, Skagit 5 studies and how they and others are doing this in schools today. Participants will also get an They're More Than Athletes: Educating overview of lesson activities and workshops Today's Black Boys in Predominantly they can bring back to their schools. White Institutions PRESENTERS: Freda Lin, YURI: An Asian The goal of this workshop is to equip American Education Project; Rahul Gupta, educators with resources, knowledge, Wing Luke Museum of the Asian Pacific and practicable strategies that can be American Experience employed to develop and advance black TRACK: Racial and Ethnic Identities: male students' academic, social, and civic Developmental Models, Frameworks, capacities. Moreover, the workshop is Approaches designed to help academic practitioners ROOM: WSCC-CC, Tahoma 2 recognize how biases, policies, and curricula can impact and impede black male students' Theatre of the Oppressed: Breaking ability to thrive in an academic environment Through Difficult Conversations on Race, that was not initially and, in some instances, Class, and Gender still not currently designed to adhere How do we spark difficult conversations? to this subgroup of learners' humanistic, What are the ways to entice someone to emotional, and learning needs. share their experience with inequities? How PRESENTER: Kenneth Waters, St. Andrew's do we strategically hear all voices in a space Episcopal School (MD) and challenge ideas, the status quo, and fear? TRACK: Anti-Racist Teaching, Training, The work of Augusto Boal, Brazilian activist Activism, and Allyship ROOM: WSCC-CC, Tahoma 3

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Vulnerability, Visibility, and Resilience: 2:00 – 3:15 PM Building an Affinity Space for Black Girls WORKSHOP BLOCK E (continued) Black girls often feel invisible or hypervisible The Trauma of Diversity Work… and in predominantly white spaces, and there Getting Caught in the Crossfire is inadequate acknowledgment of and Arguably, equity work in the educational support for the specific needs of black girls landscape is among the most impactful of in our schools. In this session, we will discuss professions because of the ability to change how to create a safe and affirming affinity systemic discrimination. Skilled practitioners space that honors the experiences of black who enter this field must be aware that this girls, both socially and academically, as work can take its toll — physically, emotionally, well as equipping them with tools to help psychologically, and spiritually. Those who them navigate the independent school seek to effect change by speaking truth to world and beyond. Through small-group power while empowering students with the conversations and self-identity exercises, tools to dismantle systems of discrimination we will explore ways to give black girls need to prepare accordingly. For the sake the space to express their challenges and of self-preservation and mental health, it's create a community that celebrates black critical that these practitioners develop skills excellence, sisterhood, and joy. that will enable them to deal effectively with PRESENTERS: Kristen Goodlett, Tammi various oppositions they may encounter. Williams, and Ashley Finigan, The Berkeley Hear real stories from the field that highlight Carroll School (NY) how seasoned diversity advocates dealt with TRACK: Racial and Ethnic Identities: situations that threatened their sense of self Developmental Models, Frameworks, and well-being. Approaches PRESENTERS: Tran Kim-Senior, Episcopal High ROOM: Sheraton, Ballard School (VA); Dee Johnson, French American International School (CA); Johara Tucker, Head of School Track Head-Royce School (CA) Why AIM? An Invitation to Affirm and TRACK: Self-Efficacy and Empowerment: Discover New Opportunities in Advancing Mind, Body, Spirit an Inclusive School Culture ROOM: WSCC-CC, Yakima 1 Seeking a more inclusive school culture? Join NAIS staff and peers from independent schools to learn about the NAIS Assessment of Inclusivity and Multiculturalism (AIM), a multi-faceted process designed to engage your school community in a process of self- renewal and increasing inclusivity. PRESENTERS: Tony Hernandez and Hilary LaMonte, NAIS TRACK: Data Use in Activism: Evidence- Based Equity and Justice Programming, Research, and Evaluation ROOM: WSCC, 2A

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Young, Gifted, and Black: Five Under-Fifty Female Writers to 3:45 – 5:00 PM Add to Your Literature Curriculum AFFINITY GROUP SESSION 2 From the bowels of slave ships bound for America to the belly of New Orleans' ➧➧Asian, Asian Pacific-Islander Heritage Hurricane Katrina; from the melt(ed) pot WSCC-CC, Yakima 1 that is London's Kilburn Lane to the Wall(ed) ➧➧Black, African Heritage WSCC-CC, streets of New York City; to spaces real and Tahoma 3-5 spaces imagined, this session explores the ➧➧First Nations Heritage Sheraton, Ravenna A works of five contemporary authors who've ➧➧Greater Middle Eastern Heritage challenged conventional literary wisdom to Sheraton, Ravenna B create some of the most important, most ➧➧International WSCC-CC, Chelan 2 insightful, most empowering literature of our ➧➧Latinx Heritage Sheraton, Metropolitan A day. Using racial identity development and ➧➧Multiracial Heritage Sheraton, critical race theory models in small-group Metropolitan B and Harkness-style settings, participants will ➧➧South Asian Heritage WSCC-CC, Yakima 2 analyze readings and engage in inquiry-based ➧➧Transracially Adopted Sheraton, Ravenna C discussions about how varied identities and ➧➧White European Heritage WSCC, Hall 4E experiences, as well as competing voices and narratives, impact the teaching of black 5:15 – 6:30 PM literature and the black female experience. PRESENTER: Enithie Hunter, The Lawrenceville PoCC GENERAL SESSION School (NJ) ANAND GIRIDHARADAS Building Capacity: Skills, TRACK: Performance by The Northwest Competencies, and Research for Equity, School Orchestra Inclusion, and Social Justice WSCC, Hall 4A/B ROOM: WSCC-CC, Chelan 5

3:15 – 3:45 PM 6:30 – 7:00 PM Afternoon Coffee Break and Book Signing with Wayne Au Book Signing with Anand Giridharadas NAIS Bookstore, PoCC Hub, Hall 4C NAIS Bookstore, PoCC Hub, Hall 4C

7:30 – 8:30 PM LGBT Social Hour Sheraton, Cirrus Ballroom

9:00 PM – MIDNIGHT Club PoCC Sheraton, Metropolitan Ballroom A/B

#NAISPoCC | #NAISSDLC 77 PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY. SAT DEC 7

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7:00 – 8:00 AM 9:00 – 9:45 AM Choir Rehearsal STATE AND REGIONAL MEETINGS WSCC, Hall 4A/B ➧➧Bermuda, Hawaii, Puerto Rico, Virgin Islands, and International WSCC, 614 7:30 – 8:45 AM ➧➧Colorado WSCC, 605 AFFINITY GROUP SESSION 3 ➧➧Connecticut WSCC, 610 ➧➧Florida WSCC, 613 ➧➧Asian, Asian Pacific-Islander Heritage ➧➧Maryland WSCC, 616 WSCC-CC, Yakima 1 ➧➧Midwest (OH, MI, MN, MO, IN, IL, WI, KY, ➧➧Black, African Heritage WSCC-CC, IA, NE, ND, SD, WV) WSCC, 620 Tahoma 3-4 ➧➧New England (ME, MA, NH, VT, RI) ➧➧First Nations Heritage Sheraton, Ravenna A WSCC, 6D ➧➧Greater Middle Eastern Heritage ➧➧New Jersey WSCC, 603 Sheraton, Ravenna B ➧➧New York WSCC, 608 ➧➧International Sheraton, Issaquah A/B ➧➧North Carolina WSCC, 604 ➧➧Latinx Heritage WSCC-CC, Tahoma 2 ➧➧Northern California WSCC, 6A ➧➧Multiracial Heritage Sheraton, ➧➧Pacific Northwest/West (WA, OR, UT, ID, Metropolitan B NV, WY, AK, MT) WSCC, 6C ➧➧South Asian Heritage WSCC-CC, Yakima 2 ➧➧Pennsylvania & Delaware WSCC, 606 ➧➧Transracially Adopted Sheraton, Ravenna C ➧➧South (AL, SC, GA, MS) WSCC, 609 ➧➧White European Heritage Sheraton, ➧➧Southern California WSCC, 6B Metropolitan A ➧➧Southwest (AZ, AR, KS, LA, TX, NM, OK) WSCC, 619 ➧➧Tennessee WSCC, 602 ➧➧Virginia WSCC, 615 ➧➧Washington, DC WSCC, 607

#NAISPoCC | #NAISSDLC 79 S AT Dec 7

10:00 – 11:15 AM 10:00 – 11:15 AM WORKSHOP BLOCK F STUDENT-LED ADULT/STUDENT DIALOGUES (by State/Region) Building an Interracial and Intersectional ➧➧Bermuda, Hawaii, Puerto Rico, Virgin Equity Conference: Engaging Students Islands, and International WSCC, 614 and Faculty Beyond SDLC and PoCC ➧➧Colorado WSCC, 605 Learn how one school continued student SDLC ➧➧Connecticut WSCC, 610 participation and faculty PoCC attendance to ➧➧Florida WSCC, 613 host an annual internal conference on equity ➧➧Maryland WSCC, 616 and inclusion, expanding the scope and ➧➧Midwest (OH, MI, MN, MO, IN, IL, WI, KY, involvement of a traditional "Diversity Day" IA, NE, ND, SD, WV) WSCC, 620 model. St. Andrew's School used sessions led ➧➧New England (ME, MA, NH, VT, RI) by faculty, students, and alumni/ae to deepen WSCC, 6D dialogue around issues of difference, identity, ➧➧New Jersey WSCC, 603 and inclusion, activating individual and group ➧➧New York WSCC, 608 knowledge gained at SDLC and PoCC. This ➧➧North Carolina WSCC, 604 session will explore the practical challenges ➧➧Northern California WSCC, 6A of organizing a full-school conference (e.g., ➧➧Pacific Northwest/West (WA, OR, UT, ID, pushback, building alliances across school NV, WY, AK, MT) WSCC, 6C departments, technology, scheduling) as well ➧➧Pennsylvania & Delaware WSCC, 606 as the interpersonal dynamics of interracial ➧➧South (AL, SC, GA, MS) WSCC, 609 dialogue between student, faculty, and alumni/ ➧➧Southern California WSCC, 6B ae groups. Participants will take away key ➧➧Southwest (AZ, AR, KS, LA, TX, NM, OK) organizational tools, clear language, and steps WSCC, 619 for organizing an equity conference that holds ➧➧Tennessee WSCC, 602 at its center marginalized voices. ➧➧Virginia WSCC, 615 PRESENTERS: Devin Duprey, St. Andrew's School ➧➧Washington, DC WSCC, 607 (DE); Giselle Furlonge, Seattle Academy of Arts and Sciences (WA) TRACK: Building Capacity: Skills, Competencies, and Research for Equity, Inclusion, and Social Justice ROOM: WSCC-CC, Skagit 1

A Conversation for Asian and Asian Americans: It's Time We Talked About Intragroup Oppression While people of color work in solidarity to push against the structures of white supremacy, it is no secret that many of us, as people of color, must also address our own internalized racism, intragroup oppression, and colonized mentality. While affinity space

80 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. SATURDAY

at PoCC has served to build Asian American Expanding Affinity Potential: solidarity, it has not been a space to address Affinity Groups in Elementary, Middle, real oppression within our own community. and Early Childhood Education Join a group of critical race facilitators as we Though affinity groups have existed for dive into our own taboo conversations within decades in some schools, they are still a the Asian and Asian American community on controversial topic in others. Even in places colorism, class, religion, body size and shape, where they have existed, there is still annual education, status, and language. Because of clarification on the need and purpose of the sensitive nature of this session, we ask that these groups. Conversations can become only Asian, Asian American, Pacific Islander, especially charged when we discuss this and South Asian participants attend. work with our younger students and their PRESENTERS: Liza Talusan, LT Coaching families. In this workshop, we will explore the and Consulting, LLC; Ricco Siasoco, development of affinity groups in multiple Chadwick School (CA); Amanda Friedman, pre-K–8 schools. Learn the vital function Miss Porter's School (CT) these groups play for students, faculty, and TRACK: Racial and Ethnic Identities: families — even in schools serving the earliest Developmental Models, Frameworks, grades. DEI position holders, teachers, Approaches administrators, extended-day/afterschool ROOM: WSCC-CC, Chelan 5 staff, and other members of the schoolhouse will enjoy exploring different models of how Engaging Alumni of Color: affinity work is implemented in different Will They Come Back? school settings. There is a long and troubling tradition of many PRESENTERS: James Greenwood, St. Paul's alumni of color completing their course of School (NH); Jaleesa Anselm, Atrium School study at independent and private schools and (MA); Tina Fox and Connie Yepez, The Park never returning. Why have so many never School (MA); Kerryn Hinds, Fayerweather returned to institutions focused on excellence, Street School (MA) community, inclusion, and engagement? TRACK: Racial and Ethnic Identities: Germantown Friends School developed a Developmental Models, Frameworks, strategic plan aimed at tackling this question. Approaches Alumni of color need to believe that they ROOM: WSCC, 211 matter after they graduate and that they are integral members of the community. With this session, we share our journey over the past two years and our process, Re-engaging Alumni of Color. We will explore both our successes and our struggles, and workshop participants will be invited to share their own best practices. PRESENTERS: Michelle Palmer and André Lee, Germantown Friends School (PA) TRACK: Equity and Justice Exemplars: Programs, Models, Best, Promising, Next Practices ROOM: WSCC-CC, Skagit 5

#NAISPoCC | #NAISSDLC 81 S AT Dec 7

cross-cultural understanding and social justice? 10:00 – 11:15 AM This workshop will incorporate gentle physical WORKSHOP BLOCK F (continued) movement, gestural language, and cultural Exploring the Developing Critical and historical narratives about and from Indian Literacies of Adolescent Black Girls classical dance to broaden our perspectives in Independent Schools on the arts as a vehicle for self-expression and This workshop will present the findings from a identity formation. Be prepared to move (all research study that the presenter conducted abilities welcome), to share stories, and to listen with two different black girls' groups that and communicate, both verbally and nonverbally. met weekly at two different independent PRESENTER: Shobana Ram, The Dalton schools. The research study explored the School (NY) developmental process and components TRACK: Racial and Ethnic Identities: of the emerging phenomenon she has Developmental Models, Frameworks, conceptualized, called "Black girl critical Approaches literacies." Using black girlhood (Ruth Nicole ROOM: WSCC-CC, Tahoma 1 Brown, Hear Our Truths) and racial literacy (Howard Stevenson, Promoting Racial Literacy "The Love That Dare Not Speak Its Name": in Schools) as frames, this presentation Queer Language in Chinese, History, and tracks the identity construction of adolescent Spanish Classes black girls in independent schools through Taking a collaborative, integrative, social justice the implementation of a weekly girls' group approach, presenters will share strategies curriculum. The presentation will offer for meaningfully integrating LGBTQ+ themes recommendations for educators about how into World Language and History classes. to best support black girls in schools. Acknowledging that LGBTQ+ topics are often PRESENTER: Charlotte Jacobs, Graduate School difficult to talk about in the Spanish- and of Education, University of Pennsylvania Chinese-speaking communities and are often left TRACK: Racial and Ethnic Identities: out of the history curriculum, we will emphasize Developmental Models, Frameworks, the power of language for the purpose of not Approaches only developing empathy but also building ROOM: WSCC-CC, Chelan 2 toward a justice framework. We will explore how gender and sexual identities intersect with Gestural Journeys: Indian Classical cultural and linguistic identities, and we will Dance as a Vehicle for Self-Expression create spaces in our curriculum and pedagogy and Identity Exploration to "see" and reflect the lived experience of This presentation explores how the study of queer students of color. We will provide both a classical Indian dance form informed and discipline-specific and interdisciplinary examples shaped the presenter's journey as a second- and resources that participants can integrate generation member of the Indian diaspora. into their own teaching and curriculum design. How can a movement form rooted in a rich PRESENTERS: Lilia Cai-Hurteau, Marisela Ramos, gestural vocabulary be used to explore our Miriam Villanueva, and Yasmine Allen, Phillips own identities and personal cultural journeys? Academy (MA) How does our own journey of identity TRACK: Building Capacity: Skills, formation and self-reflection impact and Competencies, and Research for Equity, shape who we are as educators dedicated to Inclusion, and Social Justice ROOM: WSCC-CC, Skagit 2 82 #NAISPoCC | #NAISSDLC PROGRAMMING TAKES PLACE IN THE WASHINGTON STATE CONVENTION CENTER (WSCC), CONFERENCE SATURDAY CENTER (WSCC-CC), SHERATON, AND HYATT REGENCY.

Mind the Gap: Exploring Asian American greater good. Join us to learn more about Identity in the Racial Narrative implementing a similar framework resulting Throughout history, Asian Americans have in increased participation and fluency in long suffered through marginalization in conversations about equity and justice. the racial narrative. Caught in between the PRESENTERS: Alegria Barclay and Alison polarity of civil rights issues in America and Williams, The Nueva School (CA) overlooked in the ongoing work around TRACK: Equity and Justice Exemplars: diversity, equity, and inclusion, Asian Programs, Models, Best, Promising, American students and faculty often find Next Practices themselves fighting for voice and relevance ROOM: WSCC, 210 as they seek inclusion in our schools. This session will delve into the history of Asians Racism in Children's Music: in America, their evolution and progress as a Practical Steps for Liberating Music society, and what the future holds for them. for the Black Child It will touch on the intersections of culture, Children in the black community are being modern cultural appropriation, and the issues musically neglected and ignored. This is of identity that Asian Americans grapple with because there is no national children's music today. Attendees will leave with a greater programming in our community. Our children understanding of their students and faculty are forced to listen to inappropriate adult and an empowerment to support Asian music, which has a negative impact on their American inclusion in schools. social, cultural, and academic development. PRESENTER: John Yen, Polytechnic School (CA) The presenter calls this "music adultification." TRACK: Anti-Racist Teaching, Training, This workshop will explore the history of Activism, and Allyship racism in children's music, how popular ROOM: WSCC, 204 nursery rhymes continue to be used to reinforce inferiority complexes in children, and Power Literacy: Reimagining the cultural appropriation of African music How We Think About Privilege in popular children's movies. It will highlight Citizen-activist Eric Liu encourages us all the award-winning teaching artists of color to become power literate in order to effect who are creating culturally relevant music for change. He posits that "the deepest truth is children. Participants will leave with practical that we the people are not merely the passive solutions/resources to help parents, teachers, receptacles or objects of power. We are the and guardians take back control of their very source of power…. We generate it. We children's music-listening experience. give it." Inspired by this, we developed a new PRESENTER: Devin Walker, The Uncle Devin framework for approaching issues of privilege Show LLC and positionality after experiencing resistance TRACK: Self-Efficacy and Empowerment: from students about discussing privilege. Mind, Body, Spirit Instead of focusing on privilege and who has ROOM: WSCC, 2A it, we asked students to map their relationship and access to power and to consider their responsibility to use that power for the

#NAISPoCC | #NAISSDLC 83 S AT Dec 7

educational institutions that foster critical 10:00 – 11:15 AM thinking, are generally supportive of students WORKSHOP BLOCK F (continued) exercising their freedom of speech to advocate Redefining Time in Traditionally White on behalf of themselves and others. This Independent Schools: Debunking the presentation will provide an overview into the Excuse That Change Must Be Slow practical and legal issues to consider when Without anti-racism work at the core, DEI students engage in walkout and other forms of practices at independent schools can only be protest during the school day. Discussion areas performative. Creating equitable experiences include whether to provide institutional support for students must be rooted in the institutional and understanding and the risks involved in belief that anti-racism work is imperative. providing support or withholding it. Practices that place anti-racism work at the PRESENTERS: Brenda Leaks, Seattle Girls' center of the institution create space for faculty School (WA); Onik'a Gilliam-Cathcart, and students of color. In this session, you'll Helsell Fetterman LLP hear from a BIPoC and an accomplice who are TRACK: Racial and Social Justice and Activism: working to creatively change how traditionally From the Classroom to the Community white institutions perceive, discuss, and unpack ROOM: WSCC, 307-308 racism as individuals with the desired outcome of systemic, collective change. Workshop Taboo Topics: Talking About Race, objectives include empowering folx with tools Class, and Privilege in the Classroom to immediately implement through a lens of the "Shh. We don't talk about that." Taboo topics cultural context; holding allies accountable for abound in our society, and children learn shifting from performative ally to co-conspirator from a young age which questions are okay for change; and creating and holding space for to ask and which are not. The most well- BIPoC to name their experiences. intentioned of us often avoid inviting complex PRESENTERS: Cheleah Googe, Beauvoir, The conversations into our classrooms. Join us as National Cathedral Elementary School (DC); we engage in activities and dialogue in order Abigail Whorley, St. Catherine's School (VA) to deepen understanding of the impact of TRACK: Anti-Racist Teaching, Training, the silences adults create around race, class, Activism, and Allyship and privilege. Learn language, be introduced ROOM: WSCC, 205 to tools, and gather resources as we begin to think about how to create "safer" and more Head of School Track inclusive classroom spaces. Student Protest: Working With Youth PRESENTERS: Monique Marshall and Tahnee Change Agents to Foster Activism While Muñoz, Wildwood School (CA) Balancing and Managing Risk TRACK: Anti-Racist Teaching, Training, Black Lives Matter. School shootings. Climate Activism, and Allyship change. Immigration. These are but a few of the ROOM: WSCC, 303 issues at the heart of recent student protests. Young people of color have historically used Token Hire or a Voice at the Table? protest as a method of social change, and #youngnumbandwoke youth are increasingly rediscovering their You are at the start of your career and at the voice and power. Independent schools, as beginning of developing your identity in an independent school: Who do you need to know, what do you need to know, and why 84 #NAISPoCC | #NAISSDLC SESSIONS AVAILABLE IN AUDIO ON DEMAND. SATURDAY

do you need to know it? In this workshop, we We're Still Here: Facilitating Difficult will share our experiences as young teachers Dialogues That Include First Nations/ of color and reflect on what it means to be an Indigenous/Native Folx authentic educator and emerging leader in a Conversations around how to engage in not-so-brown school. We invite you to explore difficult dialogues around issues of diversity, where you are on your journey and what the equity, and inclusion have been going on path ahead may look like as you work toward for years, yet they often center around the your professional and personal goals. experiences of black and brown folx and PRESENTER: Kate Thomas, The Meadowbrook leave out other marginalized identities, School of Weston (MA) such as Indigenous and Native peoples. TRACK: Self-Efficacy and Empowerment: Additionally, they do not often address the Mind, Body, Spirit life experiences and vulnerabilities we bring ROOM: WSCC, 201 to the table as we do this work and how these affect our ability to engage effectively. This Toward a School for All: A Case Study workshop is intended to be a space where in Institutional Cultural Change for an Anti- Native folx doing this work feel seen, heard, Bias and Anti-Racist Elementary School and validated, and where they have the Students today live in a world that is opportunity to acknowledge what within us diverse and changing. The better students we bring to this work and how best to face understand their own and others' cultural and process experiences that trigger parts perspectives and communicate across of our identities. differences, the more effectively they PRESENTERS: Lizz Albany, Charles River can evaluate issues and take responsible School (MA); Shanelle Henry, Greens Farms action as citizens of the community and the Academy (CT) larger world. How does a school navigate TRACK: Building Capacity: Skills, an institutional cultural change process Competencies, and Research for Equity, to engender an anti-bias and anti-racist Inclusion, and Social Justice classroom and community? This case study ROOM: WSCC, 2B will follow the steps to change, sustainability, and commitment to action at the institutional 11:30 AM – 12:45 PM level. In addition, faculty will share examples of anti-bias and anti-racist curriculum with PoCC/SDLC CLOSING CEREMONIES hands-on activities and discussions that help PEDRO NOGUERA students build their knowledge and their Performance by The PoCC Choir ability to perceive, attend to, and reason WSCC, Hall 4A/B about complexity in the world. PRESENTERS: Theodore Hamory, Donald Grant, and Tanynya Hekymara, The Oaks School (CA) TRACK: Equity and Justice Exemplars: Programs, Models, Best, Promising, Next Practices ROOM: WSCC-CC, Chelan 4

#NAISPoCC | #NAISSDLC 85 WITH DEEP APPRECIATION TO… 2019 POCC CO-CHAIRS 2019 SDLC LEADERSHIP AND LOCAL COMMITTEE AND FACULTY CO-CHAIRS CO-CHAIRS Dori King, Rodney Glasgow, Oregon Episcopal School (OR) St. Andrew’s Episcopal School (MD) E-chieh Lin, Oscar Gonzalez, University Prep (WA) Graland Country Day School (CO) Mahtab Mahmoodzadeh, Collinus Newsome, The Overlake School (WA) The Denver Foundation

COMMITTEE SDLC FACULTY Andres Aretega Loris Adams Priya Kenny Debbie Bensadon Bianca Anderson Kirk La Rue Robert Bradford Nicole Annunziata Regina Logan Lulu Carpenter Jillian Anthony Kaley Mansour Rohan Arjun Lorraine Martinez-Hanley Shea Fleming Amanda Barksdale Lyttle Guyton Mathews IV Cemal Ford Michael Bjurlin Sarah Meteyer Jessica Hanson Sandy Boyd Rebecca Missonis Ryan Hoguland Gary Briggs Monsie Muñoz Danae Howe Dejon Bunn-Constant Bert Nascimento Harumi LaDuke Jon Carroll Diane Nichols Alicia Mathurin Eliezer Cartagena Anthony Perdue Melaney Mayne Chi-Chi Chang Candice Powell-Caldwell Shavette McGhee Carolyn Chica Jayson Pugh Anthony McGrann Noah Cho Chai Reddy Bess McKinney Cecilia Coats Alia Rizvi Damithia Nieves Gina D'Amico Ilan Rodriguez Anitha Pai Sara Eccleston Priyanka Rupani Rachael Flores Sydnie Schwarz Monika Parker Alina Freeman Kealoha Scullion Allison Spehar Catherine Fung Nickole Sharp Jabali Stewart Jamor Gaffney Maxime Sinal Joe Tchen Ocean Gao Hailey Smith Yaneth Vrentas John Gentile Cynthia Sorto Felicia Wilks Devin Graham Ashleigh St. Peters Alexandra Halladay Kelsey Taylor Stephen Hebert Savi Tuber Aaron Hill Mimi Wahid Collins Hilton Jared Williams McCall Hollie Stacey-Lee Williams Sarah Hollingsworth Terrell Winder Misha Inniss-Thompson Reed Young Bradley Jackson 86 #NAISPoCC | #NAISSDLC AFFINITY GROUP HOSTING TEAM Tammi Abad, Katherine Worokya Duncan, The Tesha McCord Poe Delmar Burke School (CA) Cathedral School of St. John Tuan Nguyen, Georgetown the Divine (NY) Danae Aicher, Rainbow Day School (DC) Learning School (MD) , The Columbus Jami Ervin Susannah Nichols, The Academy (OH) Gracie Alcid, Gann Roeper School (MI) Academy (MA) , San Francisco Betsy Flowers Jason Novak, Lowell Schoolhouse (CA) Maria Paz Alegre, Dalton School (DC) School (NY) , Carolina Elizabeth Garland Charles Owens, Maret Day School (NC) Nishat Alikhan, Polytechnic School (MD) School (CA) , Cathedral Cord Greene Abraham Pachikara, School for Boys (CA) Marc Allard, Menlo School (CA) Georgetown Day School (DC) , Drew Dawn Anderson, Trevor Day Jules Greene Ravi Pillalamarri, Friends School (NY) School (CA) Seminary (NY) , The Berkeley Kim Beamon, The Agnes Brandon Guidry Bethany Pitassi, Sage Hill Irwin School (PA) Carroll School (NY) School (CA) , NAIS Fakhereddine Berrada, Tony Hernandez Kerri Redding, Washington Lakeside School (WA) Leslie Hosey, The Roeper International School (DC) School (MI) Hillary Blunt, St. James Jan Reeder, Riverside Episcopal School (CA) Anna Howe, Georgetown Presbyterian Day School (FL) Day School (DC) Mitch Bostian, The Berkeley Moses Rifkin, University School (CA) Danae Howe, Seattle Prep (WA) Academy (WA) Jessica Boualavong, Town Peg Schultz, Georgetown School for Boys (CA) Craig Jones, The Wellington Day School (DC) School (OH) Denise Breland, Redwood Arpana Singhal Day (CA) , Oregon Episcopal Dori King Joel Sohn, Episcopal High School (OR) Lori-Ann Brogdon, Poly Prep School (VA) County Day School (NY) , Georgetown Lauren Kinnard Meredith Spencer, Redwood Day School (DC) Matt Budd, The Berkeley Day School (CA) Carroll School (NY) , Elizabeth Kriynovich Carol Swainson, San Delaware Valley Friends Hau Bui, Northwest Francisco Schoolhouse (CA) Academy (OR) School (PA) Haroon Tahir, Redwood , Maret Filipe Camarotti, Choate Sonali Kumar Day School (CA) Rosemary Hall (CT) School (DC) Christine Thorpe, Hillbrook , Delaware Valley Isabel Ceballos, Ethel Tom Lees School (CA) Walker School (CT) Friends School (PA) Adrienne Timmons, Seven , North Shore Kojo Clarke, Choate Anya Leist Hills School (VA) Rosemary Hall (CT) Country Day School (IL) Kavan Yee, Lowell School (DC) , Phillips Rick DaSilva, Tabor Brigitte Leschhorn Academy (MA) Laura Yee, Georgetown Academy (MA) Day School (DC) , The Key Amy Deuble, Evergreen, CO Alyssa MacMeekin School (MD) Pierre Yoo, The Hotchkiss Catherine Dison, The School (CT) Wellington School (OH) Brian Mahabee, Oak Rivers Baptist School (TX) Reanne Young, The Roeper RK Doering, Wheeler School (MI) School (RI)

#NAISPoCC | #NAISSDLC 87 WITH DEEP APPRECIATION TO… SDLC REGISTRATION TASK FORCE NAIS ON-SITE STAFF Jillian Anthony, Gilman Cameron Johnson, Castilleja Laurie Adamson School (MD) School (CA) Efrem Abate Julian Braxton, The Winsor Sarah Meteyer, Friends Emilia Ayon School (MA) School (MD) Anne Marie Balzano Beckett Broh, Columbus Jessy Molina, Friends School Carol Bernate Academy (OH) of Baltimore (MD) Caroline Blackwell Matt Byrnes, Wooster Diane Nichols, Winchester Joy Bodycomb School (CT) Thurston School (PA) Wanell Boone , Little Red , The Calhoun Sandra Chapman Eric Osorio Janyce Bryant School House and Elisabeth School (NY) Irwin High School (NY) Jefferson Burnett Chai Reddy, Punahou Joseph Corbett Worokya Duncan, The School (HI) Cathedral School (NY) Scott Donaldson Joel Sohn, Episcopal High Bobby Edwards, The Mclean School (VA) Tim Fish School, (MD) Andi Gabrick Matt Suzuki, Rye Country Heather Flewelling, Milton Day School, (NY) Tony Hernandez Academy (MA) Steven Tejada, Maret Jessica Holt Johnnie Foreman, Gilman School (DC) Arlene Kidwell School (MD) Eric Temple, Lick Wilmerding Amelia Kurtz Daniel Harris, John High School (CA) Mark Kurtzrock Burroughs School (MO) Quinton P. Walker, University Beth Laking Christen Tedrow Harrison, School of Nashville (TN) Hilary LaMonte Francis Parker School (CA) Keith White, Holy Innocents Megan Mann Tené Howard, The Packer Episcopal School (GA) Myra McGovern Collegiate Institute (NY) Azizi Williams, Sequoyah Corey McIntyre Drew Ishii, Sage Hill School (CA) George Mendel School (CA) Toni Williamson, Friends Mark Mitchell Jeremiah Jackson, Select School (PA) Link Nicoll The College Preparatory Tresa Wilson, Hockaday Donna Orem, NAIS President School (CA) School (TX) Jay Rapp Margaret Anne Rowe POCC STUDENT FIRST-TIME ATTENDEE Rebecca Scherr PERFORMANCE ORIENTATION AND Miranda Selover GROUPS WELCOME HOSTS Zoé Sherlick Whitney Silverman Speak Out Seattle Matt Suzuki, Rye Country (Spoken Word), University Day School (NY) Darylle Smoot Prep; Lila Lohr, Head of School Gloria Fernández Tearte, Madelyn Swift Lakeside School Concert Greenwich Academy (CT) Davis Taske Choir, Lakeside School; Amada Torres Bernie Noe, Head of School William Umanzor The Northwest School Claire Westcott Orchestra, The Northwest Ioana Wheeler School; Mike McGill, Head of School Tina Wood Erica Zematis

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#NAISPoCC | #NAISSDLC 89 CONFERENCE HISTORY

1986 1995 2002 RESTON PHILADELPHIA CHICAGO The First National Lighting the Way to the Bridging Cultures, Conference for Teachers Millennium: Our Selves, Sharing Stories and Administrators of Color Our Children, Our Schools in Independent Schools 2003 1996 HONOLULU 1989 BALTIMORE PoCC E Huaka’i Pū Kākou PHILADELPHIA A Vision for Building (Let’s Voyage Together) | Common Ground New Alliances SDLC X Marks the Spot 1990 1997 2004 LOS ANGELES ST. LOUIS MIAMI Unity in the Midst of Diversity Journey to Spirit: Solidarity PoCC Miami: Gateway and Voice Through Dialogue to Multiculturalism | 1991 SDLC Connecting to Self, NEW YORK CITY 1998 Connecting to Others From Thought to Action SAN JUAN Puerto Rico — The Caribbean: 2005 1992 Encounter History, Culture, DALLAS ATLANTA and Self PoCC At the Crossroads: Vision 2020 Deepening Perspectives of 1999 the Cultural Kaleidoscope | 1993 SAN FRANCISCO SDLC Collide-o-scope: Twisting ST. PAUL Mosaic: Connecting Lenses, Seeing Change Seeing Beyond — Becoming Communities for Action Advocates for Creating 2006 Multicultural Educational 2000 SEATTLE Institutions NASHVILLE PoCC Nourishing Ourselves The Children Are Our Business for the Swim Upstream | 1994 SDLC Upstream, Uphill, ALBUQUERQUE 2001 Up to Us Los Colores de la Educación — PROVIDENCE Continuing to Build Connecting Cultures, 2007 Environments in Independent Connecting Worlds BOSTON Schools That Address the PoCC Learning from the Needs and Issues of Children Past, Leading for the Future | and Adults of Color SDLC The Time Is Now

90 #NAISPoCC | #NAISSDLC 2008 2013 2017 NEW ORLEANS NATIONAL HARBOR ANAHEIM PoCC Music for Life. Food for PoCC The Capital’s Mosaic: PoCC Voices for Equity and Thought. Friendships That Independent School Leaders Justice Now and in Every Sustain. | SDLC Preserving Building an Interconnected Generation: Lead, Learn, Self, Building Community, World | SDLC Foresight Is Rededicate, and Deliver | and Sustaining Change 20|20: Capitalizing on Our SDLC Making Our Voices United State Matter: Leading the March 2009 to Common Ground DENVER 2014 PoCC Moving Mountains: INDIANAPOLIS 2018 Mining Within | SDLC PoCC Pit Stops and Victory NASHVILLE Mine, Yours & Ours: The Laps: Going the Distance, PoCC Equitable Schools Responsibility to Navigate Driving Change, Leading and Inclusive Communities: the Rapids of Change the Race Toward Equity and Harmony, Discord, and Excellence | SDLC Leadership the Notes in Between | 2010 at the Wheel Riding at the SDLC Listening for the SAN DIEGO Speed of Acceptance Grace Note: Finding PoCC Catching the Tides of Harmony Amid Cacophony Change, Riding the Waves of 2015 Opportunity | SDLC Coast 2 TAMPA 2019 Coast, Seek to See PoCC Art, Science, Soul, SEATTLE and the Equity Imperative | PoCC 1619. 2019. Before. 2011 SDLC Learning to Listen Beyond. Amplifying Our PHILADELPHIA and Listening to Learn: Intelligence to Liberate, PoCC We the People: The Art of Dialogue and Co-create, and Thrive | Painting Our New Mural of the Science of Living Justly SDLC 1954. With All Community | SDLC Updating Deliberate Speed. 2019. Our Status: A Declaration 2016 Integrating Schools, Minds, of Interdependence ATLANTA and Hearts With the Fierce PoCC Advancing Human Urgency of Now 2012 and Civil Rights: Fulfilling HOUSTON the Dream Together | PoCC Energizing Our Future SDLC Dreaming Out Loud: Through Refining Our Shared Waking Up to a New Era Sense of Community | of Civil Rights SDLC Timeless Resources, Renewable Energy

#NAISPoCC | #NAISSDLC 91 ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS ADVERTISEMENTS FLOOR PLANS WASHINGTON STATE CONVENTION CENTER (WSCC)

LEVEL ONE

7TH AVENUE

ENTRANCE

TO/FROM PIKE STREET UNION STREET UNION LEVELS 1-4 AND TO SKYBRIDGE LOBBY

TO/FROM LEVELS 1-4 ENTRANCE AND TO ENTRANCE ATRIUM LOBBY

ENTRANCE

CONVENTION PLACE

8TH AVENUE

WSCC-CC

WILD RYE CAFÉ Workshops BAKERY Featured Speakers General Session PoCC Hub SDLC Other Programming

104 #NAISPoCC | #NAISSDLC LEVEL TWO 2B 2A

TO/FROM LEVEL 3

TO/FROM LEVEL 1

PoCC SPACES

214 213 212 211 210 209 208

202 201 203 204 205

LEVEL THREE FEATURED SPEAKERS 3A/B

TO/FROM LEVEL 2

TO/FROM PoCC SPACES LEVEL 4

310 309 308/307

NURSING

MOTHERS GARAGE PARKING 303 304 305 ROOM MAIN ENTRANCE TO 301 302 306

8TH AVENUE

#NAISPoCC | #NAISSDLC 105 106 FLOOR PLANS FLOOR CENTER (WSCC) CENTER STATEWASHINGTON CONVENTION #NAIS LEVEL FOUR LEVEL P SDLC Workshops Other Programming Hub PoCC General Session Speakers Featured o CC CC

| REGISTRATION LUGGAGE BOOTH

CHECK INFO INFO COAT/ #NAIS SDLC GENERAL SESSIONS GENERAL 401 HALL 4A/B 400 P o HALL 4C CC HUB

PIKE STREET (BELOW) LUNCH SEATING HALL 4F HALL 4E TO WSCC-CC WALKWAY WALKWAY LEVEL SIX

620 619 618

6E TO/FROM LEVEL 4 615 616 617

614 612 611 613 6C

SUITE C

TO/FROM LEVEL 4 657 608 609 610 6B

TO/FROM 607 606 605 LEVEL 4 & 5

SUITE A

6A 603 604 601 602

#NAISPoCC | #NAISSDLC 107 FE 2 5 3 5 NP3

4 4 2 W

M TO/FROM TO/FROM

LOWER LEVEL LOWER LEVEL 1 TO/FROM TO/FROM 2

FE 3 3* 2 1 4 1 FE Fireplace

To /From To/From Yakima Tahoma 2

FE 1 5 TO/FROM TO/FROM LEVELS 1 & 3 Fireplace

LEVEL 2

TO/FROM TO/FROM Open to below 1* ENTRANCE 1 CAFÉ BAKERY WILD RYE

SDLC PIKE STREET PIKE #NAIS

| CC o P

THE CONFERENCE CENTERCONFERENCE THE CHELAN LEVEL TWO YAKIMA YAKIMA LEVEL ONE SKAGIT LOWER LEVEL #NAIS

(WSCC-CC) FLOOR PLANS 108 TAHOMA LEVEL THREE

FALLS SUITE

TO/FROM LEVEL 2 2

TO/FROM LEVEL 4

4 3

Workshops Featured Speakers General Session PoCC Hub SDLC Other Programming

#NAISPoCC | #NAISSDLC 109 FLOOR PLANS SHERATON GRAND SEATTLE

FIRST FLOOR LOBBY LEVEL

DIAMOND A DIAMOND B

CHELAN EAGLE BOARDROOM

THIRD FLOOR

RAVENNA C RAVENNA B RAVENNA A MEDINA LESCHI KIRKLAND METROPOLITAN BALLROOM ISSAQUAH A EVERETT A B ISSAQUAH B CAPITOL BALLARD GREENWOOD HILL FREMONT

Workshops Featured Speakers General Session PoCC Hub SDLC Other Programming

110 #NAISPoCC | #NAISSDLC FOURTH FLOOR – UNION STREET TOWER

VIRGINIA

UNIVERSITY

SENECA

JEFFERSON A

JEFFERSON B

BOREN COLUMBIA

35TH FLOOR – PIKE STREET TOWER

CIRRUS BALLROOM

#NAISPoCC | #NAISSDLC 111 FLOOR PLANS HYATT REGENCY SEATTLE

LEVEL 6

608 609 WYNOOCHEE 607 606 605 YAKIMA WISHKAH TWISP SNOHOMISH

604 SKYKOMISH

603 SKAGIT

601 602 HOH NOOKSACK

Workshops Featured Speakers General Session PoCC Hub SDLC Other Programming

112 #NAISPoCC | #NAISSDLC LEVEL 7

REGENCY 709 STILLAGUAMISH 708 707 706 SOL DUC SNOQUALMIE PILCHUCK 705 PALOUSE

704 NEWAUKUM

703 HOKO

701 702 CLALLUM CLEARWATER

#NAISPoCC | #NAISSDLC 113 pocc.nais.org

SAVE THE DATES FEBRUARY 26–28 2020 NAIS Annual Conference PHILADELPHIA DOWNLOAD THE DECEMBER 2–5 2020 NAIS People of Color Conference CONFERENCE APP ST. LOUIS Search for NAIS Events in your app store, and download the 2019 PoCC show to stay up-to-date about what's going on at the conference. You'll be able to set a custom schedule for yourself, connect with your fellow attendees, and see the day's highlights each morning.