catching the tides of change riding the waves of opportunity 23 years of empowering people of color in independent schools coast 2 coast seek to see Anchoring Ourselves in the Community Harbor

PoCC | SDLC | san diego | december 2–4, 2010

conference program

® 23rd NAIS People of Color Conference ( and joint sessions with sdlc) San Diego Convention Center

17th NAIS Student Diversity Leadership Conference San Diego Marriott Hotel & Marina conference history with themes

1986 reston (VA) 2001 providence (RI) The First National Conference for Teachers and Connecting Cultures, Connecting Worlds Administrators of Color in Independent Schools 2002 chicago (IL) 1989 philadelphia (PA) Bridging Cultures, Sharing Stories Common Ground 2003 honolulu (HI) 1990 los angeles (CA) E Huaka’i P¯u K ¯akou (Let’s Voyage Together), Unity in the Midst of Diversity Exploring a Majority of Minorities (PoCC); X Marks 1991 new york city (NY) the Spot: Journey to a New Revolution (SDLC) From Thought to Action 2004 miami (FL) 1992 atlanta (GA) Miami: Gateway to Multiculturalism (PoCC); Connecting to Self, Connecting to Others: Vision 2020 Eleven Years of Diversity and Advocacy Training 1993 st. paul (MN) for Independent School Students (SDLC) Seeing Beyond — Becoming Advocates for Creating 2005 dallas/fort worth (TX) Multicultural Educational Institutions At the Crossroads: Deepening Perspectives the 1994 albuquerque (NM) Cultural Kaleidoscope (PoCC); Collide-o-scope: Los Colores de la Educación — Continuing Twisting Lenses, Seeing Change (SDLC) to Build Environments in Independent Schools 2006 seattle (WA) that Address the Needs and Issues of Children Nourishing Ourselves for the Swim Upstream, and Adults of Color The Emerald City: Seattle, Washington (PoCC); 1995 philadelphia (PA) Upstream, Uphill, Up to Us: Preparing Ourselves Lighting the Way to the Millennium: Our Selves, for the Challenges Ahead (SDLC) Our Children, Our Schools 2007 boston (MA) 1996 baltimore (MD) Learning from the Past, Leading for the A Vision for Building New Alliances Future: Reshaping Traditions (PoCC); The Time is Now: Emerging from Our Past as We Shape 1997 st. louis (MO) Our Future (SDLC) Journey to Spirit: Solidarity and Voice through Dialogue 2008 new orleans (LA) 1998 san juan (PR) Music for Life. Food for Thought. Friendships That Puerto Rico — The Caribbean: Encounter History, Sustain. Rebuilding and Preserving the Essence Culture and Self of People of Color in Independent Schools (PoCC); 1999 san francisco (CA) Preserving Self, Building Community, and Sustaining Mosaic: Connecting Communities for Action Change: The Essence of Student Leadership (SDLC) 2000 nashville (TN) 2009 denver (CO) The Children are Our Business Moving Mountains: Mining Within (PoCC); Mine, Yours & Ours: The Responsibility to Navigate the Rapids of Change (SDLC) table of contents

Welcome 4

Program at a Glance 6

Overview 8

Speakers 10

Highlights 12

Pre-Conference Program 14

Thursday 16

Friday 24

Saturday 33

SDLC 34

Thank You 36

Floor Plans 38

Advertisements 40

Follow the 2010 PoCC Bloggers as they experience the richness and outcomes of this year’s conference at http://pocc.nais.org. This year’s bloggers are: Sandra “Chap” Chapman Little Red School House and Elizabeth Irwin High School (New York) Rod Jemison La Jolla Country Day School (California) welcome

nais welcome

Greetings and welcome to the 2010 People of Color Following the successful restructuring of PoCC in Conference (PoCC) and Student Diversity Leadership 2007, a new challenge is emerging for us as we strive Conference (SDLC) in San Diego, California. Our host to build a successful conference program for multiple city provides us with one of the most unique settings generations of attendees with distinctive and different for PoCC/SDLC 2010, with five distinct temperate needs. The work of building and sustaining inclusive zones, a stunningly beautiful coastline, and a vibrant and equitable independent school communities is multicultural and multiracial community. Perhaps it transitioning from the “our advancement” stance of is by divine or cosmic design that there is a connec­ those born in the Interwar, Greatest, and Baby Boomer tion between some important U.S. and world current generations toward the “my advancement” stance of events and the city of San Diego — border and the Generation X, Generation Y, and Millennial gener­ immigration issues, the U.S. military involvement ations. Two new opportunities are featured for the first in two wars, the appreciation of natural beauty and time at this year’s PoCC and for PoCC/SDLC. In addi­ the environment, and innovations in science and tion to the eight racial/ethnic affinity group categories technology — to name just a few. for affinity group work at PoCC, a ninth category is being added for conference attendees who are trans­ NAIS hosts the annual PoCC and SDLC as the flagship racially or transnationally adopted to meet. Also, of our equity and justice initiatives. NAIS addresses for the first time, two additional gender identification two important needs at PoCC and SDLC: the need options will provide an opportunity for those who for people of color in independent schools to come identify as transgender female and transgender male together for networking and support and the need for to be affirmed in our conference demographics. schools to find ways to build and sustain inclusive independent school communities. Teachers, students, Although the number of independent schools in the and administrators of color and diversity professionals San Diego area is relatively small when compared to of all backgrounds from across the nation will gather other West Coast cities, the four independent schools’ to celebrate and nurture equity and justice for indepen­ co-chairs and local committee rallied early and enthu­ dent schools. PoCC and SDLC brings together a diverse siastically to provide time and resources in support group of people who together share the challenges of PoCC/SDLC, for which we are sincerely grateful. We and rewards central to their experiences in indepen­ also salute the work of the SDLC co-chairs and faculty, dent schools. In November 2006, the NAIS board the members of the 2010 NAIS Call-to-Action, and reaffirmed the mission and purpose of PoCC by stat­ Betty Henderson Wingfield and the PoCC external ing: “PoCC should be designed for people of color as and internal facilitators for the important contributions it relates to their roles in independent schools. Its pro­ they are making to PoCC and SDLC. gramming should include offerings that support people of color as they pursue strategies for success and No matter your mode of transportation, join us as we leadership. Its focus should be on providing a sanc­ catch the tides of change and we ride the waves of tuary and networking opportunity for people of color opportunity as we seek to see in anchoring ourselves and their allies in independent schools as we build in the community harbor in San Diego! and sustain inclusive school communities.” In recent years, about 2/3rds of the PoCC participants are people Harold Eugene Patrick F. Bassett of color and 1/3rd are White/European Americans Batiste III NAIS president experienced in and committed to the cause. (The NAIS vice president, NAIS Summer Diversity Institute is the preferred Leadership Education and choice for newcomers of racial/ethnic/cultural back­ Diversity Team (LEAD) grounds to learn the work of diversity and inclusivity in our schools by joining their experienced counterparts in an immersion professional experience.) 4 pocc co-chair welcome

Welcome to the Golden State and America’s “Finest Chinese settlers also found homes in the Gaslamp, City” — San Diego! Our theme for the 2010 People and while Asian Americans of all backgrounds are of Color Conference — Catching the Tides of Change, now scattered throughout the county, our Filipino Riding the Waves of Opportunity — conjures a vision population is the largest, making San Diego the only of the ebb and flow of the majestic sea and reflects metropolitan area in the country where Filipinos are our nation’s regression and progression in pursuit of the largest Asian American nationality. Given all equity and justice. All of us in attendance have been of this, it is not a surprise that more than thirty-five fortunate enough to experience the inauguration of percent of San Diegans speak a language other than our first African-American president and the swearing English on a daily basis. Not to mention, our city in of the first Latina Associate Supreme Court Justice. hosts the fifth-largest LGBT Pride Parade in the nation, So, too, we have had the misfortune of witnessing attracting 150,000 participants. Clearly, there’s more the worst ecological disaster on our Gulf Coast and to San Diego than sun, surf, and the zoo! California’s Proposition 8, which denies equal rights to same sex partners. Meanwhile, independent The local committee would like to thank La Jolla Country schools serve as a beacon of light in these stormy Day School, Francis Parker School, Pacific Ridge seas as we work toward true democracy. Sailing into School, and The Bishop’s School for their support. the twenty-third year of empowering people of color Just as any sea-worthy vessel needs a captain to guide within independent schools, we recognize that if we the way, our independent schools could not navigate work in community with the strength and momentum these seas without strong leaders at the helm. So, we of the tides, we will move toward the shore and set would also like to thank our Heads of School, Eileen our anchor in solid land. Mullady, Aimeclaire Roche, Christopher Schuck, and interim head of school Kevin Yaley. Though we are known as America’s “Finest City,” few people know of the city’s deep roots with people of We warmly welcome each of you to experience not only color. Originally, San Diego was part of Mexico until the beautiful weather of San Diego but the revitalizing the Treaty of Guadalupe Hidalgo in 1848. Our ties energy of PoCC 2010. Embrace the winds of opportu­ to Mexico and the Mexican community remain strong nity that fill our sails and direct our course. Reconnect as San Diego’s Chicano Park is one of North America’s with fellow navigators and meet new allies while largest assemblages of public murals to memorialize participating in the richness of the conference. Accept the history of the Chicano/Mexican/Latino/a struggle, our invitation to get your feet wet, to wade, swim, or and if you are lucky enough to get down to the Tijuana/­ dive into the tides of change and then ride the waves San Diego border crossing, you’ll see why it is the into conversations of equity and justice as we support busiest in the world. Mexican settlers also broke bread people of color within independent schools. with many other communities of indigenous peoples. Today, this is still evident with eighteen federally Christen Janice Rod Jemison recognized indigenous tribes in the region, giving San Tedrow- Murabayashi La Jolla Country Day Diego County the most Indian reservations of any Harrison La Jolla Country School (CA), Upper county in the nation. The first European settlers came The Bishop’s School Day School (CA), School Director to San Diego in 1769, followed in 1804 by the first (CA), English Teacher Upper School African American settlers. The rich history of African Academic Dean American culture is most notable in the historic Gas­ lamp Quarter, which was first created by black pioneers who sought refuge from racism and discrimination.

5 PoCC wednesday thursday friday saturday San Diego december 1 december 2 december 3 december 4 Convention Center

Conference Registration Conference Registration Conference Registration Conference Registration 7:00 AM–8:00 PM, Ballroom 6 Foyer 7:00 AM–6:00 PM, Ballroom 6 Foyer 7:00 AM–6:00 PM, Ballroom 6 Foyer 7:00–11:00 AM, Ballroom 6 Foyer SDLC Chaperone Orientation II (choose Choir Rehearsal 7:00–8:00 AM, one) 7:00–7:45 AM, SDCC Room 11A Ballroom 6 8:00 am School Visits 8:00 AM–12:00 PM, Opening Ceremonies with Phoebe Eng General Session with Ernest Green Affinity Group Session III West Harbor Drive Entrance 8:00–9:15 AM, Ballroom 6 8:00–9:00 AM, Ballroom 6 8:00–9:15 AM, See page 33 for Community Service Projects locations 8:00 AM–4:00 PM, West Harbor 9:00 am Drive Entrance Coffee Break 9:00–9:20 AM, Ballroom Adult Leadership Seminar Book Signing and Networking Coffee 6 Foyer 9:00 AM–5:00 PM, Room 5B Break 9:15–9:45 AM, Ballroom 6 Foyer Affinity Group Session II Student-Led Adult/Student Dialogues 9:30–11:30 AM, See page 24 for (by region/state) 9:30–10:45 AM, 10:00 am Workshop Session A with Featured locations See page 33 for locations Speaker Faisal Alam 10:00–11:30 AM, See pages 16-19 for locations 11:00 am Closing Ceremonies with Roberto Lovato 11:00 AM–12:30 PM, Lunch* 11:30 AM–1:00 PM Lunch* 11:30 AM–1:00 PM Ballroom 6 and Ballroom 6 Foyer 12:00 PM Choir Rehearsal 12:00–1:00 PM, Choir Rehearsal 12:00–1:00 PM, Ballroom 6 Ballroom 6

1:00 PM PoCC Affinity Group Training 1:00–5:00 PM, Room 11B Affinity Group Session I 1:15–3:00 PM, Workshop Session C with See page 20 for locations Featured Speaker Linda Villarosa 1:15–2:45 PM, See pages 24-28 for 2:00 PM locations

: Coffee Break 2:45–3:15 PM, Ballroom 3 00 PM 6 Foyer Workshop Session B with Workshop Session D with Featured Featured Speaker Sarah Culberson Speaker Alma Martinez 3:15–4:45 PM, 3:15–4:45 PM, See pages 20-23 for See pages 28-32 for locations 4:00 PM locations

5:00 PM State/Regional Meetings Reception 5:00–6:00 PM, West Terrace 5:00–6:00 PM, See page 23 for PoCC Newcomer Orientation locations 5:30–7:00 PM, Room 11A 6:00 PM LGBT Reception 6:15–7:15 PM, Stop by the Information Booth in Ballroom 6 Foyer for Location 7:00 PM

8:00 PM

9:00 PM SDLC Chaperone Orientation I (choose one) 9:15–10:00 PM, San Diego Marriott, Marina Ballroom E 10:00 PM

Purchased Ticket Required

*Please take advantage of food kiosks at the San Subject to Change 6 Diego Convention Center for lunch in order to save o tuesday november 30 time and travel away from the convention center. P CC | SDLC Conference Registration 2:00–6:00 PM, Ballroom 6 Foyer SDLC wednesday thursday friday saturday San Diego Marriott december 1 december 2 december 3 december 4 Hotel and Marina

Conference Registration Conference Registration Conference Registration Conference Registration 7:00 AM–8:00 PM, SDCC, Ballroom 6 Foyer 7:00 AM–6:00 PM, SDCC, Ballroom 6 Foyer 7:00 AM–6:00 PM, SDCC, Ballroom 6 Foyer 7:00–11:00 AM, SDCC, Ballroom 6 Foyer Peer Facilitator Training for Wed. Night Breakfast with Chaperones 7:00–7:45 AM Breakfast with Chaperones 7:00–7:45 AM Late Arrivals 7:00–7:45 AM, SDCC, Room 10; 8:00 am SDLC Chaperone Orientation II (choose School Visits 8:00 AM–12:00 PM, one) 7:00–7:45 AM, SDCC, Room 11A Family/Affinity Groups 8:00–11:45 AM, Affinity Group Session III (Adult/ SDCC, West Harbor Drive Entrance Locations in North Tower and South Tower Student Discussions within race/ PoCC Opening Ceremony and Opening Community Service Projects ethnicity and gender groupings) Address with Phoebe Eng 8:00–9:15 AM, 8:00–9:15 AM, SDCC, See page 33 : 8:00 AM–4:00 PM, SDCC, West Harbor SDCC, Ballroom 6 9 00 am Drive Entrance for locations

Family Groups 9:30–10:45 AM, Student-Led Adult/Student Dialogues Locations in North Tower and South Tower (by region/state) 9:30–10:45 AM, 10:00 am SDCC, See page 33 for locations

11:00 am SDLC Opening Ceremonies Closing Ceremonies and Address with 11:00 AM–12:00 PM, Marina Ballroom Roberto Lovato 11:00 AM–12:30 PM, Salon D–G SDCC, Ballroom 6 and Ballroom 6 Foyer 12:00 PM Student Luncheon and Talent Show Student Luncheon 12:15–1:15 PM, 12:00–1:45 PM, Marriott Hall 1–6 Marriott Hall 1–6 1:00 PM

Family/Home Groups 1:30–3:45 PM, Locations in North Tower and South Tower 2:00 PM Family/Home Groups 2:00–3:45 PM, Locations in North Tower and South Tower

3:00 PM

4:00 PM Snack Break 3:45–4:00 PM Snack Break 3:45–4:00 PM Family/Affinity Groups 4:00–5:45 PM, Family/Home Groups 4:00–6:00 PM, Locations in North Tower and South Tower Locations in North Tower and South Tower

5:00 PM

6:00 PM Peer Facilitator Training Student Dinner 6:00–7:00 PM, Marriott Student Dinner, Family Groups, 6:00–10:00 PM, Salon D Hall 1–6 and SDLC Closing Ceremonies 6:00–9:30 PM, Marina Ballroom, Salon D–G 7:00 PM Ernest Green, Keynote Speaker 7:00–8:00 PM, Marina Ballroom, Salon D–G 8:00 PM Family/Home Groups 8:15–10:15 PM, Locations in North Tower and South Tower 9:00 PM SDLC Chaperone Orientation I (choose one) 9:15–10:00 PM, Student Dance (movie option Marina Ballroom E provided in Cardiff) 9:30–11:30 PM 10:00 PM Students dismissed to Chaperones 10:15 PM, Marina Ballroom, Salon D–G (pick up locations distributed at chaperone orientation) 11:00 PM Curfew 11:00 PM Students dismissed to Chaperones 7 11:30 PM, Marina Ballroom, Salon D–G Purchased Ticket Required Curfew 12:00 AM Subject to Change overview

the destination how to get the most out of pocc

Already a natural beauty, San Diego is quickly becom­ For twenty-three years, PoCC has nurtured and ing one of the nation’s most exciting and sought-after sustained people of color in independent schools. destinations with a near-perfect climate, miles of The creation of this sanctuary is possible because of pristine beaches, world-class visitor attractions and the participants’ acceptance of cherished community an award-winning convention center. You’ll find there norms. Speakers, affinity group work, and workshop is always something new and exciting to discover presenters will not only inform participants, but also here each time you visit. challenge them to think in different and new ways. Conference attendees will have the opportunity to Take, for instance, our revitalized and vibrant down­- network and build connections with others who are town, which boasts an amazing array of unique dining committed to building and sustaining independent experiences, trendy boutiques, art galleries and school communities for people of color. specialty shops, and exciting nightlife that reflects our city’s diversity and international flavor. An expanding In order to maximize the conference experience, partic­ network of lushly landscaped parks and pedestrian ipants are expected to lean into discomfort and accept walkways links San Diego’s charming urban neighbor­ conflict as a catalyst for change. When this is done hoods to its stunning waterfront. And the best news effectively, participants are fully present, they suspend of all is that everything in our dynamic downtown is judgment of themselves and others, and they listen within easy walking distance of our beautiful bayside and think before speaking from their perspectives. convention center. Participants’ commitment to honor confidentiality fosters this respectful community. Attendees of PoCC San Diego: America’s Finest will leave energized and recommitted. Convention City Welcome to San Diego, California’s second largest Revised by members of NAIS’s Call-to-Action, July 2010 city. From the time you arrive at the airport, it’s only a five-minute ride to the San Diego Convention Center. Our beautiful convention center sits right on sparkling San Diego bay and across the street from exciting downtown. Everything you need is within walking distance. (And with an average temperature of 72 degrees, walking is the way to go!) Stay in one of our beautiful first-class hotels. Explore the dining and the urban excitement of the Gaslamp Quarter. Stroll along the waterfront. Enjoy eclectic shopping. It’s all within steps of the convention center.

8 PoCC/SDLC Registration Ballroom 6 Foyer

Tuesday, November 30 2:00–6:00 PM Wednesday, December 1 7:00 AM–8:00 PM Thursday, December 2 7:00 AM–6:00 PM Friday, December 3 7:00 AM–6:00 PM Saturday, December 4 7:00–11:00 AM

affinity group work at pocc workshops

Affinity group sessions are uniquely designed to PoCC 2010 attendees can choose from seventy-one help conference participants develop their own racial/ 90-minute workshops offered in four blocks during ethnic identity. The qualitative difference between the conference. Practitioners and experts will present PoCC affinity group work and other aspects of the workshops in the areas of: conference in which all conference participants experience the conference as a whole group is that hhPeople of Color in Leadership: Pathways and Programs the three affinity group sessions provide an opportu­ to Success nity for each participant to explore her or his own hhNurturing Our Soul: Self-Care Strategies for Success specific racial or ethnic identity development in a safe hhExpanding Our Tool Box: Curricular and Professional and trusted environment. Led by a team of trained Skills for Excellence facilitators, the curriculum for this year’s affinity group hhBuilding Inclusive Communities for People of Color: work includes three sessions with opportunities to Programs and Initiatives to Strengthen People of Color celebrate, share successes and challenges, and in Independent Schools engage in adult/student discussions based on racial/ hhExploring Racial/Ethnic Identities for People of Color: ethnic and gender identity. The overarching vision Our Many Journeys and Stages for PoCC affinity group work includes: featured speakers hhFacilitating opportunities for affirming, nurturing, and celebrating; One featured speaker will present during each work­ hhDiscussing issues related to racial/ethnic identity devel­ shop block, giving conference attendees expanded opment is a safe environment where people who share choices in professional development and an opportu­ a racial/ethnic identity can come together to build nity to hear from noted people of color from diverse community, fellowship, network, and empowerment. fields and backgrounds.

Transracial adoption is the adoption of a child that dialogue sessions is of a different race than that of the adoptive parents. Transnational adoption is the adoption of a child In addition to the third affinity group session for adults that is from a different country than that of the from PoCC and students from SDLC, the Saturday adoptive parents. Adult/Student Dialogues are an opportunity for adults to learn from students. The dialogue groups meet Developed by members of NAIS’s Call-to-Action, July 2010 by home state or regions. Using skills cultivated during SDLC, students will facilitate a dialogue on applying strategies from both conferences. This session empowers the students with an important voice as advocates for diversity, multiculturalism, equity and justice. Attendance by adults is vital to the success of this session. It is also critically important for the adults to be led by the students and for the adults to practice good followership.

9 speakers

phoebe faisal sarah eng alam culberson

Opening Ceremonies Workshop Session A Workshop Session B Keynote Address Featured Speaker Featured Speaker Thursday, December 2 Thursday, December 2 Thursday, December 2 8:00–9:15 AM 10:00–11:30 AM 3:15–4:45 PM Ballroom 6 Room 1A–1B Room 1A–1B Phoebe Eng is a strategist, national Faisal Alam is a queer-identified lecturer, and author of Warrior Muslim activist of Pakistani descent. Sponsored by StratéGenius Lessons (Simon & Schuster), a He began the first Internet-based Sarah Culberson was born in Morgan­ memoir-based examination of race, listserv for LGBT Muslims in town, West Virginia, to an African empowerment, and leadership in November 1997 when he was nine- father and a White mother. As an a rapidly changing world. In recent teen years old, which marked the infant she was given up to foster care years, Eng has worked with a broad first time that LGBT Muslims could and adopted by a loving White family range of institutions — city, state, discuss issues of common concern in West Virginia. She grew up contem­ and federal agencies, Fortune in a safe environment. Alam is also plating and dealing with questions 500 companies, churches and the founder and former volunteer about her identity and her biracial universities — helping them to director of Al-Fatiha, an organiza- roots. While Culberson has had a suc- understand the complexities and tion founded to support Muslims cessful career as an actress on stage opportunities of a multicultural who were struggling to reconcile as well as in films and television, her society and to develop programs their faith and their sexual orien- biggest role came when she decided which increase the participation tation or gender identity. Al-Fatiha to locate her biological parents. After of women and people of color. (which means “The Beginning” learning that her biological mother had or “The Opening”) has grown to died, Culberson discovered her father book signing event include eight chapters in the United lived in a village in Sierra Leone, West States with another seven sister- Africa. She learned that she is from organizations in the United Kingdom, a royal family, a Mahaloi, the grand- South Africa, and Canada. Al-Fatiha’s daughter of a Paramount Chief, with mission is to provide support and the status of a Princess. Now, as co- to empower LGBTIQ Muslims who founder and president of The Kposowa are trying to reconcile their sexual Foundation in Los Angeles, Culberson orientation or gender identity with and many others are working toward their religion (Islam). the goal of improving education for young people while rebuilding and pro- viding opportunities for the people of Sierra Leone. A book about her journey, A Princess Found, was co-authored by Culberson and Tracey Trivas, published by St. Martin’s Press. It was recently voted in the top ten “Best Adult Books for High School Students” by the School Library Journal.

10 book signing event

ernest linda alma roberto green villarosa martinez lovato

General Session Speaker Workshop Session C Workshop Session D Closing Ceremonies Address Friday, December 3 Featured Speaker Featured Speaker Saturday, December 4 8:00–9:00 AM Friday, December 3 Friday, December 3 11:00 AM–12:30 PM Ballroom 6 1:15–2:45 PM 3:15–4:45 PM Ballroom 6 Room 1A–1B Room 1A–1B Linda Villarosa is a journalist, Alma Martinez’s highly lauded Sponsored, in part, by author, editor, and novelist. She film, television, and theatre work Sponsored, in part, by At The Table with Dr. King edited the health pages for the has established her as one of the Cal/West Educators Placement Born in Little Rock, Arkansas on New York Times and she worked on industry’s most accomplished, ver- Roberto Lovato is one of the September 22, 1941, Ernest Green health coverage for Science Times. satile, and respected Latina actors. nation’s leading Latino writers earned his high school diploma Villarosa twice served as executive Her debut was in the American film and commentators. As Associate from Central High School in Little editor of Essence Magazine. She classic, Zoot Suit (1981) and she Editor with New America Media, Rock. He and eight other African has contributed articles, profiles, has well over 100 theatre credits Lovato’s articles and blogs, as well American students were the first and reviews to a number of national in the United States, Mexico, and as his lectures, focus on a range to integrate Central High School publications, including Glamour, Europe. With a Ph.D. in drama from of topics — growing Latino power following the 1954 United States Health, Latina, the New York Times Stanford University, Martinez is a and influence in the United States, Supreme Court decision in Brown Book Review, O Magazine, Vibe, and highly sought after motivational immigration, media, politics, race v. Board of Education that declared Woman’s Day. She writes a column speaker who travels across the relations, and human rights. A segregation in public education called “Outside the Lines,” which country addressing issues related frequent contributor to The Nation illegal. They later would become appears at afterellen.com. Villarosa to education and the evolution of magazine and the Huffington Post, known as the “Little Rock Nine.” trains journalists from around the the Latina/o images in film and he has also written for the Los Green is presently the Managing world to better cover the interna­ theatre. A Fulbright Scholar in Peru Angeles Times, the San Francisco Director of Public Finance for tional HIV/AIDS epidemic and to in 2006, her forthcoming book is Chronicle, Salon, Der Spiegel, Utne Lehman Brothers’ Washington, cover international AIDS confer­ences. a comparative analysis of the fer- Magazine, La Opinion, and other D.C. office. Prior to joining Lehman She is the author or co-author vent years of the Chicano and Latin national and international media Brothers, he was president of of three books, including Body American popular and political outlets. Lovato has produced pro- Ernest Green & Associates, a & Soul: The Black Women’s Guide theatre movement in the Americas gramming for National Public Radio minority consulting firm that to Physical Health and Emotional (1965-1975). Raised in Pico Rivera, (NPR), Pacifica, and the Univision provided technical assistance in Well-Being, Passing for Black, and California, Martinez was born in Television Network, where he helped marketing, financial management, Career GSP: Strategies for Women Monclova, Coahulia, Mexico, and develop and produce Hora Zero, one and economic forecasting. He Navigating the New Corporate Land- immigrated to the United States of the network’s first documentary served as Assistant Secretary of scape (with Ella L.J. Edmondson with her family at the age of one. series about immigration in the Labor for Employment and Training Bell). In her speeches and lectures United States. Lovato also has during the Carter Administration. Villarosa draws on her life expe- experience directing human rights On November 9, 1999, President riences as a reporter and author, work related to refugee and Clinton presented Green, along with including “coming out,” HIV/AIDS displaced populations in wartime the rest of the “Little Rock Nine,” in the African American community, and post-war El Salvador. He was the Congressional Gold Medal, the women’s health and wellness, and appointed President of the Los highest honor given to a civilian, LGBT workplace issues. Angeles County Human Relations for outstanding bravery during the Commission shortly after the 1992 integration of Little Rock’s Central book signing event Los Angeles riots. High School in 1957. 11 highlights

performing arts groups

NAIS is proud to feature the following San Diego actively involved in educating the public and dissem­ independent school and city-wide performing arts inating their love of dance as well as the preservation groups during the conferences. of ancestral indigenous values of Mexican-Azteca culture via public presentations and performances Mariachi Juvenil de San Diego in school throughout San Diego County, throughout Alicia Escobedo, a talented tenth grade student the United States and abroad, making appearances at The Bishop’s School in La Jolla, is a member of as close as Mexico and as far away as Germany. Mariachi Juvenil de San Diego, which is a non-profit organization that focuses on the importance of music Nusantara education while providing a positive outlet for today’s Indonesian Arts Center (IAC) is committed to the youth. The organization was founded by Serafin creation, exposure, development, and education of Paredes in 2001 and is the first non-profit mariachi traditional and contemporary Indonesian artistic forms organization in the San Diego area. The organization’s throughout the archipelago. One of the IAC’s featured mission is to encourage the students to attend college projects is a dance group called “Nusantara.” Formed and pursue a career; therefore, it focuses on awarding in 2010, Nusantara is a San Diego-based dance group scholarships every year to each high school graduating whose mission is to explore dances from across the senior to continue their college education. Mariachi Indonesian archipelago. The word nusantara originates Juvenil de San Diego has participated in many from old Javanese language and means “archipelago,” community events and fundraisers in support of music inferring the Indonesian archipelago, which is con­ education. Mariachi Juvenil De San Diego has partic­ sisted of over 17,000 islands. Nusantara focuses ipated in the Viejas Mariachi Competitions, Tucson on all varieties of Indonesian dance and, although Mariachi Student Showcases, San Juan Capistrano in its infancy, aims to ultimately study dances from Mariachi Competition, Anaheim Mariachi Competition, all across the Indonesian archipelago. where they won 3rd place, and other local mariachi events and workshops. Mariachi Juvenil de San Diego San Diego CAIS Combined received the first Eddie Mendina Memorial Scholarship, “One Dream Choir” in memory of Eddie Mendina, a well-respected figure The San Diego CAIS Combined “One Dream Choir” in NLPOA (National Latino Peace Officers Association). is made up of students from the independent schools in San Diego County. Youth ages 8-18 represent over Toltecas En Aztlán–Aztec Dance 50 countries from around the world and are honored Toltecas en Aztlán is a cultural organization com­ and proud to be part of the PoCC/SDLC. They will prised of San Diegans who possess the strength and perform “One World, One Dream” by Wang Lee Hom. conviction to recapture and diffuse their ancestral indigenous values. This organization arose in the midst of the socio-political movement known as the Chicano movement. The Chicano movement emerged from the mid 1960’s to 1970’s as a social phenomenon that proclaimed and sustained new visions of life and art for all Latinos in the U.S. Toltecas en Aztlán have remained active socially and politically supporting issues directly affecting the Latino community, such as immigration and education. The organization has been

12 pocc choir state and regional meetings

Directed by Charles Owens, Francis Parker School (IL) Thursday, December 2 and accompanied by Karen Bradberry, Future Leaders 5:00–6:00 PM Program, Bickel & Brewer Foundation (TX), the PoCC See page 23 for room locations choir is comprised of PoCC attendees who volunteer This time is dedicated for state and regional diversity to raise their voices in song. Rehearsal times are committees to meet with their constituents. For those allocated throughout the conference. The PoCC choir states and regions without diversity committees, this presentation of diverse selections during the Closing time should be used for meeting other attendees from Ceremonies will provide a wonderful celebration your area and for networking on ways to take back all and sending forth for PoCC and SDLC participants. of the experiences gained from attending the confer­ ence as a catalyst for change back at home. pocc networking coffee breaks and book signings gay, lesbian, bisexual, and transgendered (glbt) social hour Following the Opening Ceremonies and the General Session, grab a cup of coffee and a chat before Friday, December 3 heading off to the next conference activity. 6:15–7:15 PM stop by the Information Booth in Ballroom 6 nais bookstore Foyer for Location

A wide range of books and materials on building and sustaining inclusive school communities and the works of keynote and featured speakers are available at the NAIS Bookstore, which will be open in the Ballroom 6 Foyer at the following times:

Wednesday 1:00–6:00 PM Thursday 7:00 AM–7:30 PM Friday 7:00 AM–6:45 PM Saturday 7:00 AM–1:00 PM

13 pre-conference activities

tuesday, november 30 8:30 AM–4:00 PM Community Service Opportunities 2:00–6:00 PM Projects will depart from the San Diego Conference Registration Convention Center Ballroom 6 Foyer Ticket Required Onsite registration is not available. Volunteer form/waiver required Chaperones must accompany students wednesday, december 1 Following the success of offering community service 7:00 AM–8:00 PM to support the rebuilding of post-Katrina New Orleans Conference Registration at the 2008 PoCC/SDLC, opportunities to serve the Ballroom 6 Foyer community in host cities are now a permanent feature of the conferences. The following San Diego-based 7:30 AM–5:00 PM agencies are sites for this year’s community service NAIS Cyber Café opportunities: Ballroom 6 Foyer 8:30 AM–12:30 PM 8:00 AM–12:00 PM San Diego CoastKeeper www.sdcoastkeeper.org School Visits San Diego Coastkeeper, launched in 1995, is a two- San Diego Convention Center, West Harbor person team combating the chronic pollution of San Drive Entrance Diego Bay that transformed it into a highly toxic body Ticket Required Onsite registration is not available. of water. Our focus is on local, community-based advocacy. Our mission is to protect the region’s inland School visits offer independent and special-focus and coastal waters for the communities and wildlife schools in the host city an opportunity to provide a site- that depend on them by blending education, commu­ visit agenda that celebrates each school’s unique culture nity empowerment, and advocacy. and mission while sharing the ways in which diversity and multicultural education play a role. The San Diego 8:30 AM–2:30 PM area independent schools hosting visits include: San Diego Rescue Mission (SDRM) www.sdrescue.org Nearly 10,000 homeless men, women and children hhThe Bishop’s School call the streets and canyons of San Diego County hhFrancis Parker School home. The ministry of the SDRM rescues these and hhLa Jolla Country Day School other people in desperate life situations, helps them hhPacific Ridge School become closer to God, assists them to rehabilitate their lives, and restores hope in a new future. All our programs are free of cost.

The Men’s Center (200 MC) and Women & Children’s Center (70 WCC) are two of the six main programs at SDRM. These year-long, rehabilitation programs provide meals, clothing, shelter, medical attention, educational/vocational training, substance abuse recovery classes, daily chapel services, and employ­ ment preparation to help clients return to being independent and productive members of society.

14 San Diego County Bar Association Book Project Books can be dropped off in 2009-10 Book Recipients bins located in the Registration Jumpstart: UC-Irvine Encinitas Senior Center San Diego Juvenile Court Juv Court area (Ballroom 6 Foyer) Jumpstart: Whittier College Invisible Children, San Diego Book Club www.sdcba.org Urban People Living in Monarch School, San Diego St. Mary’s School, Girl Scouts, San Diego Book Project is a Escondido Faith and Trust, San Diego Oasis Senior Center committee of the San Diego County San Diego Braille Institute Albert Einstein Elementary School Bayside Community Center Bar Association, whose purpose is Designers 4Africa Nellie Amundsen: Distributes Montgomery PTSA to collect books through donations, throughout San Diego Imperial Beach School District Mendoza Elementary and in turn, give them to schools, Veterans Village: San Diego Child Protective Services, El Cajon daycare centers, and other deserv­ King Chavez Academy of Excellence Clairemont High School Library Jackie Robinson YMCA, San Diego ing organizations at no cost. Many Family Resource Center/ Sharp schools and other organizations, I.B. Elementary Hospital SAY (Social Advocates for Youth), San Diego both public and private, are Sharp Hospital Chula Vista HDS Madison High School experiencing enormous financial Senior Community Center- Senior Community Centers-East difficulties these days, and in East County County La Jolla Library addition to cutbacks in staff Casa Familiar Inc Senior Center San Ysidro Sudanese Refugee Center and building expenses, libraries Peninsula Senior Center Senior Center Sports Arena Cesar Chavez Elementary School and book acquisition programs Solana Beach Community Center Solana Beach Presb Church Muirlands Middle School have been particularly hard hit.

9:00 AM–5:00 PM 1:00–6:00 PM Adult Leadership Seminar NAIS Bookstore San Diego Convention Center, Room 5b Ballroom 6 Foyer Ticket Required Onsite registration is not available. 5:30–7:00 PM Developing and Mentoring Leaders PoCC Newcomer Orientation of Color in Independent Schools Room 11A In partnership with the California Association of Attending PoCC for the first time? Come to the New­ Independent Schools (CAIS), NAIS hosts this leader­ comers Orientation to learn more about the history ship seminar, facilitated by administrators of color and mission of the conferences and insights from (including heads of school) and white administrator veteran conference participants on successfully navi­ allies from California independent schools. The gating the various components of PoCC. Facilitators: seminar will focus on cultivating and developing Gloria Fernández-Tearte, Greenwich Academy (CT); leaders of color, an essential step to the success Matt Suzuki, Rye Country Day School (NY) of our career journeys. Sessions include: 9:15–10:00 PM hhWhat Calls You to Leadership? SDLC Chaperone Meeting (choose one) hhSelf-Assessment: The Change Agent Marriott Hotel and marina, Marina Ballroom E hhLeadership/Management Issues hhDeveloping Relationships with Constituents hhAssessing Institutional Readiness

The seminar will enable participants to explore the opportunities and challenges aspiring leaders of color face in independent schools.

Adult Leadership Seminar Faculty (from left to right): Reveta Bowers, Center for Early Education (CA); Ilana Kaufman, Windrush School (CA); Jim McManus, California Association of Independent Schools; Katherine Dinh, Prospect Sierra School (CA); Barbara Wagner, Marlborough School (CA); John West, The Mirman School (CA) 15 thursday december 2

7:00 AM–6:00 PM 10:00–11:30 AM Conference Registration Ballroom 6 Foyer Workshop Session A Room 1A-1b 7:00 AM–7:30 PM Featured Speaker Faisal Alam NAIS Bookstore Introduced by Dima Saab, LaJolla Country Day Ballroom 6 Foyer School (CA)

7:30 AM–5:00 PM Building Inclusive Communities for NAIS Cyber Café People of Color: Programs and Initiatives Ballroom 6 Foyer to Strengthen People of Color in Independent Schools 7:00–7: 45 AM SDLC Chaperone Meeting (Choose One) A-2 Common Ground 5 Years Later: Room 11A A Children of Color Affinity Group in Lower School 8:00–9:15 AM Room 14B Opening Ceremonies with Phoebe Eng Participants will be exposed to one school’s expe­ Ballroom 6 rience creating and embedding a children of color Book Signing Event affinity group in a lower school setting. Facilitators will discuss a research-based approach to creating affinity (Performance and program are subject to change.) groups in lower school and the knowledge they have gained after five years of successful programming. hhPreconference Performance by Mariachi Juvenil PRESENTER: Julie Parsons, The Gordon School (RI) de San Diego, directed by Serafin Paredes hhOpening Welcome by the San Diego Area Independent A-3 Students as Teachers: Supporting Schools Student Diversity Leadership hhPoCC Co-Chairs Welcome Room 15A hhCalifornia Association of Independent Schools Through interviews and testimonials, workshop partici­ Welcome, Jim McManus pants will discover how four Oakwood High School hhSan Diego Welcome and Proclamation students who attended the 2009 NAIS Student Todd Gloria, San Diego City Council Diversity Leadership Conference implemented an hhNAIS Welcome; Marcia Prewitt Spiller, NAIS board after-school diversity program for K-3rd graders. chair and head of school, The Children’s School (GA); Attendees will explore themes and language that reso­ Pat Bassett, president; Gene Batiste, vice president, nate with primary age students, and will gain insights Leadership Education and Diversity and tools for guiding older students as mentors. hhSDLC Co-Chair Welcome, Liz Fernandez and PRESENTERS: Linda Rose-Winters and Melanie Rodney Glasgow Jacobson, Oakwood School (CA) hhIntroduction of Phoebe Eng by Christen Tedrow- Harrison, The Bishop’s School (CA) A-17 Building Relationships with Boys hhPhoebe Eng of Color in Independent Schools hhCorporate Sponsor Recognition and Announcements Room 11B Recognition of San Diego Independent Schools This session will introduce methods for increasing Corporate Sponsors success for boys of color in independent schools by considering cultural influences on masculinity and 9:15–9:45 AM the developmental processes for adolescent boys. For Phoebe Eng Book Signing and Networking Coffee Break 16 Ballroom 6 Foyer boys of color, some would assert that there is a crisis projects that highlight specific multicultural aspects brewing when it comes to education and socializa­ of their chosen books. Options for student projects tion. Are there practices to counteract this crisis in an include posters, short videos, blogs, slide shows, independent school setting? Through research review, or book talks. PRESENTER: Chino Baluyut, (CA) personal reflection, and interactive discussion, this session will outline solutions, equipping educators to A-11 The Ripple Effect: Using Curriculum forge meaningful relationships with boys of color that to Empower Students and Transform promote academic success and social engagement. a School PRESENTER: Armond Lawson, Gilman School (MD) Room 5A The purpose of this workshop is to show how a class A-19 Helping Latino/Hispanic Students on justice and social change can impact school climate. Enroll and Succeed in the Independent The curriculum presented allows students to explore School Community their own identities, biases, and privileges, empowering Room 4 them to affect change. Students explore topics through The Latino Student Fund (LSF) is an organization films, articles, current events, personal stories, poetry, dedicated to ensuring that PreK-12th grade Latino/ projects, and journaling. By providing students with Hispanic students are provided with opportunities the proper vocabulary and knowledge, they can partic­ for a strong academic foundation in order to promote ipate in their other classes using a multicultural lens. higher education and professional leadership. This This class is structured to empower students to work presentation will discuss the current enrollment trend towards equity and justice in their school community. of Latino/Hispanic students in independent schools PRESENTERS: Barbara Smiley Sherman, North Shore and assist school staff, faculty and administrators in Country Day School (IL); Angelica Flores (IL) developing tools to increase the success rate of current students as well as attracting new students to their A-12 How to Make the Invisible school. We will explore some of the reasons that schools Visible: Tools for Pulling Back the and families are often unable to successfully connect. Veil of Privilege The LSF will share the details of our signature “Scholars Room 2 Program” which helps families enroll in independent Why are the dynamics of diversity and privilege invis­ and parochial schools and also provides financial ible to some yet others see it clearly? This workshop support to students through academic scholarships. will provide seven easy to use tools to support fearless PRESENTERS: Rosalia Miller, Maria Fernanda Borja, conversations among faculty, staff, and students. and Margaret Mountjoy, Latino Student Fund (DC) Presenter will share concepts used to help people move beyond good intentions into actions which Expanding Our Tool Box: Curricular create real change. PRESENTER: Steven Jones, Jones & and Professional Skills for Excellence Associates Consulting, Inc. (CA)

A-9 Multicultural Independent A-13 NAIS Data: Getting the Most Reading Project from the Online Tools! Room 5B Room 7B This presentation will introduce a project-based reading How well does your school measure up? Learn how program for middle school students. The Multi­cultural to compare your schools’ key data with other peer Independent Reading Project (MIRP) works to expose schools. Has diversity at your school declined while students to a diverse selection of multicultural literature. diversity at your peer schools has increased? Are your It is a year-long program during which students select parents completely satisfied with your current academic several multicultural novels from a reading list with a program? In this session, you will learn how to easily goal of finishing six to eight books in one school year. obtain this information for your planning and budgeting After reading their selections, students then create purposes. PRESENTER: Monique Rush, NAIS (DC)

17 thursday december 2

A-14 Gender Sexuality and Other Multi­ pedagogy for multiracial classrooms. We have begun cultural Conversations with Teens using a school-wide model for action research in our Room 11A own classes. This presentation will introduce partic­ How comfortable are you when it comes to talking with ipants to our action research process and findings, teens about gender, sexuality, race and other important which have helped us begin to move from the hypo­ cultural conversations? Teens today are being bom­ thetical to genuine deep questioning of classroom barded with social messages about male and female practice. Participants will gain an understanding of roles, homosexuality, money, and many are laced with how action research has significantly improved our some type of racial images. Educators and parents professional efforts to create an engaging, inclusive can play a powerful role as they support students by environment for our community. PRESENTERS: Donna having cross-cultural generational conversations. Partic­ Russo, Susan Arteaga, Mary Lynn Ellis, and Leslie ipants will evaluate their personal experiences within Tran, Abington Friends School (PA) the context of cultural conversations, methods of communication and learn how to increase their comfort A-6 Separate and Unequal: Education level in discussing these subjects. PRESENTER: Tiffany Before and After Apartheid South Africa Taylor Smith, TR Taylor Consulting (NJ) Room 16A In this session, participants will take away an under­ A-18 Cultural Resiliency: Pathways standing of one of the most segregated education to Teach 21st Century Skills for systems in the 20th century. They will learn about Every Student how damaging segregated education was for gener­ Room 14A ations of South Africans and they will explore issues This workshop is an interactive session that asks par­ that affect learners in South Africa today. PRESENTER: ticipants to identify the essential 21st century skills in Chris Webber, Pacific Ridge School (CA) a global society and discuss how these essential skills can be implemented into the students’ educational A-7 Illustrating the Past and Visualizing process. Participants will understand how these skills the Future: Celebrating Our Many Selves can help recruit/retain students and teachers of color, Room 16B particularly in the African-American and Latino/a com­ Learn how The Latin School of Chicago created an munities. We will de-mystify students and faculty of effective K-12, curricular-based, week-long celebration color in independent schools as well as describe vividly honoring Dr. Martin Luther King, Jr. that simultaneously their experiences within an educational context in provided an opportunity to examine and strengthen our order to redefine educational excellence for all students. identity as a community. Using window paintings of the PRESENTER: Juan Carlos Arauz, St. Mark’s School (CA) Civil Rights Movement, a collaborative school art event, performances and podcasts, student presentations, Exploring Racial/Ethnic Identities curricular practices, discussion groups, inspirational for People of Color: Our Many Journeys speakers, and community service, our school was trans­ and Stages formed. Attendees will learn concrete steps for guiding their community in a similar celebration. PRESENTERs: A-5 Multiracial Classrooms: A Frame­ Betty Lark-Ross, Bryan Jackson, Jennifer Nabers, and work for Transforming Pedagogy Paul Gilden, The Latin School of Chicago (IL) Room 15B In order to fully engage the voices and talents of our students and professional adult community, we have begun to shift from a framework of assimilation to one of transformed pedagogy. We believe that there is groundbreaking work to be done on behalf of our own and the larger educational world in the area of

18 A-8 Movies and their Power Beyond Participants will also look at racial identity development Imagination and the microaggression process model to learn Room 7A effective strategies for nourishing the soul, building Movies can be an incredible teaching tool. But, given resilience, and educating White peers. A CD of the amount of time it takes to show one movie, the resources will be distributed at the end. Please down­ average school day can’t accommodate a feature film. load the handouts from the NAIS website. PRESENTER: A challenging alternative is a weekly Monday movie Sandra (Chap) Chapman, Little Red School House series showcasing films from all over the world. In and Elisabeth Erwin High School (LREI) (NY) this year-long series we chose films that challenged assumptions about ethnicity, gender, religion, and People of Color in Leadership: modernity and presented alternatives to conventions Pathways and Programs to Success of character, place, story, pacing, and resolution. PRESENTER: Steve Cook, Francis Parker School (CA) A-15 Making Your Move: Leadership Development and Professional Growth A-20 Diversity, Equity and Justice Room 10 Through Generational, Racial and How can educators of color best prepare for the Cultural Prisms challenge of securing an administrative job and exercising Room 3 leadership in a new role? What are the skills and This workshop will explore the tides of change in the approaches that enable them to make the most of landscape of race and culture in independent schools their experiences and talents, increasing their chances through layers of generational experience and percep­ of a successful job search? In this presentation, Klin­ tions. In many of our schools the various evolutions genstein Center alumni share what their recent job and successes of diversity initiatives have created searches have been like, how their graduate studies complex multiracial and multicultural school com­ assisted them in moving into a different job and how munities. Join us to engage in a fishbowl format they apply what they learned to meet the challenges of discussion about the range of experiential realities that their new roles. Participants will leave the session with emerge when people of very different generational, an understanding of the ways educators of color can cultural and racial identities work together to address advance their careers. PRESENTERS: Pearl Rock Kane, matters of diversity and inclusivity. We anticipate a The Klingenstein Center (NY); Jose De Jesus, Spence rich provocative dialogue across generations, race, School (NY); Janice Murabayashi, La Jolla Country and culture. PRESENTERS: Holly Carter, Caedmon Day School (CA); Guybe Slangen, San Francisco School (NY); Paul Kim, Colorado Academy, (CO) Friend’s School (CA)

Nurturing Our Souls: Self Care 11:30 AM–1:00 PM and Strategies for Success Lunch on Own Please take advantage of food kiosks at the San Diego Convention A-16 Shielding My Race from the Center for lunch in order to save time and travel away from Blindness of Your Whiteness the convention center. Room 8 How do people of color shield themselves from the 12:00–1:00 PM insidious remarks made by others and educate White PoCC Choir Rehearsal people about the damage of racial microaggressions? Ballroom 6 Dialogue, video clips, and an activity will be used to help participants learn more about racial microaggres­ sions and the impact they have on people of color.

19 thursday december 2

1:15–3:00 PM references? Is the month still relevant in what some call a “post-racial” America? Are Black teachers Affinity Group Session I tokenized during the month of February? This workshop will provide concrete guidelines to help re-think and Catching the Tides of Change refresh your perspective. PRESENTERS: Yasmin Chin Come aboard! Identify the events and tides of change Eisenhauer, Lowell School (DC); Javaid Khan, Poly that earmark your journey toward understanding your Prep Country Day School (NY); Nafees Khan, Emory racial/ethnic identity. University (GA); Semeka Smith-Williams, Packer Collegiate Institute (NY) hhAsian/Asian American Affinity Group Room 3 hhBlack/African American Affinity Group Hall A B-2 Bringing SDLC Back Home: hhFirst Nation/Native American Affinity Group Room 5B Creating Student-Centered hhInternational, Non U.S. Citizen Affinity Group Room 8 Programming from SDLC hhLatina-o/Hispanic American Affinity Group Room 2 Room 14B hhMiddle Eastern American Affinity Group Room 7B Every year, students return to our schools energized hhMultiracial American Affinity Group Room 9 and empowered from their experiences at SDLC and hhPacific Islander/Pacific Islander American Affinity they want to share the experience with their peers. This Group Room 11A presentation will provide participants with an example hhTransracially/Transnationally Adopted Affinity Group of a concrete way to bring the experiences of students Room 10 attending SDLC and/or faculty attending POCC back hhWhite/European American Affinity Group Rooms 1A-1B to their larger school communities. We will discuss our very powerful 2010 Martin Luther King Assembly 3:15–4:45 PM in which former SDLC participants each shared tes­ timonials of their own experiences of bias within our Workshop Session B community. These were interspersed with clips of one Room 1A-1B of Dr. King’s sermons, putting students in dialogue Featured Speaker Sarah Culberson with him. We will also leave time for a round table of Introduced by Michael Pina, The Bishop’s School (CA) other schools’ experiences and workshopping some ideas participants may have. PRESENTERS: Alan Brown and Clinton Carbon, Dwight Englewood School (NJ) Sponsored by StratéGenius B-3 African American Boys’ Retreats, Building Inclusive Communities for Symposiusms and Every Day Education People of Color: Programs and Initiatives Room 8 to Strengthen People of Color in This workshop will present ways to provide invaluable Independent Schools affinity between African American male adults and African American male students. The aim is to develop B-1 What’s the Point? Re-thinking these young men into individuals who understand their the Intent of Black History Month cultural history and can align this history into today’s Room 9 context. Age appropriate curricula is integrated into this A Black History Month Assembly can be a source of model that brings to light historical kings, riches, and great fun, learning, and pride for schools. But defining inventions that depict proud African American leaders the purpose and ultimate relevance of the event can mirroring whom we hope our young men today will be a challenge for educators. Using a Virginia private become. Follow-up activities and references illustrating school as a case study, participants will screen a effective approaches for school community and families Black History Month Assembly slideshow and discuss are provided. PRESENTERS: Tahira Wilson-Guillermo and challenging questions such as: Must we include slave Kyrk Mossis, Shady Hill School (MA); Terres King II, Bishop John T. Walker School for Boys (DC) 20 B-4 Combating “The Only”: Creating Latinos. At the end this session, participants will Lower School Affinity Groups be skilled in practical ways to promote and nurture Room 15A essential relationships between Latino students and Riverdale Country School has had an elementary individuals, the school, their community, and society school affinity group for students of color for the at large. In turn, Latino students will not only recog­ past three years. It is open to all students of color nize role models and leading voices of today, but in grades Pre-K to 5 and has been very successful in have the resources necessary to lead us into tomorrow. strengthening both the student and parent communities PRESENTERS: Roberto German and Julie Jarvis, St. of color. We will discuss why we felt the need to create John’s Perparatory School (MA) an affinity group, the pitfalls we encountered in both creating and sustaining the group, the practices and B-18 Transition Program: 25 Years of materials that we have found to be most effective Programming for Students of Color; and the new challenges we face with non students Adjustment and Success of color desiring to join the group. This presentation Room 14A is for anyone who is interested in creating an affinity Twenty-five years ago faculty and staff were concerned group for students at the lower school or elementary about higher attrition rates they observed among level. Participants will walk away with insight into our Black and Latino students. Concerns about the our school’s process, tips for creating affinity groups gap between admissions recruitment and long term in their own schools, as well as a list of resources that retention and success of these students led to the could be valuable to them in their process. PRESENTERS: development of the Transition Program. Now in its Latoya Allen and Demetra Caldwell, Riverdale Country twenty-sixth year, the Transition Program provides new School (NY) students of color an opportunity to meet prior to the opening of school. We have found that for underrep­ B-5 Teaching Activism for A More resented groups of students, this early introduction Inclusive Curriculum: Stories from to Milton takes the edge off of entering the Academy. the Classroom This workshop will discuss the structure of the pro­ Room 5B gram, along with the current tensions and challenges In this interactive presentation, the steps and method­ we face in providing equitable support for all new ology used at Edmund Burke to teach activism will be students entering our community. PRESENTERS: introduced. We will discuss the important implications Tonysha Taylor Samuels, Lori Dow, and Heather activism has for people of color in addressing social Flewelling, Milton Academy (MA) justice issues. Activism is a trimester long (twelve week) class that is required of all juniors. This class Expanding Our Tool Box: Curricular combines the best elements of social justice teaching, and Professional Skills for Excellence service learning, awareness, research, and technology. A framework for how the class was developed will be B-10 What I Said and What I Meant: provided along with looking at its current structure. Cross Cultural Communication PRESENTER: Diego Duran, Edmund Burke School (DC) Room 2 Participants can expect to identify various dimensions B-6 Beyond Basic Bueno: Empowering of culture and discuss how this influences our com­ Latino Students to be Future Leaders munication, identify common pitfalls of cross-cultural Room 15B communication that lead to conflict, and learn This hands-on session will map out the specific com­ competencies and gain tools for cross-cultural com­ ponents essential to foster our new generation of munication. The workshop will include presentations Latino leaders. Participants will gain useful strategies on theory and models, interactive and reflective to cultivate dynamic, supportive programs; evolve into activities, and provide several take-home tools that more constructive, meaningful academia; and utilize you can take back to your school community and use key aspects of the community for college-bound in your personal life. PRESENTER: Rosetta Eun Ryong Lee, Seattle Girls´ School (WA) 21 thursday december 2

B-11 Teaching New Perspectives: B-14 Supporting Young Activists Engaging Students in Conversations in the K-5 Classroom About Diversity Room 3 Room 11A Participants in this workshop will experience a unit This year, Morristown-Beard School offered its first of study designed to connect classroom work with Diversity Perspectives course for upper school students. creating change in the world. Learn to support young The class engaged students in critical thought and students’ conversations around race, class, gender discussion about the importance of cultural diversity and other social issues. Examine one classroom’s K, in the 21st century. Students were given the opportu­ 1, 2 activist timeline and make your own. View video nity to expand and deepen their awareness in regard of young children modeling the impact of intentional to race, ethnicity, culture, religion, age, gender, socio- multicultural curriculum. Explore a K, 1, 2 instruc­ economic status, sexual orientation, and ability. From tional model that uses doll stories to help small both global and personal perspectives, students criti­ children explore big social justice topics. PRESENTER: cally examined their own beliefs and communicated Monique Marshall, Wildwood School (CA) their perspectives both in writing and orally. PRESENTER: Tracey Barrett, Morristown-Beard School (NJ) B-15 To Say or Not to Say Nigger and Other Challenges Teachers B-12 Building Community of Color Face by Uncovering Bias Room 7A Room 11B Workshop presenters will share the challenges they In 2008, our 6th grade team developed a Bias Aware­ face when attempting to engage students in issues ness Orientation which focused on building community of race. Participants will have the opportunity to deter­ and developing language and strategies to explore and mine where they fall on a spectrum of comfort as it celebrate differences in our community. This presen­ relates to independent schools, curriculum and self- tation looks at the evolution of this orientation since identity. The guiding questions that this workshop will 2008, when it was first presented at the NAIS PoCC. focus on are: What do you do when you are confronted It will examine the gains students and teachers have with language that has historically been harmful, made in discussing, confronting and engaging issues hateful and arbitrarily used in literature (i.e. nigger, such as race, gender, sexual orientation as well as the oriental, gay, illegal immigrant, terrorist)? How do challenges of sustaining such a curriculum in a middle you deal with classical literature that is racist, sexist, school. Participants will come away from the presen­ and/or homophobic? How do we teach about issues tation with an understanding of how to develop an of race without it being viewed as part of our personal orientation such as this for their own middle school. agenda? PRESENTERs: LaShanda Lawrence and Noleca PRESENTERS: Suzette Duncan and Kristin Stringfield, Radway, Calvert School (MD) Prospect Sierra School (CA) Exploring Racial/Ethnic Identities B-13 Examining Race in Literature for for People of Color: Our Many Journeys Children and Young Adults and Stages Room 5A Participants will brainstorm and discuss commonly B-7 Adoption and Schools: What We held beliefs in regard to race and multiculturalism, Can Do to Support ALL Kinds of Families establish a common language and vocabulary for Room 10 discussing issues of race and use this information With the growing number of “nontraditional” families to critically read and analyze picture books and young in our schools (many of which include internationally adult literature. Participants will be challenged to and transracially adopted children), we need to examine traditional views of race, racism, and what broaden our curriculum to ensure that every student it means to be anti-racist. PRESENTERS: Jose Lizarraga feels seen and heard. Participants will learn about the and Diali Bose-Roy, San Francisco Friends School (CA) 22 developmental stages that adoptees go through preK- People of Color in Leadership: adulthood in incorporating their adoptive status into Pathways and Programs to Success their identity as well as easy, concrete steps to make sure that ALL kinds of families are represented and B-16 Living the Boarding School Life honored in our schools. PRESENTER: Darcy Ellsworth Through the Eyes of Faculty of Color Yow, Marin Country Day School (CA) Room 7B While we often examine the reality of the boarding B-8 A Bridge Too Far: Culture and school experience of students of color, we rarely take Compromise a look at the faculty of color. Who are these people? Room 16A Why have they chosen to work in a residential setting? Must people of color compromise everything to be What are their lives really like? In this session we will successful in independent schools? How can teachers candidly discuss the pros and cons of life at board­ and administrators who are not “of color” appreciate ing schools from the perspective of faculty of color. and affirm different cultural values? Workshop PRESENTERS: Kisha Watts, The Taft School (CT); Colin discussion will center on valuing the other to facilitate Lord, Choate Rosemary Hall (CT); Dana Hunter Watts, communal learning and growth while retaining a sense The Hill School (PA); Mark Blackman, Phillips Exeter of cultural self. We will challenge ourselves by seeking Academy (NH); Vicky Martinez, The Lawrenceville to clarify the question: “How do we communicate a School (NJ) united vision to others while maintaining a foundational understanding of self?” PRESENTER: Loris Adams, 5:00 PM–6:00 PM Trinity Episcopal School (NC) State/Regional Meetings

Nurturing Our Souls: Self Care hhCleveland Council of Independent Schools Room 7A and Strategies for Success hhColorado and ACIS Room 11B hhConnecticut, CODIS, and SPHERE Room 14B B-17 Elephants in the Mist: Negotiating hhFlorida and FCIS Room 16B Racial Tension in Schooling hhMaryland (AIMS) Room 15A Relationships hhMidwest and ISACS Room 3 Room 4 hhNew England, and POCISNE Room 2 In this workshop, participants will work to reframe hhNew Jersey and NJAIS Room 8 their thinking about racial missteps that often take hhNew York and POCIS–NY Rooms 1A-1B place in our school communities. Instead of seeing hhNorth Carolina Room 16A these missteps as a matter of character, looking at hhNorthern California and NORCAL POCIS Hall A them as a matter of cultural competence. Supportive hhPacific Northwest and PNAIS Room 7B instruction with exposure to conflict is a key strategy hhPennsylvania and Delaware Valley Room 5B for negotiating racial encounters. This workshop will hhPuerto Rico, Virgin Islands, Hawaii and International teach participants to reappraise and resolve racially Room 15B tense interactions by learning a stress and coping hhSouth and SAIS (AL, GA, KY, MS, SC, Central model, assessing the support within the school America, South America) Room 5A community that acknowledges racial tension, looking hhSouthern California and SOUCAL POCIS Room 4 at a range of emotionally stressful professional hhSouthwest and ISAS Room 11A relationships, and practicing strategies of emotional hhTennessee and TAIS Room 14A regulation, racial anxiety management, and negotia­ hhVirginia Room 9 tion of racially stressful conflicts. PRESENTERS: Sherry hhWashington, D.C. and AISGW Room 10 Coleman, Independent School Consortium (PA); Dr. Howard Stevenson, University of Pennsylvania (PA); Robbin Washington-Smart, New Foundations Charter School (PA) 23 friday december 3

7:00 AM–6:00 PM 9:30–11:30 AM Conference Registration Ballroom 6 Foyer Affinity Group Session II

7:00 AM–7:30 PM Riding the Waves of Opportunity NAIS Bookstore Get ready to ride the waves of self-exploration as we Ballroom 6 Foyer navigate how we provide, share, and value opportunity while forging connections with fellow affinity group 7:30 AM–5:00 PM members. Then go forth with the echoes of our NAIS Cyber Café experiences. Ballroom 6 Foyer hhAsian/Asian American Affinity Group Room 3 8:00–9:00 AM hhBlack/African American Affinity Group Hall A General Session with Ernest Green hhFirst Nation/Native American Affinity Group Room 5A Ballroom 6 hhInternational, Non U.S. Citizen Affinity Group Room 8 hhLatina-o/Hispanic American Affinity Group Room 2 hhMiddle Eastern American Affinity Group Room 7B Sponsored, in part, by At The Table with Dr. King hhMultiracial American Affinity Group Room 9 hhPacific Islander/Pacific Islander American Affinity hhToltecas En Aztlán-Aztec Dance, directed by Group Room 11A Rosa Navarro hhTransracially/Transnationally Adopted Affinity Group hhIntroduction of Ernest Green by Janice Murabayashi, Room 10 La Jolla Country Day School (CA) hhWhite/European American Affinity Group Rooms 1A-1B hhErnest Green hhRecognition of Heads of Color of Independent Schools 11:30 AM–1: 00 PM hhAt the Table with Dr. King video with Collinus Lunch on Own Hut Newsome Please take advantage of food kiosks at the San hhCorporate Sponsorship and Sending Force Diego Convention Center for lunch in order to save time and travel away from the convention center. 9:00–9:20 AM Coffee Break 12:00–1:00 PM Ballroom 6 foyer PoCC Choir Rehearsal BallRoom 6 1:15–2:45 PM Workshop Session C Room 1A-1B Featured Speaker Linda Villarosa Introduced by Jessica Lemoine, Francis Parker School (CA)

24 Building Inclusive Communities for C-4 SMART: Building Partnerships People of Color: Programs and Initiatives to help Private Schools meet their to Strengthen People of Color in Public Purpose Independent Schools Room 15A In this workshop, participants will learn how to identify C-1 Kaleidoscopes: A Primary School and work effectively with community-based organiza­ Affinity Group tions to support low-income, students of color within Room 5A their schools. Participants will receive a blueprint Kent Place is an all-girls independent school in Sum­ and resources illustrating how the SMART (Schools mit, NJ. During this workshop, we will discuss the Mentoring and Resource Team) program successfully evolution of our primary school affinity group, called recruits, places, and supports under-served, motivated Kaleidoscopes, which is in its fourth year. Kaleido­ students to develop a talented pipeline of youth for scopes is designed for students in grades K-5 who local independent schools. PRESENTERs: Tara Phillips self-select as students of color. Included in the pre­ and Paul Mann, SMART (CA) sentation will be a discussion about how the affinity group was introduced and how it has been discussed C-5 Are We There Yet?: Still Striving with parents and faculty over time. Sample activities for the “Mountain Top” will be presented to participants along with the struc­ Room 15B ture of the monthly meetings conducted with students. In the 2003 summer edition of Independent School We will share the successes and struggles of Kalei­ Magazine, NAIS asked contributors to comment on the doscopes as well as how participation by students, state of diversity in independent schools particularly faculty, and administration has evolved in the past the “psychological experience of students of color.” four years. PRESENTERs: Sergio Alati and Dora Gragg, Seven years after this groundbreaking issue was pub­ Kent Place School (NJ); Michael Buensuceso, Trinity lished, schools continue to grapple with the best and School (NY) most effective ways to ensure the success of all stu­ dents of color. This workshop will examine the ways C-2 Enhancing School Culture and in which schools can “ride the waves of opportunity” Diversity through a Summer Program! when expanding and supporting diversity initiatives Room 14A that help students of color especially when considering Many independent schools seek to overcome isolation, who can best support all students of color within the find ways to enhance local community relationships school community as well as which resources are best and increase the opportunities for experiences that to use. PRESENTER: Tiffany Bridgewater, St. Stephen’s enrich student life. Our workshop will help participants & St. Agnes School (VA) explore avenues for addressing these issues by learning from forty-five plus years of history at Horizons at C-10 Made in Detroit New Canaan Country School. Horizons builds brighter Room 7A futures for K-12 public school students from low- Detroit put the world on wheels but has been hard hit income families by creating a summer experience by recession. The metropolitan area is also the most that offers a balance of academic, artistic, and athletic segregated in America. Like many schools, Cranbrook opportunities to nurture potential. Participants of is reliant upon the health of the region we serve. Part­ the Horizons workshop will learn how to use Horizons nering with the University of Michigan, we’ve created or a similar “private school with a public purpose” active learning experiences for our students including partnership as a catalyst for enhanced community problems-based curriculum and leadership building involvement and a richer cultural experience for that heighten civic engagement. Our new innovative students, families, alumni, and the children that summer leadership retreat addresses the underlying participate in the program. PRESENTERS: Leah Kimmet causes of Detroit’s urban crisis, depopulation, and and Paul Mayo, New Canaan Country School (CT) demographic stratification. By bringing together Cran­ and Jose Oromi, Horizons National (CT) brook and public school students from the Horizons 25 friday december 3

Upward Bound program, participants learn how we C-9 S.A.F.E.: Student Ambassadors are helping students in our declining urban centers. for Equity We will discuss strategies for intergroup dialogue, Room 16B collaboration, and empowerment to prepare students Student Ambassadors for Equity (S.A.F.E.) is a diver­ for effective local and global leadership through sity and leadership program for eighth grade students community partnerships that serve the public purpose. that teaches how to be effective leaders and mindful PRESENTERs: Carla Young and Holly Arida, Cranbrook citizens in a diverse community. Students in S.A.F.E. Schools (MI); Roger Fisher, The Program on Inter­ not only organize their own “Community Forums,” but group Relations–The University of Michigan (MI) they also practice using their leadership skills during diversity programs by being peer facilitators. The C-16 “We are our Brothers’ Keeper”— focus of this presentation will be to share how S.A.F.E. The Union—Greenhill School’s has developed into a yearlong program, provide cur­ Empowerment Program riculum, and discuss how to implement a program like Room 9 this in your own schools. PRESENTERS: Juna McDaid, Greenhill School faculty members will discuss their Thomas Vorenberg and Raegan White, Germantown Upper School student empowerment program created Friends School (PA) specifically to promote self-esteem and high academic achievement for African American males, a distinct, C-11 Train the Trainer: Facilitation and often misunderstood group of students. This Skills for Conversations About Race session will share the process used in setting up the Room 3 group, navigating the obstacles inherent in its cre­ Participants can expect to discuss fears and anxieties ation; it will also provide details on making the group associated with facilitating conversations about race, sustainable and malleable to the mission of the learn about common pitfalls and obstacles in discuss­ school. PRESENTERS: Aaron Timmons, Herman Card, ing race, gain practical phrases, tools, and skills for and Art Hall, Greenhill School (TX) facilitating emotionally charged conversations and practice facilitating small groups through tough topics. Expanding Our Tool Box: Curricular The workshop will include presentations of resources, and Professional Skills for Excellence small group discussions, and role-play activities. Another important goal of this workshop is to include C-3 Hip Hop, Race and Middle networking opportunities with others to minimize School Students in a 21st Century the isolation associated with this work. PRESENTER: Independent School Rosetta Eun Ryong Lee, Seattle Girls´ School (WA) Room 14B The presenter will share her experiences in leading C-12 Multicultural Education: a two day special course on Hip Hop History with a From Heroes and Holidays to Equity diverse group of middle school students. She will share and Justice the initial goals of the course and how the needs of the Room 4 students changed the initial plans and led to opportu­ Multicultural Education is much more than food, nities for unique discussions and teaching and learning festivals, and fun! It is an approach to teaching and moments for students and faculty alike. By examining learning that fosters inquiry, collaboration, and critical scenarios, we will discuss the issues of race and thought. The goal of this workshop is to strengthen diversity that arose from the students as they explored the educator’s skills and strategies to provide cultur­ NYC and the world of Hip Hop. In these interactive ally relevant curriculum and pedagogy. Presenters will discussions we will explore the way that progressive introduce a transformational approach to Multicultural education lends itself to dealing with diversity issues, Education that promotes an inclusive, equitable, especially issues of race, with middle school students. and supportive environment for all students. In these PRESENTER: Keira Rogers, The Calhoun School (NY) settings, students are empowered to explore varied perspectives and utilize cultural experiences to 26 support learning in meaningful ways. Participants will C-18 Cultural Diversity in Music receive a framework for curricular and pedagogical Room 11B evaluation, instructional strategies, as well as valuable This is an interactive and practical workshop geared resources. PRESENTERS: Scott Griggs and Christel toward classroom teachers and choral directors. McGuigan, Greenhill School (TX) We will be looking “globally and acting locally” as we explore various songs that mirror the human C-14 If I’m the Only One in the experience. Participants will take back samples of Department… music that reflect an array of world cultures–as well Room 7B as pieces that reflect unity and tolerance. PRESENTER: Being “the only one” in a Humanities/English depart­ Darleen Herriman, Francis Parker School (CA) ment can be a challenge and an opportunity. We will address a number of questions: How do we propose Exploring Racial/Ethnic Identities rich, multicultural curricula that benefits students, for People of Color: Our Many Journeys ourselves and our colleagues? How do we begin and Stages necessary conversations within departments dominated by the traditional canon? What resources should we C-6 Deconstructing Disney: draw upon to provide literary experiences that reflect Exploring Racial Stereotypes in diversity in the human experience? Please bring Popular Culture Imagery sample syllabi, experiences, questions, and strategies. Room 8 PRESENTER: Theresa Squires Collins, Francis W. Parker This presentation will focus on the history of racial School (IL) stereotypes as seen through animated Disney films, with additional connections made through other forms C-15 Creating a Middle School Diversity of popular media. The imagery associated with popu­ Curriculum that Works! lar visual culture often conveys (mis)information about Room 11A race, culture and history. Consequently, the corpora­ In this session we will walk you through the process of tions that produce these tools construct a world-view planning and most importantly implementing a diver­ where their images and ideas become the defining sity curriculum for 5th–8th grade faculty and students signifiers for how individuals look at themselves and using resources that are readily available. Participants learn about each other. As educators interested in will learn how to develop grade level diversity themes the well being of our students, we have a pressing and how to get administrative and faculty “buy in” to responsibility to help develop critical and meaningful the program. PRESENTERS: Brian Wise and Imana approaches to interpreting, critiquing, and producing Legette, Charlotte Country Day School (NC) (alternative) images in our visual culture. This pre­ sentation is intended to inspire educators to critically C-17 The Complexity of Racial and examine and deconstruct images from our popular Cross-Cultural Identity: Understanding culture, and to provide learning opportunities for stu­ Ourselves in RelatioN to Others dents to reevaluate their ideas about race and culture. Room 10 PRESENTER: David Anderson, Gilman School (MD) This interactive workshop will enable the participants to closely examine how racial and cross-cultural differ­ ences affect our interpersonal relationships in a school setting. This workshop will utilize several classroom activities designed to help teachers facilitate ongoing conversations around the concept of difference between teachers, students, and colleagues. PRESENTERs: Jeffery Cox and Jesse Phillips-Fein, Brooklyn Friends School (NY)

27 friday december 3

C-7 Anti-Oppression: Exploring your People of Color in Leadership: Privilege, Power and Identity Pathways and Programs to Success Room 2 Through a series of interactive activities, we will C-13 New Teacher Mentoring in explore the themes of power and privilege that exist Independent Schools: A Case Study within our own identities. How can we become aware Room 5B of these factors and begin to work within an anti- To support an increasingly diverse faculty, specifically oppression framework? Participants will have an faculty of color, Lakeside School implemented a men­ opportunity to explore how the intersections of iden­ tor program that supports all new teachers. Carefully tities and their power and privilege might affect their selected mentors provide organized, proactive guid­ teaching. We will share strategies on how to continue ance. In this session, mentors, administrators, and working within a framework to create safe spaces new teachers will describe the program’s features and for all students regardless of race, sexual orientation, the institutional challenges faced in implementing it. gender identity, class, or ethnicity. PRESENTER: Benny PRESENTER: Antonio Hopson, Lakeside School (WA) Vasquez, The Town School (NY) 2:45–3:15 PM C-8 Historical and Cultural Influences Coffee Break on Native American Education Ballroom 6 Foyer Room 16A The focus of this presentation will be on the legacy 3:15–4:45 PM of Native American history and governmental poli­ cies which influence the academic perception and Workshop Session D performance of reservation and urban Indian youth. Room 1A-1B Historical and current contexts will be compared to Featured Speaker Alma Martinez further understand how culture and place influence Introduced by Pati Ruiz, Pacific Ridge School (CA) formative education and higher education pursuit and retention among Native Americans. Issues that will be Building Inclusive Communities for discussed include the educational achievement level People of Color: Programs and Initiatives of this group and the cultural variation which influ­ to Strengthen People of Color in ences learning style and motivation, the perception of Independent Schools education as a form of assimilation into Western cul­ ture, as well as the importance of integration of Native D-2 Supporting the Academic Achievement American culture in the learning environment. Percep­ of African American Boys and Young Men tions of discrimination, prejudice, and factors which Room 5B place this population at risk will be highlighted as While some African American boys and young men well as theoretical models and strategies which have continue to face obstacles in their academic achieve­ proven effective with this group. PRESENTERs: Melanie ment efforts, compelling research over the past two Cain and Daniel Domaguin, San Diego American decades suggests specific strategies that can help this Indian Health Center (CA) population overcome obstacles and achieve success. In this workshop, the presenter will break down the research and provide specific examples of how these strategies can be effectively implemented in school settings. He will describe how he has incorporated many of these strategies in his work with independent schools and his ongoing work with the SEED School of Washington DC. Participants will learn how to

28 assess the needs of African American males in your D-6 Developing a Multicultural school, shape professional development and program­ Leadership Team and Building Capacity matic interventions to meet these needs, and assess in Independent Schools the outcomes of these efforts. PRESENTER: Keith Room 11B Hinderlie, Keith Hinderlie and Associates, LLC (MD) This workshop will share how one K-12 independent school has grown from being clumsy yet well-inten­ D-3 Overcoming Obstacles to tioned around diversity issues to establishing an active Recruiting & Retaining Faculty of Color Multicultural Leadership Team (MLT) that has played Room 8 a pivotal role in guiding the school toward an inclusive This workshop will explore the challenges, best practices multicultural community. Participants will review the and strategies associated with minority faculty and structure and development of Wildwood School’s MLT, staff recruitment. Using the results of a recent three and learn how the team functions, collaborates and year study, this workshop examines why some schools develops leadership. Participants will consider, refine, are successful at diversity recruitment and why others and generate strategies to create sustainable cultural are not. This workshop leverages over eighteen years and institutional change in their school. Participants of diversity recruitment experience and is designed to will also have the opportunity to apply strategies to empower individuals and institutions with information their own school setting, using critical analysis to cre­ and resources to maximize their recruitment efforts. ate a sample business case for a school-wide initiative. It promises that participants will leave with concrete, PRESENTER: Rasheda Carroll, Wildwood School (CA) tangible tips and strategies along with a comprehensive plan to address their individual obstacles and needs. D-8 Student Voices: Shining a Light on PRESENTER: Warren Reid, NEMNET (NJ) Race and Culture Room 14B D-4 Moving from Diversity to Community: What can independent schools do better to recruit, Listening to Parents of Color retain and support students of color? A panel of edu­ Room 7B cators including a director of admission, a dean of The presenter recently finished his doctoral dissertation students and diversity coordinators will explore obsta­ studying the experiences of parents of color at Calvert cles and best practices needed to create an inclusive School, a pre-K through 8th grade school in Baltimore. and diverse student body using survey data collected Through presentation and discussion, participants will from students around the country. PRESENTERS: Pascale delve into the intersection of race and class, explore Musto, Chase Collegiate School (CT); Kai Bynum, ways for independent schools to better support parents Belmont Hill School (MA); Heather Flewelling, Milton of color in the future, and discuss avenues for Academy (MA); Cathy Shelburne, Menlo School (CA); community building within a selective environment. Greg Ricks, Taft School (CT) PRESENTER: Andrew Martire, Calvert School (MD)

29 friday december 3

D-18 If Not Us, Then Who? Developing a D-12 Privilege: How to Engage in peer-mentoring program for boys of Real Talk about Class with Lower color at the Riverdale Country School School Students Room 10 Room 2 The Riverdale Country School has developed a peer- Independent schools often avoid discussions about mentoring program for 9th-12th grade boys of color class and economic privilege. To break the silence, entitled “WINGS” (Wisdom, Integrity, Nurture, Grati­ faculty and administrators need to identify ways in tude and Success). This program strives to cultivate which students can be invited into conversations a sense of community through fostering meaningful about access, privilege, and choice. This interactive relationships among boys of color as well as strengthen workshop will present curricular resources which their social, emotional, and intellectual competence. experienced teachers have gathered. PRESENTERs: The upperclassmen take on leadership roles as mentors Carol Montgomery, Carmalita Doss, Heather Smith and guide the freshmen and sophomores throughout and Brittany Bracy, The Hamlin School (CA) the school community using the wisdom gained through their success at Riverdale. Participants can D-13 Using the Buoys to Navigate expect to learn how to create similar programs on the Waves of the College Process their campuses and how to gain community support Room 16B for such an initiative. PRESENTERs: Dwight Vidale, Our goal is to provide participants with strategies and Riverdale Country School (NY); Joseph Nelson, helpful tools to assist students of color in the college University of Pennsylvania (PA) application process. This includes academic prepa­ ration, financial aid awareness, the college search, Expanding Our Tool Box: Curricular interviewing, and ultimately selecting an institution. and Professional Skills for Excellence All those who interact with students of color during this process are welcome. PRESENTERS: Tasha Toran, D-7 The Hidden Curriculum: Exploring Dwight-Englewood School (NJ); Rakin Hall, University the Roots of School Culture to of Southern California (CA); Christine Scott, The Allow the Tides Masters School (NY); Fumio Sugihara, University Room 14A of Puget Sound (WA) Educators who work hard at finding ways to support struggling students of color often overlook the role that D-14 Multicultural Bridges: Making the hidden curriculum plays. Those attitudes, values, Inter-disciplinary Connections to and beliefs that make up the school culture. Schools Deepen K-5 Curriculum tend to respond to struggling students using a variety Room 3 of approaches that include educational goal setting, Presenters will demonstrate how a theme of identity etc., but these students continue to feel alienated and was used to find multicultural interdisciplinary connec­ invisible. In this workshop participants will learn how tions and build lessons around them. Participants to be more aware of the messages given out to the will work interactively to examine potential connections school community implicitly through activities and across disciplines to deepen their own curriculum. traditions. Participants will leave the presentation Presenters will share units of study from interdiscipli­ with the tools necessary for evaluating their school’s nary collaborations that include visual arts, language “hidden curriculum” as well as a better understanding arts, and math. Samples of student work will of how to support struggling students in more effective demonstrate the range of collaborative possibilities that ways. PRESENTER: Barbara Sherman, The North Shore encourage students to examine social justice issues Country Day School (IL) in their daily lives. PRESENTER: Sandi Crozier, Wildwood School (CA)

30 D-15 African Diaspora Studies: D-9 Poetry of Witness: Using Creative Claude McKay’s Long Way Home Dialogue to Humanize Conflict Room 9 Room 15A Presenter will talk about the impact of the African The Research Journalism Initiative (RJI) crosses diaspora on literature by sharing a recreation of the boundaries of religion and politics, personalizing the journey between two worlds juxtaposed in Claude Israeli-Palestinian conflict with e-technologies like McKay’s poetry: “Jamaica and Harlem.” The majority live video conferences that bring the West Bank of the literature produced by McKay is focused on into American classrooms. RJI offers unique tools the geographical and physical disparity between rural for teaching politically charged topics, encouraging and urban, tropics and concrete, while exploring the compassionate questioning about human rights. difficult yet essential confluence between two worlds PRESENTERS: Jennifer Klein, St. Mary’s Academy (CO); which were focal points of the Black Renaissance Holly Arida, Cranbrook Schools (MI) movements. Participants will leave with the inspiration to follow their passion and to bring McKay, as a repre­ D-10 Teaching Islam and Arab Culture sentation of the African diaspora, into any humanities in a Post 9/11 World classroom. PRESENTER: Robin Stewart, La Jolla Country Room 15B Day School (CA) In this session, participants will be asked to identify stereotypes or biases colleagues, students and/or Exploring Racial/Ethnic Identities other members of the community believe and/or have for People of Color: Our Many Journeys expressed in regard to Islam and Arab culture. Partic­ and Stages ipants will explore the struggles that Arab Americans have faced following the events of 9/11. We will D-1 “20/20”: A Day In the Life explore how to teach students about this event in Room 5A an unbiased way and to help students understand “20-20” was a program designed to address the par­ the truth about Islam and Arab culture. PRESENTER: ticular needs of high school African American males Cherine Morsi, The Philidelphia School (PA) attending Campbell Hall and Westchester High School. Our goals were to connect young men with D-11 One Teacher, 4 Schools, 16 similar ethnicities and diverse socioeconomic back­ Years of Stories and How Social grounds, establish cultural connections that will Networking Saved Me enhance their academic and social experiences, and Room 16A to demystify stereotypes and misconceptions that are This presentation will discuss how a 16-year veteran the source of racial prejudice and discrimination. A teacher of color in independent schools created an short video documentary featuring reflections from online PLN-Personal Learning Network using social net­ the student participants will be shown. Attending this working tools. Attendees will learn how Twitter and blogs presentation, participants will learn the value of devel­ can support professional development and personal oping public-private partnerships, the importance of reflection for teachers of color via writing and sharing addressing the unique issues faced by African American of ideas that nurture you mentally and emotionally. males in independent and public school settings, PRESENTER: Marcy Webb, Watkinson School (CT) and the strategies necessary to develop a similar type of “20/20” program of their own at their respective institutions. PRESENTERS: David Watts, Darin Early, and Eileen Powers, Campbell Hall (CA)

31 friday december 3

Nurturing Our Souls: Self Care leadership shift for us? How does our work for equity and Strategies for Success and justice in independent schools differ? How does fundraising for our institutions take on new challenges? D-17 Diversity, Privilege and Leadership: Have we squandered our professional skills on schools Are We Making Any Progress? of privilege instead of plying them for the good of Room 4 children of color in public schools? What help and Community is essential to the work of social justice encouragement can be developed for those on the and, as such, it takes interacting with our commu­ road to headship? Has the institutional legacy of white nity to foster development of social justice leadership. privilege changed our public and/or private image of There will be large group conversation, small group self? How can NAIS better advocate and serve our reflection, and homework to continue contemplating professional needs? PRESENTERS: John West, Mirman these ideas. Participants will be able to define what (CA); Randall Dunn, Roeper School (MI) it means to be a conscious and socially just leader, name and describe six aspects of privilege/oppression, 5:00–6:00 PM and learn to utilize the LARA method in navigating PoCC Reception difficult conversations. PRESENTER: Eddie Moore, The West Terrace Bush School (WA) 6:15–7:15 PM People of Color in Leadership: GLBT Reception Pathways and Programs to Success Stop by the Information Booth in Ballroom 6 Foyer for Location D-19 Charting the Unknown Seas: The Challenges and Rewards of Heads of Color in Independent Schools Room 7A Here is an inaugural affinity workshop of safe harbor for and by the men and women of color who have earned the lead position in independent schools. It offers a unique opportunity for us to recount our professional journeys and identify the distinctive questions, challenges, and opportunities we have had to encounter as a consequence of our racial, cultural, or ethnic identifiers: How do the usual currents of

32 saturday december 4

7:00–11:00 AM 9:30–10:45 AM Conference Registration Student-Led Adult/Student Dialogues Ballroom 6 Foyer (by regions/states)

7:00 AM–1:00 PM hhColorado and ACIS Room 11B NAIS Bookstore hhConnecticut, CODIS, and SPHERE Room 14B Ballroom 6 Foyer hhFlorida and FCIS Room 16B hhMaryland (AIMS) Room 15A 7:30–11:00 AM hhMidwest and ISACS Room 3 NAIS Cyber Café hhNew England, and POCISNE Room 2 Ballroom 6 Foyer hhNew Jersey and NJAIS Room 8 hhNew York and POCIS–NY Rooms 1A-1B 7:00–8:00 AM hhNorth Carolina Room 16A PoCC Choir Rehearsal hhNorthern California and NORCAL POCIS Hall A Ballroom 6 hhPacific Northwest and PNAIS Room 7B hhPennsylvania and Delaware Valley Room 5B 8:00–9:15 AM hhPuerto Rico, Virgin Islands, Hawaii and International Room 15B Affinity Group Session III hhSouth and SAIS (AL, GA, KY, MS, SC, Central America, South America) Room 5A Anchoring Ourselves in the hhSouthern California and SOUCAL POCIS Room 4 Community Harbor hhSouthwest and ISAS Room 11A As we prepare to leave our newly created community hhTennessee and TAIS Room 14A and head back home, explore the important elements hhVirginia Room 9 of support that create your anchor in the harbor. hhWashington, D.C. and AISGW Room 10 hhAsian/Asian American Women Affinity GroupR oom 11A 11:00 AM–12:30 PM hhAsian/Asian American Men Affinity Group Room 11B Closing Ceremonies with hhBlack/African American Women Affinity Group Hall A Roberto Lovato hhBlack/African American Men Affinity Group Ballroom 6 Rooms 1A-1B hhFirst Nation/Native American Affinity Group (meeting together) Room 4 Sponsored, in part, by Cal/West Educators Placement hhInternational, Non U.S. Citizen Affinity Group (meeting together) Room 14B hhPoCC Choir hhLatina/Hispanic American Women Affinity GroupR oom 2 hhNusantara, directed by Christina Narendra hhLatino/Hispanic American Men Affinity Group Room 3 hhSDLC Report Out hhMiddle Eastern American Affinity Group (meeting hhIntroduction of Robert Lovato by Rod Jemison, together) Room 14A La Jolla Country Day School (CA) hhMultiracial American Women Affinity Group Room 7B hhRobert Lovato hhMultiracial American Men Affinity Group Room 8 hhOne Dream Choir featuring San Diego area Independent hhPacific Islander/Pacific Islander American Affinity Schools, directed by Darleen A. Herriman, Steven Group (meeting together) Room 11A Dziekonski, Wendy Clemente, Justine Curry, Philip hhTransracially/Transnationally Adopted Women Affinity Lean, Caleb Goh, Carrie Rose Group Room 9 hh2010 Co-Chair Recognition; 2011 Announcement; hhTransracially/Transnationally Adopted Men Affinity 2011 Co-Chair Welcome; Final Sending Forth Group Room 10 hhWhite/European American Women Affinity Group Room 5A 33 hhWhite/European American Men Affinity GroupR oom 5B sdlc

sdlc co-chair welcome

Seventeen years ago, NAIS made a commitment to nourish student lead­ ership in diversity. The result was the Student Diversity Leadership Conference (SDLC). We are honored to hold the 17th annual SDLC in San Diego! Building on our curricular foundation, we will explore issues of social justice, practice authentic expression, stretch our thinking on self and society, and prepare for effective advocacy in independent schools. We will gather inspiration from our esteemed keynote speaker, Mr. Ernest Green, a member of the Little Rock Nine who integrated Central High School after the 1954 Brown v. Board of Education decision.

Participants will be guided by a talented team of independent school educators, college students who are SDLC alums, and educational con­ sultants. Students will deepen their “I” perspective by engaging in a curriculum centered on cultural identifiers, working in affinity groups, and connecting with participants from their region to create a strong network for their continued leadership at their schools. Our returning participants have the opportunity to serve as peer facilitators, taking a critical role in moving and shaping the dialogue that happens on-site or engage in an advanced group called Diversity 201. In joining us, you will find yourself in a network of some of the most committed student leaders in the coun­ try. Our past participants have taken the learning back to their schools to open conversation, jumpstart regional efforts, and educate their peers.

In the fast-paced world of the Millennials, this is an opportunity to reflect and nurture our individual and collective potential to positively affect our widening spheres of influence. In a time ripe with dilemmas of equity and justice, the voice of youth is a powerful and important tool of civic engagement. Coast 2 Coast, Seek to See: Anchoring Ourselves in the Community Harbor, SDLC 2010 will be a time to put our minds and hearts together for growth and change.

Liz Fernández Rodney Glasgow Dean, Form IV & Ethics Director of Diversity & Teacher, Ethical Culture Dean of Students, Worcester Fieldston School (NY) Academy (MA)

34 Student Diversity Leadership Conference coast 2 coast, seek to see anchoring ourselves in the community harbor seventeen years of diversity and advocacy training for independent school students San Diego, California

The Student Diversity Leadership Conference (SDLC) DIVERSITY 201 is a multiracial, multicultural gathering of upper school Returning students not serving as peer facilitators student leaders (grades 9-12) from around the country will join an advanced family group called Diversity that focuses on self-reflecting, forming allies, and 201. There they will explore key concepts in diversity building community. Led by a diverse team of trained leadership through an enhanced curriculum. adult and peer facilitators, participants will develop effective cross-cultural communication skills, better All SDLC participants, whether local or traveling, understand the nature and development of effective must abide by the same rules and expectations. SDLC strategies for social justice, practice expression participants are expected to: through multiple modalities, and learn networking principles and strategies. hhAttend all conference sessions, activities, and meals. hhSign and abide by the Student Conduct Agreement In addition to large group sessions, SDLC further governing behavior throughout the conference. creates a safe, supportive environment by organizing hhCooperate with adult chaperones and with conference participants into cross-sectional teams of sixty known staff. as “family groups,” each of which is led by two adult facilitators. Each family group is further divided into SDLC CHAPERONES small “home groups,” where intense dialogue and Schools are required to send a chaperone(s) with their sharing takes place, guided by trained peer facilita­ student delegation. Chaperones are expected to: tors, who take on a critical role in moving and shaping the experience of all students. hhAttend one of the chaperone orientation sessions on Wednesday, December 1, 9:15-10:00 PM or SDLC participants will join PoCC participants at the Thursday, December 2, 7:00–7:45 AM Thursday opening ceremonies and Saturday closing hhEnsure students attend all SDLC activities. ceremonies. Culminating experiences will include hhBe responsible for their students during conference joining together with PoCC attendees in student- designated free times. facilitated dialogue sessions designed to explore hhBe on call at all times during the conference. concepts and themes of equity and justice in our hhMeet students at designated points and times. schools. Highly rated in conference evaluations, hhSupport and enforce the Student Conduct Agreement, everyone is encouraged to attend and support these including participation requirements and adherence opportunities for cross-generational work. to curfew. hhArrange for students’ meals not included in the PEER FACILITATORS dinner included SDLC registration. San Diego Marriott and Marina, Salon D Students who would like to serve in this key role are SDLC MEALS eligible to take on a leadership role by serving as peer Student delegates will receive lunch and dinner on facilitators. Peer facilitators are typically returning Thursday, December 2, and lunch and dinner on students to SDLC. Peer facilitators will be trained Friday, December 3. Thursday through Saturday on-site on Wednesday, December 1, 6:00-10:00 PM. breakfasts are not included with student registration. Chaperones are strongly encouraged to have breakfast Late arrival peer facilitator training on Thursday, with SDLC delegates. December 2, 7:00-7:45 AM (breakfast provided).

35 thank you!

PoCC 2010 Co-Chairs SDLC Co-Chairs and Local Committee and Faculty The success of this year’s PoCC and SDLC NAIS and participating schools Cameron Johnson, National Association is due, in large part, to the countless hours gratefully acknowledge the 2010 of Independent Schools (Maryland) of assistance given by the San Diego area SDLC co-chairs and faculty for their Davy Knittle, Wesleyan University independent schools that hosted local commitment and creativity in nur­ (Pennsylvania) committee meetings with meals and refresh­ turing independent school student ments, the local committee, and most diversity leaders and advocates. Nihad Mansour, University of North Carolina-Chapel Hill (North Carolina) especially to the local committee co-chairs. Liz Fernández, SDLC Co-Chair, Ethical They helped promote the conference, garner Culture Fieldston School (New York) Lorraine Martinez Hanley, Indian corporate sponsorships, develop the program, Creek School (Maryland) approve conference workshops, and support Rodney Glasgow, SDLC Co-Chair, Ace Miller, Simmons College the conference logistics. Meeting regularly Worcester Academy (Massachusetts) (Massachusetts) since February 2010, these individuals, Korde Arrington Tuttle, Clemson their heads of school, and their school University (South Carolina) Diane Nichols, Hathaway Brown School communities deserve our deepest gratitude. (Ohio) Hamilton Boggs, Branson School Rod Jemison, co-chair, La Jolla Country Day (California) Winston Nguyen, Columbia University School (California) (New York) Gary Briggs, Texas Christian University Janice Murabayashi, co-chair, La Jolla Country (Texas) Josie Paolello, Moorestown Friends Day School (California) School (New Jersey) Cecilia Coats, Teller Elementary Christen Tedrow-Harrison, co-chair, (Colorado) Sakina Pasha, Barnard College (Arizona) The Bishop’s School (California) Lisa Doi, University of Pennsylvania Christopher Persley, Village Debbi Butler, Francis Parker School (California) (Pennsylvania) Community School (New York) Maria Curtis, La Jolla Country Day School, Vivian English, Queen Anne School Antoinette Quarshie, Riverdale (California) (Maryland) Country School (New York) Jasmin Escobar, The Bishop’s School (California) Jose Filpo, Educational Consultant Michelle Rivera, San Jose State University (California) Caleb Goh, La Jolla Country Day School (California) (Florida) Camar Robinson, Ethical Culture Gary Hendrickson, The Bishop’s School (California) Jamor Gaffney, University of Maryland (Maryland) Fieldston School (New York) Jessica Lemoine, Francis Parker School (California) John Gentile, Eugene Lang College Priyanka Rupani, Mastery Charter Barbara Ostos, Francis Parker School (California) at the New School (New York) Schools-Thomas Campus (Illinois) Michael Pina, The Bishop’s School (California) Oscar Gonzalez, Kent Denver School Cynthia Sorto, University of Texas Pati Ruiz, Pacific Ridge School (California) (Colorado) at Austin (Texas) Dima Saab, La Jolla Country Day School (California) Maya Gunesaharan, Cornell University Lauren Stewart, University of Illinois (Illinois) Inez Thomas, Francis Parker School (California) (New York) Nnaemeka Ekwelum, Columbia Terrell Winder, Columbia University University (New York) (New York) Tanynya Hekymara, Independent Linda Woolley, Greenhill School (Texas) School Alliance for Minority Affairs Maureen Yusuf-Morales, (California) Breakthrough New York at the Town School Jasmine Jennings, Northwestern (New York) University (Maryland)

36 Call-to-Action The mission of the Call-to-Action Sandra (Chap) Chapman, LREI Shani Moore, Cary Academy (CTA), NAIS’s national think tank (New York) (North Carolina) and advisory counsel on diversity, is: Sherry Coleman, The Independent Janice Murabayashi, La Jolla Country School Consortium (Pennsylvania) Day School (California) hhto address current and emerging issues of equity and justice in Quanti Davis, Norwood School (Maryland) Eric Osorio, Packer Collegiate Institute independent schools; Randall Dunn, The Roeper School (New York) hhto support the creation of healthy (Michigan) Jacqui Pelzer, Early Steps Incorporated inclusive and equitable educational Christina Fakharzadeh, Kent Denver (New York) communities; School (Colorado) Patricia Reynolds, St. John’s School hhto identify best practices and assist (Texas) in the development of sustainable Liz Fernandez, Ethical Culture Fieldston initiatives and action steps for School (New York) Matthew Suzuki, Rye Country Day NAIS and its member schools; and Gloria Fernandez-Tearte, Greenwich School (New York) hhto provide opportunities for mutual Academy (Connecticut) Carol Swainson, Head-Royce School support and professional develop­ (California) ment for its membership. Heather Flewelling, Milton Academy (Massachusetts) Manasa Tangalin, Independent School A substantial portion of the work Johnnie Foreman, Gilman School Alliance for Minority Affairs (California) of CTA is to work with the PoCC (Maryland) Christen Tedrow-Harrison, local committee co-chairs and NAIS Rodney Glasgow, Worcester Academy The Bishop’s School (California) staff in developing PoCC and SDLC. (Massachusetts) Steven Tejada, Noble and Greenough NAIS extends its highest admiration School (Massachusetts) for the efforts and to the members Scott Griggs, Greenhill School (Texas) of the 2010-2011 CTA who worked Martha Haakmat, Brooklyn Friends Kisha Watts, The Taft School on this year’s conferences during School (New York) (Connecticut) its summer meeting. Jacquelyn Hamilton, Tower Hill School John West, The Mirman School Stephanie Booker, Chestnut Hill (Delaware) (California) Academy, (Pennsylvania) Laura Jagles, Santa Fe Preparatory Michael Wood, Trinity Episcopal School Karen Bradberry, Bickel & Brewer School (New Mexico) (Louisiana) Foundation (Texas) Rod Jemison, La Jolla Country Day Nikki Wood, The Minquon School Julian Braxton, The Winsor School School (California) (Pennsylvania) (Massachusetts) Paul Kim, Colorado Academy (Colorado) Olivia Brown, Independent School Rosetta Lee, Seattle Girls’ School Alliance for Minorty Affairs (California) (Washington) Pamela Buchanan Miller, The Latin Donna Lindner, The Agnes Irwin School School of Chicago (Illinois) (Pennsylvania) Crissy Caceres, Abington Friends Patricia Matos, Greenwich Country School (Pennsylvania) Day School (Connecticut) Clinton Carbon, Dwight-Englewood Christel McGuigan, Greenhill School School (New Jersey) (Texas) Holly Carter, The Caedmon School (New York) 37 floor plans

San Diego Convention Center

upper level

Mezzanine level

Ground level

38 floor plans

Marriott San Diego Hotel and Marina lobby level

thank you! NAIS Onsite Staff Duawwonna Bell, human resources manager Janyce Bryant, director of administration and facilities level 1 Vivian Dandridge-Charles, managing director of member services Cameron Johnson, web director John Rodrigues, vice president, information technology and online services Floyd Smith, member services associate Amada Torres, director of academic research

NAIS LEADERSHIP EDUCATION AND DIVERSITY (LEAD) TEAM Gene Batiste, vice president, leadership education and diversity Jay Rapp, director of programs Tina Wood, director of team administration and logistics level 3 EXPERIENT Joy Womack, Meeting and Event Manager

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PoCC/SDLC Transportation Sponsors NAIS would like to thank the following for providing transportation this year. Thank you for helping to make this conference possible! The Bishops School La Jolla Country Day School Francis Parker School Pacific Ridge School Advertisements save the date! PoCC/SDLC 2011 in Philadelphia, Pennsylvania 1620 L Street NW december 1-3, 2011 Suite 1100 Washington, DC 20036-5695 2011 PoCC Theme We the People: Painting Our New Mural of Community– The 24th People of Color Conference in Philadelphia 2011 SDLC Theme Updating Our Status: A Declaration of Interdependence

Corporate Sponsors NAIS a PoCC/SDLC extend gratitude and appreciation to the following generous conference sponsors: Platinum Sponsor Silver Sponsor In-kind Sponsors StratégeniuS Interlochen Center Transportation [email protected] for the Arts www.interlochen.org www.strategenius.org (510) 685-0861 (800) 681-5912 Interlochen Center for the Arts engages and inspires people Sponsor of Sarah Culberson presentation The Bishops School StratéGenius places exceptional teachers and admin- worldwide through excellence in educational, artistic and istrators of all backgrounds nationally, specializing in cultural programs, enhancing the quality of life through underrepresented educators: men in elementary, women the universal language of the arts. Offering programs and opportunities for children and adults, Interlochen is in math, science, and technology, and people of color in La Jolla Country all areas. We work with supportive schools that are serious committed to fostering a community that is diverse and Day School about equity and justice. Our organization has 20 years of inclusive — where individual differences inspire creativity experience in search and placement, as well as in negoti- and understanding. For more than eight decades, Interlochen ating contracts and providing networking opportunities students have seen beyond and celebrated their differences for candidates, faculty, administrators and trustees. through art. Students come from ore than 40 countries and The difference is in the service — with our national reach, every walk of life. They bring varied beliefs and backgrounds– Francis Parker you have access to wider, hand-picked pool of opportu- all are welcome, because diversity fuels the creative energy School nities than a regional firm can offer, and personalized at the heart of Interlochen. service you cannot receive from a massive, traditional firm. Our candidates benefit from personalized services Latino Student Fund and from StratéGenius’ name recognition, strong www.latinostudentfund.org Pacific Ridge relationships, and a solid reputation for results built (202) 244-3438 School by the founder and president Orpheus Crutchfield. The mission of the Latino Student Fund (LSF) is to provide opportunities for a strong academic foundation Reception Gold Sponsor for PreK-12 Hispanic students to promote higher education Cal/West Educators and professional leadership. Placement www.CalWestEducators.com At the Table with BASIC Restaurant (818) 906-2972 office Dr. King 410 Tenth Avenue (818) 399-5129 Lee Miller cell Sponsor in part of Ernest Green presentation San Diego, CA (619) 531-8869 Sponsor in part of Roberto Lovato presentation “…the finest assembly I’ve ever witnessed…perhaps Cal/West is an experienced firm specializing in the place- anywhere. This was a turning point!” John Threlkeld, ment of highly qualified K-12 Teachers, Administrators, Dean of Students, Graland Country Day School and Senior Leaders in independent schools throughout Booking now for Spring 2011 — hurry before all California and the West. Cal/West is committed to performance dates are filled. expanding diversity and helping schools and educators find “The Perfect Match!” In both educator placement Be sure to watch our video during the Friday morning session as well as in senior level leadership searches, our or search “At the Table with Dr. King” at YouTube.com. approach emphasizes personalized, professional atten- Booking Agent: Dave LeMieux, [email protected], tion, and we are accountable to our candidates and (303) 434-5515 schools until each position has been filled successfully.