THE wePEOPLE Painting our new mural of community updating our status A Declaration of interdependence conference program 24th NAIS People of Color Conference® Pennsylvania Convention Center 18th NAIS Student Diversity Leadership Conference Philadelphia Marriott Downtown Conference history with themes

1986 reston, VA The First National Conference for Teachers and Administrators of Color in Independent Schools 2002 chicago 1989 philadelphia Bridging Cultures, Sharing Stories Common Ground 2003 honolulu 1990 los angeles E Huaka’i P¯u K¯akou (Let’s Voyage Together), Exploring Unity in the Midst of Diversity a Majority of Minorities (PoCC); X Marks the Spot: Journey to a New Revolution (SDLC) 1991 new york city From Thought to Action 2004 miami Miami: Gateway to Multiculturalism (PoCC); Connecting to 1992 atlanta Self, Connecting to Others: Eleven Years of Diversity and Vision 2020 Advocacy Training for Independent School Students (SDLC) 1993 st. paul, MN 2005 dallas/fort worth Seeing Beyond — Becoming Advocates for Creating At the Crossroads: Deepening Perspectives the Cultural Multicultural Educational Institutions Kaleidoscope (PoCC); Collide-o-scope: Twisting Lenses, 1994 albuquerque, NM Seeing Change (SDLC) Los Colores de la Educación — Continuing to Build 2006 seattle Environments in Independent Schools that Address Nourishing Ourselves for the Swim Upstream, The Emerald the Needs and Issues of Children and Adults of Color City: Seattle, Washington (PoCC); Upstream, Uphill, Up to 1995 philadelphia Us: Preparing Ourselves for the Challenges Ahead (SDLC) Lighting the Way to the Millennium: Our Selves, 2007 boston Our Children, Our Schools Learning from the Past, Leading for the Future: Reshaping 1996 baltimore Traditions (PoCC); The Time is Now: Emerging from Our A Vision for Building New Alliances Past as We Shape Our Future (SDLC) 1997 st. louis 2008 new orleans Journey to Spirit: Solidarity and Voice through Dialogue Music for Life. Food for Thought. Friendships That Sustain. Rebuilding and Preserving the Essence of People of 1998 san juan, PR Color in Independent Schools (PoCC); Preserving Self, Puerto Rico — The Caribbean: Encounter History, Building Community, and Sustaining Change: The Essence Culture and Self of Student Leadership (SDLC) 1999 san francisco 2009 denver Mosaic: Connecting Communities for Action Moving Mountains: Mining Within (PoCC); Mine, Yours & Ours: The Responsibility to Navigate the Rapids 2000 nashville, TN of Change (SDLC) The Children are Our Business 2010 san diego 2001 providence, RI Catching the Tides of Change, Riding the Waves of Connecting Cultures, Connecting Worlds Opportunity: Twenty-Three Year of Empowering People of Color in Independent Schools (PoCC); Coast 2 Coast, Seek to See: Anchoring Ourselves in the Community Harbor (SDLC) Welcome 2 Program at a Glance 4 Overview 6 Speakers 8 Highlights 11 Pre-Conference Program 13 Thursday 15 Friday 25 Saturday 35 SDLC 37 Thank You 39 Floor Plans 41 Advertisements 43

Follow the 2011 PoCC Bloggers as they experience this year’s conference at www.nais.org/go/pocc. This year’s bloggers are:

John P. Hoye The Awty International School (Texas)

Dirk Parker Chestnut Hill Academy (Pennsylvania)

Nakeiha Primus Haverford School (Pennsylvania)

Christen Tedrow-Harrison The Bishop’s School (California) NAIS welcome

To our Friends and Allies in Independent Schools: Greetings and welcome to the 2011 People of Color Conference (PoCC) and Student Diversity Leadership Conference (SDLC) in Philadelphia, the fifth most populous city in the United States. No other city the challenges and rewards central to their experi- has served as host to PoCC/SDLC three times! ences in independent schools. In November 2006, With well over half of Philadelphians identifying as the NAIS board reaffirmed the mission and purpose people of color; with countless numbers of notable of PoCC by stating: “PoCC should be designed people of color in the arts, academia, business and for people of color as it relates to their roles in commerce, religion, social justice, and athletics independent schools. Its programming should calling Philadelphia home, both historically and include offerings that support people of color as in the present day; and with some 65 independent they pursue strategies for success and leadership. schools being located in Philadelphia and the Its focus should be on providing a sanctuary Delaware Valley region, hosting the conferences and networking opportunity for people of color in the “City of Brotherly Love and Sisterly Affection” and allies in independent schools as we build and is an ideal match for NAIS’s PoCC/SDLC. sustain inclusive school communities.”

NAIS hosts the annual PoCC and SDLC as the We offer a special thank you to the four Philadelphia flagship of our equity and justice initiatives. NAIS co-chairs, the local committee, and their heads of addresses two important needs at PoCC and SDLC: school for providing wise counsel, resources, and the need for people of color in independent schools recommendations in planning this year’s PoCC. to come together for networking and support We also salute the outstanding work of the SDLC and the need for schools to find ways to build and co-chairs and faculty, the members of the 2011 NAIS sustain inclusive independent school communities. Call to Action (CTA), Anita Sanchez and the PoCC Teachers, students, and administrators of color external and internal facilitators, and the ongoing and diversity professionals of all backgrounds from support of the NAIS board of trustees and its across the nation and from several foreign countries Equity and Justice Committee. will gather to celebrate and nurture equity and justice within independent schools. PoCC and SDLC We are pleased to be with you to celebrate unite a diverse group of people who together share and engage in important generative work on behalf of people of color and student leaders in independent schools!

Patrick F. Bassett Harold Eugene NAIS president Batiste III NAIS vice president, School Consultancy Services and Equity and Justice Initiatives

NAIS wishes to thank the City of Philadelphia Mural Arts Program for granting permission to use portions of Philadelphia murals in the conference materials. 2 PoCC co-chair welcome

On behalf of the Philadelphia independent school community, we are excited and honored to welcome you! Join us to experience big city life with unique neighborhoods, a diverse population, and educa- tional institutions that have distinctive identities. This year marks the third time that Philadelphia Philadelphia is a city anchored in its past — a past has been the host city. Recently, because of our rich that has challenged people to confront racism, cultural heritage and innovative arts programming inequality, and injustice since our country’s incep- — which resulted in the creation of more than tion. Philadelphia is also a dynamic city that looks 3,000 murals throughout the city — Philadelphia to the future. As Philadelphia grows, we develop has come to be known as “A City of Murals: A as a community painted in vibrant, varied, and Mosaic of Cultures.” The largest mural painted in magnificent colors. Our walls are claimed as Philadelphia, the “History of Immigration,” displays canvases depicting the gifts that difference offers. people of different races who have settled in Our spirits are imprinted with images that evoke Philadelphia over time. emotions, depict challenges, and offer hope. During the 24th PoCC, it is our aim to continue the painting Our conference theme, “We the People: Painting of our mural, which began 408 years ago at the Our New Mural of Community” is a testament to the founding of this great city. The mural is a combined rich history particular to this city of firsts, the city effort with all of our hands painting each stroke of beginnings. Our rich heritage includes having the to create images that reveal our inextricably linked first independent school in the country, the largest worlds. PoCC will allow us many opportunities to concentration of Quaker schools in the world, and share our stories and learn from each other. Our the first university in the country. Philadelphia strokes will collectively portray a vision of a commu- has an abundant history related to the 900,000 nity that PoCC fosters and nurtures — a community people of color who live within the city limits. Our that strives for inclusion, justice, and acceptance. Native American heritage is reflected in the names of our schools, streets, and neighborhoods. The Together we will explore the dynamic and diverse oldest piece of land continuously owned by African neighborhoods, the engaging cultural and historic Americans in the country is located in Philadelphia, landmarks, and the delicious foods and magnetic as is the first authentic Chinese gate built in sounds that our great city has to offer! Bring your America by artisans from China. warm jackets and your artistic flair. We are excited to continue this journey with you in Philadelphia!

Crissy Caceres Henry Fairfax Rafhia Foster Mindy Hong Head of Lower Director of Associate Director Interim Assistant School, Abington Admissions, The of Admissions, The Head of School, Friends School Haverford School Haverford School The Baldwin School (PENNSYLVANIA) (PENNSYLVANIA) (PENNSYLVANIA) (PENNSYLVANIA)

3 PoCC Pennsylvania wednesday thursday friday saturday Convention Center November 30 December 1 December 2 December 3

PoCC/SDLC Registration PoCC/SDLC Registration PoCC/SDLC Registration PoCC/SDLC Registration 7:00 AM–8:00 PM, Broad Street Lobby 7:00 AM–6:00 PM, Broad Street Lobby 7:00 AM–6:00 PM, Broad Street Lobby 7:00–11:00 AM, Broad Street Lobby NAIS Bookstore and Cyber Café NAIS Bookstore and Cyber Café NAIS Bookstore and Cyber Café 7:00 AM–7:30 PM, Broad Street Lobby 7:00 AM–6:45 PM, Broad Street Lobby 7:00 AM–1:00 PM, Broad Street Lobby 8:00 am School Visits 8:00 AM–12:00 SDLC Chaperone Orientation (choose General Session with Lorene Cary PoCC Choir Rehearsal 7:00–8:00 AM, NOON** one) 7:00–7:45 AM, Room 120B 8:00–9:00 AM, Terrace Ballroom Terrace Ballroom Community Service: Philabundance PoCC/SDLC Opening Ceremonies PoCC/SDLC Affinity Group Session III Hunger Relief Center in South Philly with Wes Moore 8:00–9:15 AM, 8:00–9:15 AM, See page 35 for affinity 9:00 am 8:30 AM–12:00 NOON** Terrace Ballroom Book Signing and Networking Coffee group locations. Community Service: SHARE Food Break 9:00–9:20 AM, Terrace Ballroom Foyer Program 9:00 AM–3:00 PM** Book Signing and Networking Coffee Affinity Group Session II Student-Led Adult/Student Dialogues Break 9:15–9:45 AM, Terrace Ballroom Foyer 9:30–11:30 AM, See page 25 9:30 AM–10:45 AM, See page 36 for 10:00 am Adult Leadership Seminar 9:00 AM–5:00 PM, Room 120A Workshop Session A and for affinity group locations. dialogue locations. Community Service: Cradles Featured Speaker Charles Blockson to Crayons 9:30 AM–3:30 PM** 10:00–11:30 AM, See page 15 for workshop locations. 11:00 am PoCC/SDLC Closing Ceremonies with Martin Nesbitt 11:00 AM–12:30 PM, Lunch 11:30 AM–1:00 PM* Lunch 11:30 AM–1:00 PM* Terrace Ballroom 12:00 PM Film Screening: Why US? Left Film Screening: Brother Outsider: Behind and Dying 11:50 AM–1:00 PM, The Life of Bayard Rustin Rooms 108 A-B 11:50 AM–1:00 PM, Rooms 108 A-B PoCC Choir Rehearsal 12:00–1:00 PM, PoCC Choir Rehearsal 12:00–1:00 PM, 1:00 PM Terrace Ballroom Terrace Ballroom PoCC Affinity Group Training 1:00–5:00 PM, Room 125 Affinity Group Session I 1:15–3:00 PM, Workshop Session C and NAIS Bookstore and See page 20 for affinity group locations. Featured Speaker Suzan Shown Harjo SDLC College Fair at Friends Select Cyber Café 1:00–6:00 PM, 1:15–2:45 PM, See page 26 School (Pennsylvania) 1:30–4:30 PM 2:00 PM Broad Street Lobby for workshop locations. Students must be accompanied by chaperones. Mural Arts African American Iconic Images Tour 2:00–4:00 PM** 3:00 PM State/Regional Meetings 3:00–4:00 PM, Workshop Session B and Featured See page 30 for locations. Speaker Zohra Sarwari with book signing 3:15–4:45 PM, See page 20 4:00 PM for workshop locations. Workshop Session D 4:15–5:45 PM, See page 30 for workshop locations. 5:00 PM General Session with Patti Solis Doyle 5:15–6:15 PM, Terrace Ballroom 6:00 PM General Session Performance with Yellow Rage 6:00–7:00 PM, Terrace Ballroom 7:00 PM PoCC Newcomer Orientation PoCC Reception 7:00–8:00 PM, 7:00–8:00 PM, Room 124 Terrace Ballroom Foyer

8:00 PM GLBT Reception 8:15–9:15 PM, Philadelphia Marriott Downtown, Lobby Level, JW’s 9:00 PM SDLC Chaperone Orientation (choose *Save time at lunch, please one) 9:15–10:00 PM, Philadelphia Marriott take advantage of food kiosks at the Pennsylvania Downtown, Grand Ballroom, Salon D : Convention Center. This will 10 00 PM give you time to attend the SDLC Students Dismissed free film screenings. to Chaperones 10:15 PM **Departure for School Visits, Community Service Projects, 11:00 PM and Mural Arts Tour is from the 12th and Arch streets entrance of the Pennsylvania SDLC Students Dismissed Convention Center. Purchased Ticket Required to Chaperones 11:30 PM Program subject to change. SDLC Philadelphia wednesday thursday friday saturday Marriott Downtown November 30 December 1 December 2 December 3

PoCC/SDLC Registration PoCC/SDLC Registration PoCC/SDLC Registration PoCC/SDLC Registration 7:00 AM–8:00 PM, PCC, Broad Street Lobby 7:00 AM–6:00 PM, PCC, Broad Street Lobby 7:00 AM–6:00 PM, PCC, Broad Street Lobby 7:00–11:00 AM, PCC, Broad Street Lobby SDLC Chaperone Orientation (choose Breakfast with Chaperones 7:00–7:45 AM Breakfast with Chaperones 7:00–7:45 AM one) 7:00–7:45 AM, Room 120B; SDLC 8:00 am School Visits 8:00 AM–12:00 Peer Facilitator Training for Wed. Night Family/Affinity Groups 8:00–11:45 PoCC/SDLC Affinity Group Session III NOON** Late Arrivals 7:00-7:45 AM, Room 120A AM, Rooms 401–415, Franklin Hall 1-13 8:00–9:15 AM, See page 35 for affinity Community Service: Philabundance PoCC/SDLC Opening Ceremonies group locations. : Hunger Relief Center in South Philly with Wes Moore 8:00–9:15 AM, 9 00 am 8:30 AM–12:00 NOON** Terrace Ballroom Community Service: SHARE Food Program 9:00 AM–3:00 PM** SDLC Opening Ceremonies and Student-Led Adult/Student Dialogues Family Groups 9:30 AM–12:00 NOON, 9:30 AM–10:45 AM, See page 36 for 10:00 am Community Service: Cradles to Crayons 9:30 AM–3:30 PM** Grand Ballroom, Salons G-L dialogue locations.

11:00 am PoCC/SDLC Closing Ceremonies with Martin Nesbitt 11:00 AM–12:30 PM, PCC, Terrace Ballroom 12:00 PM Student Luncheon and Talent Show Student Luncheon 12:15–1:15 PM, 12:00–1:45 PM, Grand Ballroom, Grand Ballroom, Salons A-F Salons A-F 1:00 PM

Family/Home Groups 1:30–3:45 PM, SDLC College Fair at Friends Rooms 401–415, Franklin Hall 1-13 Select School (Pennsylvania) 2:00 PM Family/Home Groups 2:00–3: 45 PM, with chaperone 1:30–4:30 PM Rooms 401–415, Franklin Hall 1-13 Mural Arts African American Iconic Images Tour 2:00–4:00 PM** 3:00 PM

4:00 PM Snack Break 3:45–4:00 PM Snack Break 3:45–4:00 PM Family/Home Groups 4:00–5:45 PM, Family/Home Groups 4:00–6:00 PM, Rooms 401–415, Franklin Hall 1-13 Rooms 401–415, Franklin Hall 1-13

5:00 PM

6:00 PM SDLC Peer Facilitator Training Student Dinner 6:00–7:00 PM, Dinner and SDLC Closing Ceremonies 6:00–10:00 PM, Grand Ballroom, Grand Ballroom, Salons A-F 6:00–9:30 PM, Grand Ballroom, Salon E Salons A-F 7:00 PM SDLC Keynote with Zohra Sarwari 7:00–8:00 PM, Grand Ballroom, Salons G–L 8:00 PM Family/Affinity Groups 8:15–10:15 PM, Rooms 401–415, Franklin Hall 1-13 9:00 PM SDLC Chaperone Orientation (choose one) 9:15–10:00 PM, Student Dance (Movie option Grand Ballroom, Salon D provided.)9:30–11:30 PM, 10:00 PM Grand Ballroom, Salons G-L SDLC Students Dismissed to **Departure for School Visits, Chaperones 10:15 PM Community Service Projects, and Mural Arts Tour is from 11:00 PM the 12th and Arch streets Curfew 11:00 PM entrance of the Pennsylvania SDLC Students Dismissed Convention Center. to Chaperones 11:30 PM Purchased Ticket Required Curfew 12:00 Midnight Program subject to change. overview How to Get the Most out of PoCC

The Destination For 24 years, PoCC has nurtured and sustained people of color in independent schools. The creation A Welcome from the Pennsylvania of this sanctuary is possible because of the partici- Convention Center pants’ accept­ance of cherished community norms. From hosting internationally-attended events, Speakers, affinity group work, and workshop like the Philadelphia Flower Show, to the “only-in- presenters will not only inform participants but also Philadelphia” Mummers Parade finale on New challenge them to think in different and new ways. Year’s Day, the Pennsylvania Convention Center Conference attendees will have the opportunity to is a crucial part of the city’s fabric. It is at the heart network and build connections with others who are of the city, both geographically and culturally. It is committed to building and sustaining independent also an economic powerhouse. From its opening school communities for people of color. in 1993, the Pennsylvania Convention Center has reinvigorated the surrounding district and the city In order to maximize the conference experience, itself by providing tens of thousands of jobs and participants are expected to lean into discomfort bringing countless visitors to the city. and accept conflict as a catalyst for change. When this is done effectively, participants are fully present, they suspend judgment of themselves and others, and they listen and think before speaking from their perspectives. Participants’ commitment to honor confidentiality fosters this respectful community. Attendees of PoCC will leave energized A Welcome from the Philadelphia and recommitted. Multicultural Affairs Congress Rich in multicultural history with a variety of activities Revised by members of NAIS’s Call to Action, July 2008 for everyone, Philadelphia is one of the world’s most dynamic destinations made up of wonderfully diverse neighborhoods all serving as the “square What’s New! quilts” that weave our beautiful city together. Here you’ll find an unlimited selection of multicul- ■■ QR Codes: This year at PoCC/SDLC, you will tural attractions, exhibits, museums, restaurants, see QR codes used in a variety of ways. Just hold and tax-free shopping on clothing and shoes. up your webcam or mobile phone cameras to a The board and staff of the Multicultural Affairs QR code, and you’ll be linked to a website and other Congress (MAC) and the Philadelphia Convention useful information about a variety of multicultural & Visitors Bureau (PCVB) are delighted that museums, restaurants, and attractions you are here. Share our heritage — Share your in the Philadelphia area! heritage… Enjoy Philadelphia! ■■ An updated pre-conference Leadership Seminar led by Steven Jones, a national expert William L. Wilson Tanya E. Hall on diversity, inclusion, and leadership development. Chairman of the Executive Director ■■ A Friday afternoon general session is MAC Board scheduled for PoCC prior to the reception. ■■ A post-conference College Fair for SDLC 6 students. Read more on page 36. PoCC/SDLC Registration Broad Street Lobby

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

PoCC 2011 attendees can choose from 76 workshops that are 90 minutes in length and offered in four blocks during the conference. Practi­tioners and experts will present workshops in the areas of: Affinity Group Work at PoCC

■■ People of Color in Leadership: Pathways See locations of the three affinity group sessions (on and Programs to Success; Thursday, Friday, and Saturday) throughout the program. ■■ Nurturing Our Soul: Self-Care Strategies for Success; Affinity group sessions are uniquely designed to ■■ Expanding Our Tool Box: Curricular and help conference participants develop their own Professional Skills for Excellence; racial/ethnic identity based on the PoCC conference ■■ Building Inclusive Communities for People of Color: theme. The qualitative difference between PoCC Programs and Initiatives to Strengthen People of affinity group work and other aspects of the confer- Color in Independent Schools; and ence in which all conference participants experience ■■ Exploring Racial/Ethnic Identities for People the conference as a whole group is that the three of Color: Our Many Journeys and Stages. affinity group sessions provide an opportunity for each participant to explore her or his own specific racial or ethnic identity development in a safe Featured Speakers and trusted environment. Led by a team of trained facilitators, the curriculum for this year’s affinity One featured speaker will present during each of group work includes three sessions with opportu- the first three workshop blocks, giving conference nities to celebrate, share successes and challenges, attendees expanded choices in professional devel- and engage in adult/student discussions based on opment and an opportunity to hear from noted racial/ethnic and gender identity. The overarching people of color from diverse fields and backgrounds. vision for PoCC affinity group work includes:

■■ Facilitating opportunities for affirming, nurturing, Dialogue Sessions and celebrating; and ■■ Discussing issues related to racial/ethnic identity In addition to the third affinity group session for development in a safe environment where adults from PoCC and students from SDLC, the people who share a racial/ethnic identity can Saturday Adult/Student Dialogues are an opportu- come together to build community, fellowship, nity for adults to learn from students. The dialogue network, and empowerment. groups meet by home state or regions. Using skills cultivated during SDLC, students will facilitate a dialogue about applying strategies from both conferences. This session empowers the students Anita L. Sanchez will serve as the lead facilitator with an important voice as advocates for diversity, of our affinity group work. She is an organization multiculturalism, equity, and justice. Attendance development consultant, trainer, and speaker by adults is vital to the success of this session. focusing on diversity and inclusion, large It is also critically important for the adults to be system change, team building, and coaching. led by the students and for the adults to practice www.sancheztennisassociates.com good followership.

7 speakers

Zohra Sarwari Wes Moore Workshop Session B Opening Ceremonies Featured Speaker Keynote Address Charles Blockson Thursday, December 1 Thursday, December 1 Workshop Session A 3:15 – 4:45 PM 8:00 – 9:15 AM Featured Speaker Rooms 108 A-B Terrace Ballroom Thursday, December 1 Zohra Sarwari is an international Sponsored by 10:00 – 11:30 AM speaker, author, and life and busi- StratéGenius Rooms 108 A-B ness coach. Sarwari came to Wes Moore is a Rhodes Scholar, Charles L. Blockson is founder and America from Afghanistan at the youth advocate, Army combat vet- curator of the Charles L. Blockson age of six. She was raised in New eran, business leader, and author. Afro-American Collection of rare York City, then moved to the Moore graduated from Valley Forge texts, slave narratives, art, and suburbs of Virginia, finished school Military Academy (Pennsylvania) a host of other artifacts at Temple in California, and currently resides and has earned degrees from Johns University. Blockson graduated in Indiana. Sarwari’s parents could Hopkins University and University from the Pennsylvania State barely speak English when they of Oxford. A White House Fellow University and holds an hon- arrived in America, and both of from 2006–07, Moore served as orary doctorate from Villanova them worked in low-paying jobs a special assistant to Secretary of University. Blockson has written just to make ends meet. Despite State Condoleezza Rice. He then several essays and books centered these circumstances and the became an investment profes­sional, on African-American history, environment that surrounded her, focusing on global technology and especially in Pennsylvania, includ- she strove to make it to the top. alternative investments. Moore was ing The Underground Railroad She married at the age of 19, and named one of Ebony Magazine’s and Liberty Bell Era: The African- then earned degrees in psychology “Top 30 Leaders Under 30” for American Story. Blockson and business administration. She 2007. In 2009 Moore was selected continues to travel the world in is currently working on a degree as an Asia Society fellow. He has an effort to amass one of our in Islamic Studies. Sarwari has been featured by such media out- nation’s largest collections of faced many challenges as an lets as The New York Times, The African-American culture. As orthodox Muslim. Her passion is Washington Post, and MSNBC. In part of Temple University’s special to educate others about diversity 2000, The Baltimore Sun ran an collections library, Blockson’s using humor; a dynamic style article about how Moore, despite collection contains rare books, that encourages dialogue; and his troubled childhood, had just prints, photographs, slave narra- acceptance towards people of all received the Rhodes Scholarship. At tives, manuscripts, letters, sheet races, religions, and backgrounds. the same time, the newspaper was music, and more. Its modern day As she writes on her website, “I covering the arrest of four African- material includes works from the have been in America all of my life, American men for the murder of a civil rights era and Negro Baseball since I was six years old, and this police officer.O ne of the men was Leagues, along with many social is my country just as it is anyone just two years older than Moore, and political personalities of else’s who lives here. I have [one lived in the same neighborhood, Pennsylvania. His collection mission in life,] and that is to and was also named Wes Moore. contains around 150,000 items break the stereotype of Muslims Moore’s book The Other Wes Moore: and spans nearly four centuries and Muslim women.” One Name, Two Fates, explores from Leo Africanus to Langston book signing event this story and its implications. Hughes and spans geographically from Africa through Europe and book signing event 8 the Caribbean to the United States. Lorene Cary General Session Speaker Friday, December 2 Patti Solis Doyle 8:00 – 9:00 AM General Session Speaker Terrace Ballroom Thursday, December 1 5:15 – 6:15 PM Terrace Ballroom Sponsored by Cal/West Patti Solis Doyle is a professional Educators Placement political consultant, and has the Lorene Cary is a graduate of St. distinction of being the first Paul’s School (New Hampshire). and served as contributing editor Hispanic presidential campaign She won a Thouron Award for for Newsweek. Cary’s first book manager. Born Patti Solis, her British-U.S. student exchange Black Ice, a memoir of her years parents emigrated illegally from and studied at University of first as a black female student, Mexico. Doyle grew up in the Sussex. She has received doctor- and then teacher, at St. Paul’s Chicago area and attended ates in humane letters from Colby School, was chosen as a Notable Northwestern University. She College in Maine; Keene State Book for 1992 by the American began working in politics on College in New Hampshire; and Library Association. Her first Richard M. Daley’s campaign for Chestnut Hill College, Muhlenberg young adult book, Free!: Great mayor of Chicago. She served as College, and Arcadia University Escapes from Slavery on the a campaign manager for Hillary in Pennsylvania. In 1998 Cary Underground Railroad, is a collec- Rodham Clinton’s presidential founded Art Sanctuary, a unique tion of non-fictionU nderground campaign. Later, Doyle joined nonprofit lecture and performance Railroad stories. In writing The the presidential campaign of then series that brings black thinkers Price of a Child, an adult novel Senator Barack Obama, where she and artists to speak and perform about the Underground Railroad, served as campaign chief of staff in North Philadelphia. Currently Cary was called “a powerful to then Senator Joseph Biden. she is a senior lecturer in creative storyteller, frankly sensual, writing at the University of mor­tally funny, gifted with an ear Pennsylvania, where she was a for the pounce [of] real speech,” 1998 recipient of the Provost’s by The New York Times. Award for Distinguished Teaching. book signing event She began writing as an appren- tice at Time magazine, then worked as an associate editor at TV Guide,

9 speakers

Yellow Rage General Session Performance Friday, December 2 Suzan Shown Harjo 6:00 – 7:00 PM Workshop Session C Terrace Ballroom Featured Speaker Michelle Myers and Catzie Martin Nesbitt Friday, December 2 Vilayphonh met in 2000 at a writ- Closing Ceremonies Speaker 1:15 – 2:45 PM ing/performance workshop where Saturday, December 3 Rooms 108 A-B they collaborated on their first 11:00 AM – 12:30 PM Suzan Shown Harjo is one of the group poem “I’m a Woman, Not Terrace Ballroom leading Native American activists a Flava.” They gained national Martin Nesbitt attended high in the United States. She has attention several months later when school at The Columbus Academy raised public awareness about they first competed as “BlackH air, (Ohio) on a scholarship from A issues of concern to Native Brown Eyes, Yellow Rage” in the Better Chance. One of Barack Americans by working on legis­ Def Poetry Slam tour. They were Obama’s closest friends, Nesbitt lation to protect their rights; then invited to audition to be part also served as his campaign trea- preserve their languages and of the first-ever Def Poetry Jam surer during the 2008 presidential traditions; reduce their high levels show at the 2001 HBO U.S. Comedy campaign. He serves as president of poverty, alcoholism, and unem- Arts Festival. For more than eight and CEO of PRG Parking Manage­ ployment; and safeguard their years, Yellow Rage has sought to ment, also known as The Parking sacred lands. Through a multitude make a positive impact through Spot, an owner and operator of off- of activities — lobbying legislators, poetry. Drawing from their own airport parking facilities. Nesbitt’s speaking to the media, and writing unique experiences, individual approach to the off-airport parking numerous articles for general political ideologies, and personal business has been heralded by circulation and Native American life philosophies as Asian-American industry insiders as extremely publications — Harjo has been women, Myers’ and Vilayphonh’s innovative and has been recognized able to exert her influence and poems explore the intersections of in national publications such as raise the consciousness of a public race, culture, gender, community, The New York Times, USA Today, that has not always been receptive. and self. Through anger, pain, joy, Entrepreneur Magazine, and Her most important activity, celebration, sarcasm, and humor, Fortune Small Business Magazine. however, is serving as president they strive to facilitate honest He currently serves on the board and director of the Morning Star dialogue and move themselves of directors of Jones Lang LaSalle Institute in Washington, DC, and others toward some universal and is a trustee of the Museum the oldest and largest Native truth — to recognize the humanity of Contemporary Art Chicago American advocacy group in the of others and acknowledge the and of The University of Chicago country. That organization, which human desire for peace, healing, Laboratory Schools (Illinois). He is Harjo founded in 1984 in memory happiness, and love. Employing the former chairman of the board of her late husband Frank Harjo, multiple poetic forms and delivery of the Chicago Housing Authority reminds the federal government styles — including Hip-Hop- and a former board member of of the treaty rights promised in influenced rhyme, character Chicago 2016. Nesbitt has been return for land cessions. depictions, theatrical monologue, active in Big Brothers Big Sisters of song, and free verse — Yellow Rage America and has served as chairman seeks to connect people, bridge of the DuSable District of the Boy cultures, and initiate a movement Scouts of America. 10 of progressive change. highlights

Performing Arts Groups

See the detailed daily program for times and locations of these performances. NAIS is proud to feature the following Philadelphia The Philadelphia High School for Creative independent school and city-wide performing arts and Performing Arts (CAPA) groups during the conferences: CAPA Dance Department instructs their students in different levels of Ballet, Modern, Jazz, Tap, Abington Friends School Chorus Hip-Hop, and even Irish Step Dancing, also known This multi-grade ensemble collaborates to perform as “River Funk.” The CAPA Instrumental Department a variety of compositions that include Renaissance encompasses a wide variety of performances and works through contemporary compositions. The ensembles, including Concert Band, Orchestra, level of skill the students use when performing, String ensembles, and Jazz ensemble. CAPA students improvising, and composing is an acknowledgement are integral members of the All-Philadelphia High of their independence and understanding of music. School music ensembles and have participated in the Pennsylvania Music Educators Association Friends Select School Percussion Ensemble ensemble program. Under the direction of Grammy The Friends Select School (Pennsylvania) upper nominated producer and acclaimed choreographer and middle school percussion ensemble wows LaDeva M. Davis, CAPA will perform its signature audiences with original compositions featuring piece “Living the Dream,” which is dedicated to the found objects, including scrap cardboard and memory of Dr. Martin Luther King. plastic bags. Students write and perform “cool, interesting, unique, and meaningful” music PoCC Choir developed in the student Composers’ Forum. Directed by Charles Owens of Francis Parker School (Illinois), and accompanied by Karen Bradberry of Germantown Academy and the Future Leaders Program of the Bickel & Brewer Community Partnership School Foundation, the PoCC choir is comprised of PoCC Germantown Academy (Pennsylvania) and attendees who volunteer to raise their voices in Community Partnership School collaborate to song. Rehearsal times are allocated throughout offer students a wide range of opportunities in the the conference. The PoCC choir presentation of performing arts. The unique connection between diverse selections during the Closing Ceremonies these two communities provides a real treat for will provide a wonderful celebration and sending the performing arts enthusiast and is an excellent forth for PoCC and SDLC participants. example of the public purpose of private education. The groups frequently perform in local venues.

11 highlights

NAIS Bookstore and Cyber Café Betty Henderson Wingfield, 2009 PoCC, Denver Broad Street Lobby NAIS will provide a complimentary cyber café. A Special Tribute in Memoriam The bookstore offers a wide range of books and materials on people of color, building and sustaining Betty Henderson Wingfield inclusive school communities, and the works of March 15, 1949–January 27, 2011 keynote and featured speakers. The bookstore and cyber café will be open at the following times: NAIS notes with profound sadness the passing of Betty Henderson Wingfield. While hundreds of Wednesday 1:00 – 6:00 PM members of the NAIS community recall her extraor- Thursday 7:00 AM – 7:30 PM dinary expertise and passion from working with Friday 7:00 AM – 6:45 PM her in affinity group planning and facilitation for Saturday 7:00 AM – 1:00 PM every PoCC since 2006, fewer may remember Wingfield’s innovative facilitation of NAIS’s 2007 PoCC Dilemma discussions and restructuring work. State and Regional Meetings None of us attending last year’s PoCC/SDLC realized that Wingfield, who with boundless enthusiasm and Friday, December 2 humor led the affinity group work at the conference 3:00 – 4:00 PM following an earlier illness, would fall ill again just a See page 30 for locations. week after PoCC/SDLC and pass away soon after. This time is dedicated for state and regional diversity Following her passing, tributes to Wingfield and committees to meet with their constituents. For her life’s work as a consultant and executive coach attendees from states and regions without diversity poured in from across the country and overseas. committees, this time should be used for meeting Business partner and best friend Amy Batiste other attendees from your area and for networking Woodwick summarized our collective thoughts on ways to use the experiences gained at the best when she said, conference as a catalyst for change back at home. “Betty had an enormous wingspan and countless people flew under her GLBT Social Hour (gay, lesbian, beautiful wings. She was uniquely gifted Bisexual, and transgendered) and equipped to guide communities, organizations, and people around the Friday, December 2 world through transitions and remarkable 8:15 – 9:15 PM transformations. She set a standard of Philadelphia Marriott Downtown, excellence for us all, and she was always Lobby Level, JW’s expanding, connecting, and elevating her coaching, facilitation, and consulting practice. ‘Betty’s way’ was to face every engagement with optimism and to find hope. We could always count on her calming voice of reason and affirmation. She looked for the good in every situation — no matter what challenges we faced.”

12 activities pre conference

November 30 Departure for School Visits and Community wednesday Service Projects is from the 12th and Arch streets entrance of the Pennsylvania Convention Center.

7:00 AM–8:00 PM 8:30 AM–12:00 PM PoCC/SDLC Registration Philabundance Hunger Broad Street Lobby Relief Center in South Philly Founded in 1984, Philabundance integrated with 8:00 AM–12:00 NOON the Greater Philadelphia Food Bank in 2005 to School Visits become the region’s largest hunger relief organiza- Ticket Required tion. Philabundance has a network of 500 member Onsite registration is not available. agencies, including food cupboards, churches, School visits give independent and special focus shelters, social service agencies, and emergency schools an opportunity to offer a site-visit agenda kitchens. Philabundance provides food to approx- that celebrates each school’s unique culture and imately 65,000 people per week, 23 percent of mission, while sharing the ways in which diversity whom are children and 16 percent seniors. Their and multicultural education play a role. NAIS thanks fleet of 10 trucks is on the road five days a week the following Philadelphia area independent schools distributing items such as meats, vegetables, fruits, for hosting visits: breads, dairy products, canned and packaged foods, and prepared meals. In 2010, 18 million ■■ Abington Friends School, pounds were distributed in the Delaware Valley. ■■ The Baldwin School, ■■ The Episcopal Academy, 9:00 AM–3:00 PM ■■ Friends’ Central School, SHARE Food Program ■■ Germantown Friends School, The SHARE Food Program is a nonprofit organi- ■■ The Miquon School, zation serving a regional network of community ■■ The Shipley School, and organizations engaged in food distribution, ■■ William Penn Charter School. education, and advocacy. SHARE promotes healthy living by providing affordable wholesome food to Community Service Projects those willing to contribute through volunteerism. Ticket Required Onsite registration is not available. 9:30 AM–3:30 PM Volunteer form/waiver required. Cradles to Crayons (C2C) Chaperones required for student participants. The mission of Cradles to Crayons is to provide Following the success of offering community children living in low-income and homeless situa- service to support the rebuilding of post-Katrina tions from birth to preteen the basic essentials, New Orleans, site of the 2008 PoCC/SDLC, oppor- free of charge, that they need to feel safe, warm, tunities to serve the community in host cities are and ready to learn. C2C collects gently used and now a permanent feature of the conferences. The new donated items (clothing, books, toys school following Philadelphia-based agencies are sites supplies, and more) from the community, which for this year’s community service opportunities: volunteers then sort and inspect. C2C then partners with other nonprofit agencies (homeless shelters, schools, foster care agencies, and more) to distribute personalized packages of high-quality everyday essentials directly to children in need.

13 activities pre conference wednesday November 30

9:00 AM–5:00 PM 1:00–5:00 PM Adult Leadership Seminar PoCC Affinity Group Training Room 120A Room 125 This new PoCC Leadership Seminar is tailored for people of color and women who aspire to leadership 1:00–6:00 PM in independent schools. It is based on state-of-the- NAIS Bookstore and Cyber Café art leadership development strategies and skills Broad Street Lobby building while creating an experience of encourage- ment, healing, hope, and transformation. Participants 7:00–8:00 PM will leave the seminar inspired to declare, “I can PoCC Newcomer Orientation do this!” Led by nationally recognized diversity, Room 124 inclusion, and leadership development expert Steven Facilitators: Gloria Fernández-Tearte, Jones and by 10 heads of independent schools, the Greenwich Academy (Connecticut); Matt Suzuki, seminar will include the following features: Rye Country Day School (New York)

■■ Leadership assessment; 9:15–10:00 PM ■■ Trust building; SDLC Chaperone Meeting (choose one) ■■ Brand management — How do I brand myself?; Philadelphia Marriott Downtown, ■■ How do I promote myself without “selling” myself?; Grand Ballroom, Salon D ■■ Effective networking; ■■ Finding a mentor; ■■ Building and leading high performing teams; ■■ Change management; and ■■ Creating an action plan to achieve my leadership goals.

Adult Leadership Seminar Heads of School Serving as Faculty: Joseph Cox, Headmaster, The Haverford School (PA); Katherine Dinh, Head of School, Prospect Sierra School (CA); Darryl Ford, Head of School, William Penn Charter School (PA); Autumn Graves, President, Girard College (PA); Phillip Kassen, Director, Little Red School House and Elisabeth Irwin High School (NY); George King, Head of School, Moravian Academy (PA); Steven S. Piltch, Head of School, The Shipley School (PA); Sally Powell, Head of School, The Baldwin School (PA); Amy Purcell Vorenburg, Head of School, The Philadelphia School (PA); Barbara Wagner, Head of School, Marlborough School (CA)

Steven Jones, CEO of Jones & Associates Consulting, Inc., is an author and national expert on diversity, inclusion, and leadership development. Jones is currently com- pleting his second book entitled, Cultural Competency: Leading through New Lenses in the 21st Century. Jones has presented workshop sessions at PoCC and has con- sulted with independent schools throughout the country. thursday December 1

7:00–7:45 AM Building Inclusive Communities SDLC Chaperone Orientation (choose one) for People of Color: Programs Room 120B and Initiatives to Strengthen People of Color in Independent Schools 7:00 AM–6:00 PM PoCC/SDLC Registration A-7 Books, Photos, and Activities for Broad Street Lobby Children That Celebrate All Kinds of Families Room 113C 7:00 AM–7:30 PM Come learn about resources that help create NAIS Bookstore and Cyber Café community and celebrate diverse families at the Broad Street Lobby William Penn Charter School. One teacher will share resources that have helped support her work. 8:00–9:15 AM We’ll show you more than 60 children’s books PoCC/SDLC Opening Ceremonies depicting different kinds of families and give you with Wes Moore an annotated bibliography. Plus, photographs from Terrace Ballroom the Family Diversity Project’s traveling photo-text exhibit “In Our Family: Portraits of All Kinds of Sponsored by StratéGenius Families” will be displayed. You will learn the power Book Signing Event of using this exhibit as a springboard for conver- Program subject to change. sation with elementary-age children, as well as the l50-page curriculum guide available. After you ■■ Welcomes by PoCC Co-Chair, the mayor review these resources, we’ll meet in small groups of Philadelphia, and NAIS to brainstorm how to implement these resources ■■ Abington Friends School Combined Choirs and the in your classroom. PRESENTERS: Monique Durso Abington Friends School Choral Ensemble, under and Linda O’Malley, William Penn Charter School (PA) the direction of Jason Novak and Stephen Spinelli ■■ SDLC Welcome A-8 Now That You’re Here, ■■ Introduction of Wes Moore by Crissy Caceres, What Will Make You Stay? Abington Friends School (Pennsylvania) Room 120B ■■ Wes Moore Explore the myriad social and professional challenges ■■ Corporate Sponsor Recognition and that many faculty of color face once an independent Announcements school hires them. The tenure for faculty of color (young, single, etc.) is much lower than peers. 9:15–9:45 AM We’ll explore the reasons for this and discuss what Wes Moore Book Signing schools should do in order to successfully support and Networking Coffee Break and retain teachers of color. From clarifying expec- Terrace Ballroom Foyer tations to “puzzle piece” positions, averse racism, and personal introspection, we’ll encourage 10:00–11:30 AM faculty and those involved in the hiring process to examine ways to recruit and retain teachers of color. Workshop Session A PRESENTER: Johara Tucker, Pomfret School (CT)

Featured Speaker Charles Blockson Rooms 108 A-B Introduction by Sherry Coleman, executive director, Independent School Consortium of Greater Philadelphia, and consultant

15 thursday December 1

A-9 We the People? Paradoxes and Pitfalls A-11 A Faculty with Heart, Vision, and of Defining Diversity in the 21st Century Passion for Diversity and Inclusion Room 119A Room 118B In the 1970s and 1980s, schools worked to increase The true work of schools lives in the classroom. the diversity of predominantly white private high How does a school’s commitment to diversity and schools. Academic programs like ABC and Prep for inclusion move from the realm of the abstract and Prep were created to help prepare minority youth aspiration to the lived experience of teachers and for the academic rigors and social lifestyle of inde- children? Learn how a culture of shared engagement, pendent schools. What do our campuses look like learning, and passion grew among the faculty at today? Are we still making an effort to recruit and Abington Friends School. Come share seminal ideas, admit students from inner cities? Do we strive for turning points, and resources focusing on identifying racial, ethnic, cultural, and religious balance? What next steps for your school. PRESENTER: Rich programs do we have to support students who Nourie, Abington Friends School (PA) may be a part of an underrepresented group? Do students still need affinity groups or do such groups A-17 Leaning into Discomfort: Productive only serve to polarize the community? Has the focus Faculty Discussions on Socioeconomics on U.S. students of color shifted more toward inter- Room 116 national students from Asia? We’ll discuss these Discover a meeting format that inspires discussion difficult questions and others you have. Engage on socioeconomics and social class. Created for in lively dialogue and consider understanding middle school, and adapted for lower and upper who “we the people” are as we create sustainably schools, some components include discussing inclusive school communities. PRESENTER: article excerpts, role playing scenarios, reflecting Edna-Anne Valdepenas, George School (PA) silently and through group writing, and small group discussions. Hear about the original format and A-10 “SEEDing” Change in Schools: how it was adapted. Participate in one of the activi- “Seeking Educational Equity and Diversity” ties and learn and share ideas about how we can Room 120A discuss this topic more comfortably. PRESENTERS: Four ethnically diverse faculty members will share Kimberly Clarkson, Auysha Muhayya, Karen O’Neill, their experiences facilitating SEED seminars at and Rachel Jackson, Sidwell Friends School (DC) Abington Friends School. The National SEED Project on Inclusive Curriculum involves K-12 teachers A-19 Egypt and Tunisia: Why Our Kids in seminars led by teachers for teachers to build Should Learn About the Revolutions school climates, curricula, and teaching methods Room 123 that are more gender neutral and multiculturally Do you remember how you heard about the revolu- balanced. SEED seminars invite teachers to reflect tion in Tunisia? Do you remember where you were on the education they received, focusing on the day Hosni Mubarak stepped down as president inadvertent instruction on taboo subjects of group of Egypt? Learn more about what happened to dynamics, similarities and differences, intragroup spark the revolutions in Egypt and Tunisia and why relations, and power regarding gender, ethnicity, events in the Middle East are vital to our students’ sexuality, class, and race. Try this model of intercul- education. PRESENTER: Cherine Morsi, Wilmington tural dialogue and building inclusive curriculum by Friends School (DE) experiencing a sampling of SEED-type activities and discussing how to use this model in your schools. PRESENTERS: Peter Gaines, Deborra Sines Pancoe, Catalina Rios, and Lindsay Roberts, Abington Friends School (PA)

16 Expanding Our Tool Box: Curricular and Professional Skills for Excellence

A-6 Strengthening Cross-Cultural Learning Through the Arts responsive pedagogy. Next we utilized in-house Room 117 expertise to fit school-specific needs. Having Experience the arts as avenues for identifying inner accomplished much in building a diverse community, resources and strengthening cross-cultural learning our faculty professional development enters its in multiracial settings. Join us for two powerful third phase in purpose and design. Join us to learn activities: interview poems, an activity involving how Lakeside created a professional development deep listening that enhances cross-cultural learning, plan that continues to strengthen its commitment and “shields of courage,” drawn from ArtWell’s to inclusivity. PRESENTERS: Elaine Christensen, rites of passage program for teens. You’ll also Jamie Asaka, and Bernie Noe, Lakeside School (WA) learn about Friends Central’s successful partnership with ArtWell and discover how collaborating with A-15 Rereading Canonical Literature: an arts nonprofit can enhance a school’s diversity The Case of To Kill A Mockingbird initiatives. PRESENTERS: Janelle Harris and Julia Room 121B Terry, ArtWell Collaborative (PA); Cheryl Davis, Analyze canonical literature through different Friends’ Central School (PA) cultural lenses. Fundamentally, we’ll answer the questions: Why is it necessary to teach these texts A-13 “Singing Black” in Your Music Program differently? And, how do we reread these texts Room 120C from a different perspective? Finally, what resources A balanced music education should include more do teachers need to teach these texts in a way that than an exploration of European classical works. In challenges the dominant culture’s analysis? You’ll the age of American Idol and Glee, a wide range of learn a model for teaching canonical literature to U.S. contemporary music is fresh in the minds of implement in your own classroom. PRESENTERS: students, opening an opportunity to teach musical Brandon Woods and Loraine Snead, Wilmington concepts using samples from genres they regularly Friends School (DE) listen to. Pop, soul, rock, blues, and R&B all have common Black American musical roots, which you A-16 An Interdisciplinary Approach to can explore along with the geopolitical history that Teaching Slavery to Seventh Graders unfolded simultaneously. We learn these genres Room 121C primarily by listening and exposure to repeated Thoughtfully discuss what’s at stake when we patterns and practices. Explore strategies to teach themes of chattel slavery in literature and broaden music appreciation lessons with interactive U.S. history to middle school students. Germantown listening and singing exercises. Learn about and Friends uses a two-step process. First teachers transcribe black vocal music from the last century meet for self-reflection and honest engagement using scale degrees, symbols, and personal notes. with issues of racial inequality and the historical Discover improvisation techniques using melismatic legacy of slavery. Because of the mixed relationships patterns and varying vocal placements. PRESENTER: and reactions to this difficult topic when teaching Danae Howe, Westridge School (CA) and learning in diverse classroom settings, this reflection is vital. Teachers and students then A-14 Three Phases of Purposeful explore the topic together through literature, primary Professional Development: A Case Study source material, and film. Teachers meet during the Room 121A unit to reflect on class dynamics and student and As Lakeside School’s diversity efforts have evolved faculty learning. PRESENTERS: Ken Aldridge and so has its faculty professional development. In the Dorothy Cary, Germantown Friends School (PA) first phase we hired outside experts in culturally

17 thursday December 1

A-18 Within and Beyond Color: Religious A-3 Mural Arts African American Identity in Independent Schools Iconic Images Collection Room 124 Room 122B The U.S. Census Bureau predicts people of color The City of Philadelphia Mural Arts Program will will comprise 40 percent of the population by 2020. present the Albert M. Greenfield African American Currently, 84 percent of the U.S. population self- Iconic Images Collection, including 47 murals identify as religious. The multicultural education throughout the city that uniquely capture the movement has rightfully been associated with race rich African-American experience in Philadelphia. and ethnicity, but often excludes religion. When we The collection provides extensive research of the do address religion, generalizations and stereotypes murals, highlighted by an interactive educational hinder the deeper aspects of history and present- website featuring voices of African-American day identities and practices. Using Tanenbaum’s community leaders, scholars, and artists providing pedagogical framework, “The Seven Principles for mural histories, audio/video narratives, and teacher Inclusive Education,” come explore religion, culture, lesson guides. Access it through free downloadable and identity in the independent school setting. audio tour narratives, maps, and brochures; or Examine your own biases regarding religion, and guided public, group, and private tours. It also use hands-on lessons to augment your curricula to provides students in-depth, engaging information make it more culturally inclusive. Return to school about the murals’ themes and surrounding commu- understanding that religion is present in classrooms nities. Come learn about African-American culture, and learn how to harness this to create a culturally traditions, and history as they have unfolded in inclusive environment where differences and Philadelphia’s neighborhoods. PRESENTER: Kevin respectful curiosity are the norm. PRESENTER: Slattery, City of Philadelphia Mural Arts Program (PA) Anshu Wahi, Tanenbaum Center for Interreligious Understanding (NY) A-4 High School Students as Role Models in Exploring Identities Exploring Racial/Ethnic Identities Room 113B for People of Color: Our Many Journeys Bentley students took information from a 2010 and Stages PoCC workshop and expanded upon it. Three upper school students, representing three different racial/ A-2 Stages of Reflection: Racial ethnic backgrounds, created an eight-week curric- and Cultural Identity Development ulum designed to explore and celebrate one’s own Room 113A identity in a developmentally appropriate and fun Gain a broader understanding of one theory behind way for first to fifth graders as part of the after racial/cultural identity development. Traverse the school program. Its success sparked a partnership stages of character construction that continue to with another K-12 school. Together the students influence who all of us have come to be as persons from both schools plan to lead an annual Identity of color. Elevate your awareness of how our varying Celebration Conference for all Bay Area K-8 schools. identities, even within the same racial and cultural Learn how the students created the curriculum and group, can fuel interpersonal aversion or fuse what made it succeed. Try this easy, cost-effective, interpersonal affinity. PRESENTERS: Peaches fun way to build positive self-image, respect, and Gillette and Lisa Valasquez, The Town School (NY) community for all of our kids! PRESENTER: Brian Thomas, Bentley School (CA)

18 A-5 The Absolutely True Diary of a Part-Time 11:30 AM–1:00 PM Indian Through a Pueblo Woman’s Eyes Lunch Room 122A Take advantage of food kiosks at the Pennsylvania In Sherman Alexie’s novel, Mr. P. says to Arnold Convention Center. This will give you time to attend Spirit, “You’re going to find more and more hope the free film screenings. the farther and farther you walk away from this sad, sad, sad reservation.” Contradicting this 11:50 AM–1:00 PM perspective, we’ll examine reservation locations, Film Screening of circumstances, and resources that influence an Why US? Left Behind and Dying American Indian’s decision to leave the “Rez” or Rooms 108 A-B stay to be successful. To understand Arnold Spirit, The film screening is sponsored Jr. and his experiences on the “Rez,” we must by Diversity Films, Rosetta Lee, examine information from the Indian Health Service and other individuals. and Bureau of Indian Affairs, reservation locations, Why US? Left Behind and Dying is an and U.S. policies impacting American Indians 86-minute documentary feature film as well as a today. Explore the issues facing American Indians curriculum. It is the result of a 5-year research project and talk about the factors that cause many to leave primarily funded by the National Institutes of Health the “Rez.” PRESENTER: Laura Jagles, Santa Fe (NIH). The film follows a small group of inner-city Preparatory School (NM) African-American high school students (aged 14–17) from Pittsburgh, Pennsylvania, who explore the Nurturing Our Souls: Self-Care many reasons why HIV rates are disproportionately and Strategies for Success high in black communities. The students interview research scientists, epidemiologists and public A-1 Media Literacy 101: How Do Race health experts, community HIV/AIDS activists, and and Media Affect My Classroom? — most importantly — people in their neighborhood Room 118A with HIV and AIDS. The accompanying curriculum Join a meaningful discussion and critical analysis offers 20 brief video segments with attached lesson of race in the media. Learn ideas to use in your plans and suggested exercises and is available for classroom. In this structured forum, you’ll gain free at www.whyusmovie.com. specific vocabulary and pointers on how to identify racial discrimination in media — even if less subtle 12:00–1:00 PM and less “offensive” on the surface in today’s “post- PoCC Choir Rehearsal racial” society. PRESENTER: Frederick Gooding, Terrace Ballroom The Minority Reporter

19 thursday December 1

1:15–3:00 PM Building Inclusive Communities PoCC Affinity Group Session I for People of Color: Programs Envisioning and Connecting to My Canvas: and Initiatives to Strengthen People My Roots and My Past of Color in Independent Schools Design your canvas and uncover your truth to create the foundation for transformation. Join together as B-6 Creating Sustainable Diversity we journey through our past to reveal our present. Initiatives in Our Schools Room 121A ■■ Asian/Asian-American and Pacific-Islander/Pacific- Learn strategies for making diversity practices Islander-American Affinity Group Room 118C a sustainable part of your school. We’ll talk about ■■ Black/African-American Affinity Group Exhibit middle and high school programs that have Hall G proven successful, including student-led service ■■ First Nation/Native American Affinity Group groups, innovative online curriculum, and mandatory Room 111B rotation through the Inclusivity/Justice and ■■ International/Non-U.S. Citizen Affinity Group Equity Program. Discuss privilege and inclusivity, Rooms 110 A-B homophobia/heterosexism, and ethics and respon- ■■ Latina(o)/Hispanic-American Affinity Group sibility. We’ll start with special sensitivity for schools Rooms 108 A-B in the beginning stages of their diversity initiatives ■■ Middle-Eastern-American AffinityG roup before moving on to more ambitious approaches Room 109 A-B to sustainability. Learn institutional practices that ■■ Multiracial-American Affinity Group Room 119B intentionally strengthen traditionally marginalized ■■ Transracially-Adopted Affinity Group Room 112 A-B groups. PRESENTERS: Keino Terrell and Beth ■■ White/European-American Affinity Group Johnson, Friends’ Central School (PA) Rooms 115 A-C B-7 Courageous Conversations: Leading 3:15–4:45 PM a Conversation with Faculty About Race Room 118B Workshop Session B Follow the journey we took to secure a three-hour spot in our opening week of meetings. The program Featured Speaker Zohra Sarwari we created gives faculty a much needed, open Rooms 108 A-B conversation about race and the role it plays in Introduction by Marco Valis, The Philadelphia independent schools. Participate in a “look alike” School (Pennsylvania) seminar that will mirror what we did with our faculty. Book Signing Event Use this model at your school to discuss not only race but also diversity and inclusivity in independent schools. PRESENTER: Marti Champion, Kent Denver School (CO)

20 B-8 Touching the Untouchable: Unpacking struggles of international students of color, and Race and Class in Our Independent Schools do not provide the level of support international Room 121B students of color often need. Join us to raise How do we build inclusion within our independent awareness and promote empathy for international school environments, which create exclusion based students of color and get a “lesson plan” of best on the cost of entry? What are the systems within practices for educators that raises awareness and your school that bridge the gap created by economic promotes empathy. PRESENTERS: Pascale Musto, disparities? How do we manage the subtle dynamics Chase Collegiate School (CT); Peter Sun, Concord of socioeconomic differences in student, parent, Academy (MA) teacher, and board interactions? Join us to unpack the overt and covert tentacles that lie at the B-11 Reframing Individuals, Reframing intersection of race and class in our independent Community: A Progressive Approach schools. Return to school with practice strategies to Diversity and techniques to support the inclusion of students Room 116 and families along the racial and economic Hear about the philosophical underpinnings of the continuum. PRESENTER: Steven Jones, Jones & work undertaken by San Francisco University High Associates Consulting, Inc. School to enhance its diversity efforts. Take back to school detailed information and advice around B-9 States of Denial: “Coping the rethinking and reprogramming diversity initiatives. Best Way We Can…” PRESENTER: John Frazier, San Francisco University Room 121C High School (CA) From a sociocultural lens, explore the complexity of identity formation for students of color in Expanding Our Toolbox: Curricular independent schools and learn to facilitate more and Professional Skills for Excellence authentic and healthy conversations with your students about race, culture, and ethnicity. Analyze B-12 The Building of an Activist: Activism, how political and historical perspectives influence Artivism, and Academics each generation in developing its own unique Room 122A coping strategies to deal with the impact of race How do we bring the stories and struggles of people and racism on a daily basis. PRESENTERS: Jeffrey of color into the classroom? How do we teach Cox and Megan Dunphy Gottlieb, Brooklyn Friends students to create stories of activism and social School (NY) justice? How do we train students, especially students of color, to become activists through B-10 Global Journeys: Understanding academics and technology? Discover the process the International Student Mural of teaching activism and artivism, two distinct yet Room 123 interrelated disciplines grounded in academics and International students of color often encounter a media literacy. Learn how to honor the voices of variety of struggles as they work to integrate into people of color through a supportive classroom an independent school community. In order to environment and the teaching of social justice with be successful students, they must negotiate and both academic rigor and creativity. PRESENTER: transcend social, cultural, linguistic, and academic Diego Duran, Edmund Burke School (DC) divides. Meeting these expectations can be daunt- ing. Adults in independent school communities are frequently unaware of the experiences and

21 thursday December 1

B-13 Courageous Conversations: Using B-15 Personal Stories Transforming Literacy to Explore Race and Identity School Climate: A Speak Up! Toolkit Room 113A Room 120A For the past two years, action research has been The Speak Up! Project is a student-driven effort changing the content and tenor of classroom to use personal stories about race and racism conversations in our racially diverse K-12 independent in independent schools across the country as a school. Working with University of Pennsylvania’s vehicle for institutional change. By using discussion Professor Howard Stevenson, Abington Friends questions, student art, relevant quotes, and an teachers have begun to provide safe places for extensive resource/action section, the Speak Up! conversations about race. Join two classroom anthology is a tool for supporting faculty and teachers and students to uncover ways these administrators in difficult conversations about race, conversations shift from teacher to student initiated, validating the experiences of students of color and become increasingly more personal and daring. in independent schools, and providing students Learn ways to include student voices while with the tools they need to take action to improve exploring the range of challenges that they may school climate. Explore this complex resource and encounter. See a video, hear live student responses exchange information with peers. Learn best prac- to these film clips, and leave with activities and tices from schools across the country and review literature that will generate courageous conversa- a case study from Phillips Academy. PRESENTERS: tions in your own classroom. PRESENTER: Jane Chris Messinger, Boston Mobilization (MA); Linda McVeigh-Schultz, Abington Friends School (PA) Griffith and Susanne Tarabi, Phillips Academy (MA)

B-14 Redefining the Role of White Educators B-16 Building Blocks of Equity: Examples of in Multicultural Work Diversity in the Early Childhood Classroom Room 122B Room 117 Often white educators lack clarity regarding their Get a roadmap for diversity and inclusion in role in multicultural work. As the dominant racial even the youngest of classrooms. Hear how others group in our society, white educators experience have succeeded in a discussion with teachers and both challenges and opportunities. Explore how administrators who work with young children. whites can help build equitable, multicultural insti- We’ve all heard excuses for not including diversity tutions. Look at obstacles that face white people learning in the classrooms of young children. Join us as they approach topics of multiculturalism and for examples of how to bring diversity and inclusion race and explore effective strategies for discussing into our curriculum in ways that will dispute white identity formation and white privilege. Expect this theory. PRESENTERS: Orinthia Swindell, a greater understanding of the value of exploring Brooklyn Friends School (NY); Tatesha Clark, City white racial identity as educators and gain access and Country School (NY) to practical tools and resources to support effective multicultural work in your school. PRESENTERS: Jesse Philips-Fein, Brooklyn Friends School (NY); David Byrnes and Randy Clancy, The Cathedral School of St. John the Divine (NY) B-17 “That’s Not Fair!” Are Students Ever Exploring Racial/Ethnic Identities Too Young to Learn About Social Justice? for People of Color: Our Many Journeys Room 124 and Stages Hear about one teacher’s experience with predom- inately white parents, faculty, and administrators, B-2 Reconstructing Social/Cultural Imagery when she changed a preschool curriculum to focus Room 113B on social justice issues. Learn how the classroom Many contemporary artists use art to express environment was structured and how tools such their perspectives on race, gender, culture, and as drama were used to teach social justice in social justice. Art as a method of activism is seldom early childhood. You’ll see a video of students examined in the classroom as educators often performing a play about Rosa Parks that clearly struggle with obstacles of age appropriateness demonstrates these students are not too young and methodology. Given the opportunity students to learn about social justice. PRESENTER: Judith often rise to the occasion, producing insightful Hart, The Evergreen School (WA) thoughts and artwork that express meaningful opinions on matters of politics and social inequalities. B-18 Instigators of Change: Youth in the Examine some contemporary artists, discuss the Civil Rights Movement in History and Film meaning of their work, and challenge yourself to Room 118A find applications for your discipline. PRESENTERS: Examine the role young people played in the Civil Armond Lawson and David Anderson, Gilman Rights Movement in the 1950s and 1960s and the School (MD) ways that involvement has been portrayed in film, both commercial and documentary. We’ll show B-3 Adoption Fusion: Discovering Where the strengths and weaknesses of film as a medium Adoption, Race, and Culture Blend Together to convey history and consider portrayals of Room 113C the commitment of young people as a means In the 2000 U.S. Census, adopted children repre- of engaging current students in historical studies sented 2.5 percent of the 84 million children. Since and issues of law and justice. PRESENTER: Arturo that report, American lives touched by adoption Bagley, Tower Hill School (DE) are on the rise. When adoption crosses racial and cultural lines, it adds an extra dimension for both parenting and educating the child. Are adoptive parents prepared to raise children whose skin color is different than their own? Are educators ready to support different kinds of families in a race-conscious society? In an artful blend of the presenter’s narrative and group facilitation, we’ll draw on our own experiences to discuss transracial adoption, racial identity formation, and other formative adoptive experiences. PRESENTER: Jenny Hammond, Deerfield Academy (MA)

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B-4 People of Color: Identity and Solidarity information, and statistical data, we’ll discuss in Independent Schools a vanishing identity in a world of conformity. Room 120B PRESENTER: Eddie Carson, Houston Christian As people of color in independent schools, who High School (TX) are we really? Given the myriad of ethnic, cultural, regional, and national differences, how and why People of Color in Leadership: do we claim an identity like “people of color” Pathways and Programs to Success in schools? Explore the political and historical evolution of the identity of people of color, an B-1 Aspiring Toward Leadership: ethic of solidarity between ethnic minorities, and A Conversation with Heads of Color its relevance to our work in independent schools. Room 119A How do we understand and integrate our different Join four heads of school who also happen to be positionalities with respect to race, color, ethnicity, of color as they reflect on their leadership paths, and nationality? How do we make meaning of our challenges, demands and rewards of headship, and different experiences? Are we in solidarity? Are the unique intersection of being a head of school students and parents of color connected across and a person of color. Following a panel discussion, difference? Learn, share, and reflect upon your you’ll get to talk directly with panelists about own sense of identity and connection with people their roles. PRESENTERS: Percy Abram, Gateway different from us. PRESENTERS: Mirangela Buggs, School (CA); Katherine Dinh, Prospect-Sierra School Germantown Friends School (PA); Andrea Gutierrez, (CA); Ilana Kaufman, Windrush School (CA); Steven Village Community School (NY) Morris, San Francisco School (CA)

B-5 A Vanishing Identity: 5:15–6:15 PM Exploring How Independent Schools General Session with Patti Solis Doyle Promote Cultural Change Terrace Ballroom Room 120C Program subject to change. The value of students and teachers of color has often been predicated on the notion of self-worth. ■■ Friends Select School Middle School Percussion This is noted in popular culture and is systematic Ensemble under the direction of Dan Capecchi in independent schools in terms of skin tone, hair ■■ Introduction of Patti Solis Doyle by Mindy Hong, texture, and mainstream values: language, dress, The Baldwin School (Pennsylvania) and ideology. Explore the concept of identity, ■■ Patti Solis Doyle including multi-ethnicity as more than a modern ■■ Corporate sponsor recognition and announcements phenomenon and novel condition. From the 1960s definition of black as beautiful, African Americans sought a sense of pride and unity in their hair and cultural make-up. A rising number of African Americans attending college cemented a bourgeois attitude towards race and culture. However, the last 40 years saw a shift as African Americans’ “sense” of self declined due to the values assigned by society. Drawing from historical trends, anecdotal

24 friday December 2

7:00 AM–6:00 PM 9:30–11:30 AM PoCC/SDLC Registration PoCC Affinity Group Session II Broad Street Lobby Creating My Canvas: My Present and Our Future 7:00 AM–6:45 PM Blend the colors of yesterday and today to create NAIS Bookstore and Cyber Café the hues of our tomorrows. Get into action; bring Broad Street Lobby to life your vision and your dreams.

8:00–9:00 AM ■■ Asian/Asian-American and Pacific-Islander/Pacific- General Session with Lorene Cary Islander-American Affinity Group Room 118C Terrace Ballroom ■■ Black/African-American Affinity Group Exhibit Hall G ■■ First Nation/Native American Affinity Group Sponsored by Cal/West Educators Placement Room 111B Program subject to change. ■■ International/Non-U.S. Citizen Affinity Group Rooms 110 A-B ■■ Introduction of Lorene Cary by Rafhia Foster, ■■ Latina(o)/Hispanic-American Affinity Group Haverford School (Pennsylvania) Rooms 108 A-B ■■ Lorene Cary ■■ Middle-Eastern-American AffinityG roup ■■ The Philadelphia High School for Creative Room 109 A-B and Performing Arts (CAPA) Dance Company, ■■ Multiracial-American Affinity Group Room 119B performing “Living The Dream,” under the ■■ Transracially Adopted Affinity Group Room 112 A-B direction of LaDeva M. Davis ■■ White/European-American Affinity Group Rooms 115 A-C 9:00–9:20 AM Lorene Cary Book Signing 11:30 AM–1:00 PM and Networking Coffee Break Lunch Book Signing Event Take advantage of food kiosks at the Pennsylvania Terrace Ballroom Foyer Convention Center. This will give you time to attend the free film screenings.

11:50 AM–1:00 PM Film Screening of Brother Outsider: The Life of Bayard Rustin Rooms 108 A-B

This film screening is sponsored by Friends Council on Education and Participating Schools Five years in the making and the winner of more than 25 international awards, Brother Outsider illuminates the life and work of Bayard Rustin, a visionary activist and strategist who has been called the “invisible man” and “unknown hero” of the Civil Rights Movement. Born in 1912 in West Chester, Pennsylvania, Rustin was a devout Quaker, a disciple of Gandhi, a mentor to Martin Luther King Jr., and 25 friday December 2

the architect of the 1963 March on Washington. He C-7 The Perfect Marriage: College also dared to live as an openly gay man during Counseling and the Diversity Office a fiercely homophobic era.T he film reveals the price Room 118B that Rustin paid for this honesty, chronicling both Examine the partnership between college coun- the setbacks and triumphs of his remarkable 60-year selors and diversity officers and how each office’s career. In a recent review of the best historical docu- expertise can benefit students of color as they mentaries of the last decade, Michael Fox of the San enter the college admission process. Together Francisco Film Society described Brother Outsider as we’ll answer the following questions: What must “a mesmerizing eye-opener [that] inspires audiences all students have before meeting with the college to carry on Rustin’s worldwide crusade against injus- admission officer? What population most benefits tice, discrimination and poverty.” The screening from this collaboration? How do college counselors will be followed by a panel discussion with filmmaker identify students of specific populations? What Bennett Singer and educators who have used assumptions are made because students attend Brother Outsider in their classrooms. independent schools? How does the college admission planning calendar differ for students 12:00–1:00 PM of color? Share the Lawrence Academy model, PoCC Choir Rehearsal including tools to enhance every student’s college Terrace Ballroom admission experience and strengthen an exciting partnership. PRESENTERS: Wonjen Bagley and 1:15–2:45 PM Courtney Skerritt, Lawrence Academy (MA)

Workshop Session C C-8 Dance Revolution: How Dance Can Empower Students of Color Featured Speaker Suzan Shown Harjo Room 120B Rooms 108 A-B Dance is a powerful tool for self-expression, building Introduction by Rossana Zapf, The Miquon School self-confidence, and creativity. The Panthers (Pennsylvania) Supreme Dance Team does that and more for students of color at Brooklyn Friends School. Building Inclusive Communities Comprised of a diverse group of students in grades for People of Color: Programs and seven through 12, the team performs at various Initiatives to Strengthen People sporting events, dance concerts, and cultural of Color in Independent Schools programs. Led by young women of color, the team gives students who are usually in the minority C-6 Our Week of Understanding: Evolution an opportunity to be in the majority and step into of a Grassroots Campaign to 3,000 Strong leadership roles. Explore how dance empowers Room 120C students of color, get a framework to create a Learn how a few teachers and dedicated students dance team/club, and even dance together! No challenged one of the nation’s largest and most dance experience required. PRESENTERS: Vanessa diverse K-12 schools to celebrate their differences Aird and Jesse Phillips-Fein, Brooklyn Friends through our Week of Understanding. We will School (NY) share practical advice, strategies to convince your administration, student videos, and how a simple interactive t-shirt brought together our school community. PRESENTERS: Timothy Hipp, Jessica Parsons, Dana Jefferson, and Ronda Zents, Woodward Academy (GA)

26 C-9 From One Extreme to the Other: C-11 100 Miles from Philadelphia. The First Creating Rigor with Balance Nation/American Indian Education Begins Room 113B Room 122A Girard College opened in 1848 to educate poor, In 1879, U.S. General Pratt’s motto, “Kill the Indian, white, orphan boys. Now, after several Supreme Save the Man,” prompted the opening of a Carlisle Court cases, Girard has a student body that is 99 Indian School 100 miles from Philadelphia, many percent children of color and 55 percent girls; 86 American Indians’ first boarding school experience. percent are African American. Girard actively creates The ensuing trauma continues to impact American a racially diverse school for children who come from Indian people today. American Indians’ independent single-parent families struggling with poverty. school success depends on our understanding We are convinced that our students must be in a of the past. Just 132 years old, American Indian more diverse student community in order to pre- education is difficult to understand and many pare for advanced education and life as informed, people are uninformed about it. Learn about this ethical, and productive citizens. Learn more about experience and acquire additional resources in our full-scholarship school and share best practices order to understand why few American Indian that Girard and other schools working to racially students attend independent schools. Discover and economically diversify their student body today’s American Indian heroes and heroines to could implement in admissions, the classroom, shed light on our future. PRESENTER: Laura Jagles, and student life. PRESENTER: Autumn Graves, Santa Fe Preparatory School (NM) Girard College (PA) Expanding Our Toolbox: Curricular C-10 Diversity Action Research and Professional Skills for Excellence to Challenge Peer Culture Room 122B C-12 Was Shakespeare Racist?: Teaching Examine student findings on peer culture at Shakespeare in a Multicultural Classroom Westtown gathered during a nine-week elective Room 121C using diversity action research. Providing case Every once in a while, we read texts with students studies of challenge and change, students will that raise critical racial issues without ever discuss- describe dating dynamics surrounding gender and ing them explicitly. Perhaps we feel that if we don’t race. Boys will discuss the dynamics of The Bro’s, mention them, the students won’t notice them and and the process of “flipping the donut” of insider/ won’t feel compromised by the study of material outsider voices and power. Girls will analyze we consider essential. Though the language may trust/mistrust alliances and building sisterhood. challenge them, students see what we don’t want Learn key findings, including what research revealed to discuss. Examine racial elements in Othello, about student peer dynamics, students’ actions Merchant of Venice, and Titus Andronicus in order for change, and the results of action research to gain historical background on what blackness on the school program and culture. PRESENTER: signified for Shakespeare’s audiences and how we Pat Macpherson, Westtown School (PA) can openly address the language and history with our students. Engage in this interactive session and take back to school materials to use in class. PRESENTER: Josina Reaves, Poly Prep Country Day School (NY) friday December 2

C-13 Using Stories of the Exonerated emerged while starting the GSA, blending themes to Teach Race, Class, and Justice Issues of race, ethnicity, and sexual orientation, and Room 113A explore why the membership of the GSA was See exonerated death row survivor storytellers primarily students of color. Discuss the role of allies as unique, inspirational, and powerful pedagogical and share specific tools for giving them voice. Gain tools to teach students about race, class, and the strategies to start conversations about LGBT issues U.S. criminal justice system. Turn to these profes- and engage in hands-on exercises and activities sionally trained storytellers to expose students to that will encourage you to confront the issues in compelling narratives of U.S. history, politics, and order to create safe learning environments for all of society as lived by those often marginalized in our students. PRESENTERS: Meredith DeChabert, our textbooks. Open your eyes to the challenges Kyle Mitschele, and Stephanie Teachout, Rye to human and civil rights in our country. Return Country Day School (NY) to school with a deeper understanding of the role race and class play in the application of justice and C-17 Professional Development Work punishment in the U.S. after interacting first-hand on Race and Teaching Practice with survivors of the system. PRESENTERS: Room 118A Shujaa Graham and Kathy Spillman, Witness to Get a framework and gain understanding of the Innocence (PA) importance of having a professional development course that examines your own sense of racial C-14 Making a Difference for Students identity and assumptions and biases toward other of Color with Learning Disabilities groups. Explore educational practices that affirm Room 116 student identities and support positive achievement Through interactive exercises and dialogue you’ll for all students. PRESENTERS: Julie Parsons and experience what it’s like to have a disability, explore Kimberly Ridley, The Gordon School (RI) the educational and social stigmas attached to being a student of color with a disability, and brain- C-18 Perspectives of the Past: Using Digital storm ways to build a more inclusive community Oral History to Uncover Lost Voices within your independent school. PRESENTER: Room 121B Stephanie Borges, Maret School (DC) As part of the our eighth grade Humanities and Media Literacy curriculum, students participate C-15 Ally-ing Your Middle School: in a digital oral history project that has involved Creating Space to Talk About LGBT Issues interviewing 13 Vietnam veterans over the past two Room 117 years. Our curriculum incorporates oral history as How would your school respond to a middle school a powerful and formative learning experience for student of color who proposes to start a Gay- students. Following examples from a two-year Straight Alliance (GSA)? Why is talking about sexual digital oral history project, you’ll gain the necessary orientation different from talking about other tools to develop an oral history program relevant cultural identifiers with young adolescents? What’s to your own learning objectives. Discuss theme the best way to start a GSA at the middle school and interview selection, student preparation, and level and why is it important to push through the methods for creating a digital presence. Review the resistance to make it happen? Discover what we technical side of the oral history project, including learned from Rye Country Day’s first Middle School learning objectives in the art of presentation, video Day of Silence Assembly and the subsequent and sound engineering, and developing written creation of the Middle School GSA at the request assignments into a digital narrative. PRESENTERS: of a student. Hear some of the conversations that David Harris and Justin Sheehan, The Catherine Cook School (IL)

28 Exploring Racial/Ethnic Identities students as well as ourselves. Join us for interactive for People of Color: Our Many Journeys exercises and small group discussions. PRESENTER: and Stages Rosetta Lee, Seattle Girls´ School (WA)

C-2 Painting Our Community Mural Through C-5 Valuing African-American Language the Power of Story… Mine, Yours, Our Story! and Culture in the Middle School Years Room 121A Room 123 Learn invaluable tools for creating powerful stories Recognize language-based variations in African- that have the ability to impact and facilitate positive American students’ speech and writing in the change in diverse communities. Gain new insights middle school years. Sociolinguists and middle through oral storytelling that can lead to open school educators who attended and/or teach in and honest discussion of difficult issues, such as NAIS schools will highlight what research reveals addressing personal prejudices or biases. Teachers about what educators want to know about the and students will understand the importance and linguistic patterns of their students in order to value of expressing authentic personal narratives as let the voices of students shine through. Explore it relates to diversity and honoring the story in each ways that knowledge about language variation of us. Using story prompts we’ll explore the impact and multiculturally responsive teaching empowers ethnicity and culture have on human development. students and learn strategies to use in class to Trying basic storytelling skills and integrating various address systematic variation in speaking, reading, artistic disciplines like music, art, drawing, and and writing. Employ a social justice framework movement, you’ll return to school equipped to tell designed to help students use their own voices and your story and recognize how storytelling builds literacies to empower their learning. Develop your bridges and pathways of connection within every own teaching materials based on your new knowl- learning community. PRESENTER: Victoria Burnett, edge of language variation. PRESENTERS: Anne St. Margaret’s Episcopal School (CA) Charity, College of William and Mary; Christine Mallinson, University of Maryland, Baltimore County C-3 Islam: Beyond the Myths, Breaking Down the Barriers People of Color in Leadership: Room 125 Pathways and Programs to Success The post-9/11 era has exposed significant bigotry towards Muslims, while most non-Muslims in C-1 What Color Is a Leader? A Path the U.S. know little about Islam and its followers. to Leadership Without Restraints What implications does this lack of knowledge have Room 119A on our schools? How do advocates for diversity, Aspiring to be an administrator and/or head social justice, and inclusion challenge dominant of school? Learn how to prepare for the search narratives about Muslims framed by popular media? process from administrators, experienced search Learn reliable information about Islam and its consultants, and recently appointed heads of sociopolitical and historical dynamics in the U.S. school. While the process may seem daunting, it and around the world. PRESENTER: Amer Ahmed, can be rewarding and fulfilling when supported University of Michigan by your peers, head of school, a competent search consultant, and the right school. Discuss how to C-4 Who We Are: Racial and Ethnic Identity successfully navigate the process with a strong Development for Educators and Youth letter of intent and a diversified resume, and hear Room 113C advice about interviewing before the search Claim your racial and ethnic identity and experiences committee. Join us as we make an effort to change and learn about others’. Discuss racial and ethnic the color of leadership in independent schools. identity development theories, identify ways identity PRESENTERS: Roderick Jemison, La Jolla Country development manifests in our schools, and discover Day School (CA); Percy Abram, Gateway School ways to support healthy identity development in our (CA); James Wickenden, Wickenden Associates (NJ); Brian Thomas, The Bentley School (CA) 29 friday December 2

3:00–4:00 PM 4:15–5:45 PM State/Regional Meetings Workshop Session D ■■ Bermuda, Puerto Rico, Virgin Islands, Hawaii, and International Room 121B Building Inclusive Communities ■■ Cleveland Council of Independent Schools Room 120C for People of Color: Programs and ■■ Colorado and ACIS Room 121C Initiatives to Strengthen People ■■ Connecticut, CODIS, and SPHERE Room 111B of Color in Independent Schools ■■ Florida and FCIS Rooms 110 A-B ■■ Maryland and AIMS MD/DC Room 112 A-B D-8 Reducing the Negative Effects ■■ Midwest and ISACS Rooms 109 A-B of Racism-Related Stressors ■■ New England and POCISNE Room 122B Room 117 ■■ New Jersey and NJAIS Room 123 Stereotype threat and racial microaggressions ■■ New York and POCIS-NY Rooms 108 A-B jointly create racism-related stressors that hinder ■■ North Carolina Room 122A an African-American student’s optimal performance ■■ Northern California and NORCAL POCIS Room 113A in the classroom. To address this dilemma, we’ll ■■ Pacific Northwest and PNAISR oom 116 examine African-American students’ experiences ■■ Pennsylvania and Delaware Valley EXHIBIT HALL G with and their responses to atmospheric threats, ■■ South and SAIS (Alabama, Georgia, Kentucky, learning successful pedagogical practices designed Mississippi, South Carolina, Central America, to reduce these racial stressors and promote South America) Room 118A positive inter-ethnic, student-teacher relationships. ■■ Southern California and SOUCAL POCIS Room 113B PRESENTER: Gwendolyn Miller, Eliminating Racism ■■ Southwest and ISAS Room 117 in African-American Children’s Education (ERAACE) ■■ Tennessee and TAIS Room 121A ■■ Virginia and VAIS Room 118B D-9 Tried and Tested Best Practices for a ■■ Washington, DC, and Independent Education Thriving and Healthy School Affinity Group Room 113C Room 122B In 2007, Brentwood School conducted a survey of graduating seniors that showed LGBT students and students of color reported a less satisfactory experience than their counterparts. Based on this finding, our school began researching the effectiveness of affinity groups. While the existence of affinity groups proved to be positive, faculty sponsors needed research and ideas to help sustain initial momentum and engage allies meaningfully. Join us to learn activities to enhance affinity group work with students of color and LGBT students. The overall purpose of the middle and upper division affinity groups remains the same, yet the activities we provide are mindful of the different needs as delineated by affinity and age. After sharing research and sample curricula, we’ll meet in small groups to brainstorm goals, share activities,

30 and discuss student parameters that contribute of color, current students, and local resources. to a healthy affinity group. PRESENTERS: Cameron Administrators will learn how to lend support Coleman and Asako Kurosaka-Jost, Brentwood and align conference goals with the school’s School (CA) mission. Marymount has hosted two local confer- ences for non-NAIS schools, as well as a successful D-10 The Marginalization of the African- campus-wide conference focusing on diversity. American Male Student-Athlete Increase the peace on your campus! PRESENTERS: Room 113A Emily Hall and Cynthia Hoepner, Marymount High Life for African-American male student-athletes in School (CA) independent schools presents both opportunities and challenges. Many thrive and are an integral part D-12 Transforming Classrooms and Institutions of a variety of sports teams. However, some are Using Professional Learning Communities seen as less qualified and primarily on campus to Room 118A improve the school’s athletic program. These young Using the structure of cross-divisional professional men feel marginalized because a disproportionate learning communities, cohorts of faculty members percentage of them participate in sports. Some from early childhood to upper school at Abington of the marginalized feelings can be self-induced Friends engage in action research that asks them simply because they are part of an underrepresented to do self-inquiry into their identifies, assumptions, group, but in many cases it’s due to preconceived and teaching practices. Learn how this model is misconceptions, minimal awareness, and a lack helping teachers transform pedagogy for multiracial of communication about this issue. Learn how to classrooms. This work involves a deep personal effectively discuss this issue and develop strategies awakening and call to action, which moves into to help these student-athletes achieve confidence the institutional level to challenge inequities that and success. PRESENTER: David Watts, Campbell exist in school policies, programs, and practices. Hall (CA) PRESENTERS: Susan Arteaga, Alice Fernandez, Wayne Kurtz, and Leslie Tran, Abington Friends D-11 “Increase the Peace:” Hosting a School (PA) Community-Wide Diversity Conference on Campus D-13 Institutionally Addressing the Room 113B Needs of Chinese International Students Have you ever wanted to create a PoCC/SDLC expe- in the United States rience on your campus? Do the SDLC students Room 121C return to campus wanting to share their enthusiasm Hear a panel address a variety of issues, including with peers? Learn how to use that energy to deliver how the history of Chinese students in the U.S. an unforgettable experience on a limited budget. has contributed to fragmented cultural identities Uncover proven strategies for implementing a for Chinese and Chinese-American students, diversity conference for your school and/or local how prepared Chinese high school students are schools who cannot attend PoCC/SDLC. Review to navigate American cultural values, and how the ABCs of hosting a small or large conference independent schools can provide institutional and focus on tapping your hidden resources: alumni support for Chinese students. Actively discuss issues facing Chinese nationals and learn methods for creating institutionalized support systems. PRESENTERS: Mei Li Inouye and Rebecca Hogue, Madeira School (VA)

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Expanding Our ToolBox: Curricular D-17 Creative and Effective Diversity and Professional Skills for Excellence Programming for Middle School Room 116 D-15 College Counseling: A Journey Focus on diversity initiatives that engage students of Self-Discovery and faculty in meaningful discourse and take Room 120C back to school materials and ideas to implement Applying to college requires students to articulate similar programs in your school. Review samples their hopes and dreams as they select colleges to that demonstrate how the activities should be apply to and write college admissions essays. This organized and discuss how to overcome obstacles. is often the first time they’ve looked at themselves Uncover ideas that are age-appropriate — yet still so seriously. Some students “find their voice” during challenging — for middle school students. Discuss this process as they shine light into corners of their establishing a weekly diversity group in middle lives that they’ve never shared with anyone. Meet school, affinity groups, ideas for planning and with veteran college counselors to review various implementing special days, exploring gender and scenarios of students who found strength and sexuality, and talking about race, religion, socio- identity in the college counseling process. Discuss economics, etc. to marginalized groups. Take home ways schools, counselors, and teachers can best materials and discussion questions for activities help students along this path of self discovery. for your students. PRESENTERS: Keino Terrell Gather helpful resources that serve students from and Lauren Betz, Friends’ Central School (PA) diverse backgrounds as they affirm their identity and move on to college. PRESENTERS: Roland D-18 Cultural Communication Accord: Allen, St. Margaret’s Episcopal School (CA); Tamar Managing Cultural Conflict Through Adegbile, Harvard-Westlake School (CA); Canh Caring Communication Oxelson and Beth Pili, Horace Mann School (NY) Room 121A Good communication skills are necessary in every D-16 Engaging and Motivating profession, but are essential to educators who work Students Beyond the SDLC Experience in school environments that are culturally different Room 113C from what they are accustomed to. Having the nec- The 2011 Student Diversity Summit at Morristown- essary skills and knowledge of basic communication Beard School sought to provide students with a theories helps educators manage communication safe environment to engage in conversations challenges proactively. Learn basic communications around issues of race, ethnicity, socioeconomics, theories and become aware of how these theories religion, gender, and sexual identity. This not only play out in everyday life. With confidence, knowledge, exposed many students to a smaller-scaled version and purposeful interaction, you’ll be better equipped of the SDLC experience but also provided students to manage challenging and difficult conversations. who had previously attended SDLC the opportunity PRESENTERS: Geraldine Allen and Dirk Parker, to take a leadership role in facilitating the group Chestnut Hill Academy (PA) discussions. Learn about the summit’s development and framework, partnerships leveraged, and D-19 Whiteness and Schooling empowerment of students to initiate a new program Room 118B at our school. Return to school with an understand- White participants: Challenge the racism around ing of how to develop a similar summit for your you, better understand how white privilege and students. PRESENTER: Tracey Barrett, Morristown- racism operate in your school, and search for a way Beard School (NJ) to strengthen your work for racial justice. Engage in anti-racist work developing skills to become actively engaged allies. We’ll meet in a safe, non- judgemental space to explore our own prejudices and biases. PRESENTER: Ali Michael, University of Pennsylvania 32 Exploring Racial/Ethnic Identities for People of Color: Our Many Journeys and Stages

D-3 Gay Pride for All: Race and Sexuality in a Pre-K Through 12th Grade School Room 121B Independent schools are often faced with how to ensure that diversity programming is supportive of multiple identities. In an attempt to create more substantive programming, we engaged in internal research to explore the intersection of racial and D-5 Multimedia, Multiracial, Multifaceted Me sexual identities on our campus. We focused on Room 124 black identity and how it was impacted by gender Many are tempted to push the “one-drop-rule” identity/expression and sexual orientation for or encourage monoracial identities in an effort to students, staff, and parents. Hear the results of that include multiracial people in their homogeneous research and explore why it can be more helpful to groups. While the invitation is appreciated, discuss the intersectionality of identities rather than members of monoracial social groups should be focusing on one identity at a time. PRESENTERS: aware that sometimes mixed people may identify Mariama Richards and Vincent Rowe, Georgetown poly-ethnically. This should not be perceived as a Day School (DC) rejection of any particular group. Explore this complex dichotomy through presenter stories. Use D-4 Perspectives in Literature: Teaching multimedia and music to relate to the experience African-American Women Writers of multiracial individuals and see how we are all Room 120B multifaceted and can shine on more than one side. Independent schools teach great African-American PRESENTER: Danae Howe, Westridge School (CA) women writers, but many of our students lack the cultural background to fully grasp the meaning D-6 Sister Circles: The Path to Affinity and significance of the works. Our students find Room 122A themselves represented in most of what they read, Discover the challenges and triumphs in developing but what happens when the reader’s image is absent an affinity group for upper school “black” girls or inaccurate in literature? Faced with this dilemma, and the parallel development of a parent affinity African-American women writers from Phillis group. Learn a framework and skills for assessing Wheatley to Pulitzer Prize winner Toni Morrison and leveraging school climate, moving through have created themselves in and through great resistance and silence, engaging student voices to literature. Come experience a course, currently create buy in, and develop authentic themes for the taught at Charlotte Country Day School, that group. Gain effective tools in developing allies and challenges students to consider the historical, coordinating with key administrators, as well cultural, and societal context of the writers and their as strategies for fostering ongoing development stories as they explore the works of great African- of student and parent programming. PRESENTERS: American women from their perspective. Students Pamela Williams and Nadirah Moreland, Stone learn not only what the stories mean but also why Ridge School of the Sacred Heart (MD) they matter in literary, social, and cultural context. PRESENTERS: Stephanie Cave and Samantha Simpson, Charlotte Country Day School (NC)

33 friday December 2

D-7 There Is No Such Thing as Colorblind! People of Color in Leadership: Room 123 Pathways and Programs to Success Racial identity development starts earlier than you think. Examine how young children’s racial D-1 Advancing Your Career: Reflections identity development can be successfully supported on Leadership within the context of everyday classroom life, for Room 119A children ages three through six. Learn ideas for age- Explore the different pathways to advance your appropriate explicit curriculum, tools for responding career in independent schools. We’ll touch on to emergent situations, and suggestions for how various career stages from department head to effectively invite parents into this important to division head to head of school, and share ongoing conversation. PRESENTERS: Zeny Muslin, strategies to assist you in the developing your Karyn Silsby de Pla, and Joanna Sly, Bank Street career. Leave with a variety of answers to the School for Children (NY) question: How do I take the next step? PRESENTERS: Ken Aldridge, Germantown Friends Nurturing Our Souls: Self-Care School (PA); Melissa Brown, Wilmington Friends and Strategies for Success School (DE); Darryl Ford, Antonio William, and Lee Payton, William Penn Charter School (PA); D-2 “Deez People B’ Trippin!” Michelle Holland, Friends School of Baltimore (MD); Room 125 Noni Thomas, Nightingale-Bamford (NY) Using personal experiences within and outside of independent schools, discover how to nurture 6:00–7:00 PM your health and wellness professionally, socially, General Session Performance and academically as it relates to being an effective with Yellow Rage teacher/leader and administrator of color. Share ways Terrace Ballroom of embracing your personal, spiritual, and cultural Introduction by Leslie Tran, Abington Friends integrity. Learn how to build solid relationships, find School (Pennsylvania) mentors, network among the independent school landscape locally and nationally, and leverage 7:00–8:00 PM professional development opportunities. Share PoCC Reception your own successes and challenges in small groups. Terrace Ballroom Foyer Take home meaningful insights, strategies, and other resources to guide you in your journey 8:15–9:15 PM through independent schools. PRESENTERS: GLBT Reception Angelica Flores and Bryan Jackson, The Latin Philadelphia Marriott Downtown, School of Chicago (IL) Lobby Level, JW’s

34 saturday December 3

8:00–9:15 AM PoCC/SDLC Affinity Group Session III Claiming Our Space: The Collective Mural 7:00–11:00 AM Having envisioned and created murals of ourselves PoCC/SDLC Registration and our community, let’s now prepare for re-entering Broad Street Lobby our schools and claiming the spaces before us as unfinished canvases. Let’s harness our creative 7:00 AM–1:00 PM energies to influence positive transformation NAIS Bookstore and Cyber Café in our schools. Keep your paintbrush moving Broad Street Lobby across our collective mural!

7:00–8:00 AM ■■ Asian/Asian-American and Pacific-Islander/Pacific- PoCC Choir Rehearsal Islander-American AffinityG roup — Men Room 120C Terrace Ballroom ■■ Asian/Asian-American and Pacific-Islander/Pacific- Islander-American Affinity Group — Women Rooms 120 A-B ■■ Black/African-American Affinity Group — Men Rooms 121 A-C ■■ Black/African-American Affinity Group — Women Exhibit Hall G ■■ First Nation/Native American Affinity Group Room 112 A-B ■■ International/Non-U.S. Citizen Affinity Group Rooms 109 A-B ■■ Latina/Hispanic-American Affinity Group — Women Rooms 118 A-B ■■ Latino/Hispanic-American Affinity Group — Men Room 118C ■■ Middle-Eastern-American Affinity Group Room 115A ■■ Multiracial-American AffinityG roup — Men Room 117 ■■ Multiracial-American Affinity Group — Women Room 116 ■■ Transracially-Adopted Affinity Group — Men Room 119B ■■ Transracially-Adopted Affinity Group — Women Room 119A ■■ White/European-American Affinity Group — Men Rooms 108 A-B ■■ White/European-American AffinityG roup — Women Rooms 113 A-C

35 saturday December 3

9:30–10:45 AM 11:00 AM–12:30 PM Student-Led Adult/Student Dialogues PoCC/SDLC Closing Ceremonies with Martin Nesbitt ■■ Bermuda, Puerto Rico, Virgin Islands, Hawaii, Terrace Ballroom and International Room 120C Program subject to change. ■■ Colorado and ACIS Room 122B ■■ Connecticut, CODIS, and SPHERE Rooms 113 A-C ■■ PoCC Choir under the direction of Charles Owens, ■■ Florida and FCIS Rooms 110 A-B Francis Parker School (Illinois), and accompanied ■■ Maryland and AIMS MD/DC Room 112 A-B by Karen Bradberry, Future Leaders Program, Bickel ■■ Midwest and ISACS Rooms 109 A-B & Brewer Foundation ■■ New England and POCISNE Rooms 121 A-C ■■ SDLC Report Out ■■ New Jersey and NJAIS Rooms 120 A-B ■■ Performance by Germantown Academy ■■ New York and POCIS-NY Rooms 108 A-B (Pennsylvania) and Community Partnership ■■ North Carolina Room 122A School under the direction of Jody Bohr, ■■ Northern California and NORCAL POCIS Room 119A Germantown Academy, and Ira Bond, Community ■■ Pacific Northwest and PNAISR oom 116 Partnership School ■■ Pennsylvania and Delaware Valley EXHIBIT HALL G ■■ Introduction of Martin Nesbitt by Henry Fairfax, ■■ South and SAIS (Alabama, Georgia, Kentucky, Haverford School (Pennsylvania) Mississippi, South Carolina, Central America, ■■ Martin Nesbitt South America) Rooms 118 A-B ■■ 2011 Co-Chair Recognition ■■ Southern California and SOUCAL POCIS Room 119B ■■ 2012 PoCC/SDLC Announcement and Welcome ■■ Southwest and ISAS Room 118C ■■ Final Sending Forth ■■ Tennessee and TAIS Room 123 ■■ Virginia and VAIS Room 117 1:30–4:30 PM ■■ Washington, DC, and Independent Education SDLC College Fair at Friends Select Room 115A School (Pennsylvania) 17th and Benjamin Franklin Parkway Only for students and chaperones who registered for the SDLC College Fair. Students must be accompanied by a chaperone. Directions to Friends Select School: Exit the Broad Street Lobby doors and walk straight through Lenfest Plaza (which is Cherry Street) until you get to 17th Street, which is where the main entrance to Friends Select is located. Cherry Street and Benjamin Franklin Parkway come together, right at 17th.

2:00–4:00 PM Mural Arts African American Iconic Images Tour Departure for the Mural Arts Tour is from the 12th and Arch streets entrance of the Pennsylvania Convention Center.

36 sdlc updating our status Student Diversity A Declaration of Interdependence Leadership Conference Eighteen Years of Diversity and Advocacy Training for Independent School Students

Philadelphia Marriott Downtown Philadelphia, Pennsylvania

SDLC Co-Chair Welcome

In 1995, a group of about 65 students traveled to Philadelphia to envision a conference for high school students interested in diversity work. The result was the fundamental curriculum for the future NAIS Student Diversity Leadership Conference identifiers, working in affinity groups, and connecting (SDLC). Now in our 18th year, we are honored to with participants from their region to create a return to the “City of Brotherly Love and Sisterly strong network for their continued leadership at Affection!” Building on our curricular foundation, their schools. Our returning participants may seek we will explore issues of social justice, practice the opportunity to serve as peer facilitators, taking authentic expression, stretch our thinking on self a critical role in moving and shaping the dialogue and society, and prepare for effective advocacy that happens on site, or they may engage in an in independent schools. Using the unfinished advanced group called Diversity 201. Our past business of our nation’s history as a platform, participants have taken the learning back to their we will go about the work of “Updating Our Status schools to open conversation, jumpstart local and as We Make a Declaration of Interdependence.” regional efforts, and educate their peers. In joining us, you will find yourself in a network of some of Participants will be guided by a talented team of the most committed student leaders in the country. independent school educators, college students who are SDLC alums, and educational consultants. In the age of social networking, this is an Students will deepen their “I” perspective by opportunity to reflect and nurture our indi­vidual engaging in a curriculum centered on cultural 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 engage- ment. We look forward to adding your brilliant faces to the mural of SDLC 2011.

Liz Fernández Rodney Glasgow Dean, Form V, Class of Assistant Director 2013 and Ethics Teacher, of Upper School and Ethical Culture Director of Diversity, Fieldston School (NEW Worcester Academy YORK), SDLC Co-Chair (MASSACHUSETTS), SDLC Co-Chair sdlc Student Diversity Leadership Conference

DIVERSITY 201 Returning students not serving as peer facilitators will join an advanced family group called Diversity 201. Diversity 201 is a specialized and advanced experience designed to allow returning participants The Student Diversity Leadership Conference an opportunity to dig deeper into issues of identity, (SDLC) is an inclusive, multi­racial, multicultural power, privilege, and allyship. gathering of upper school student leaders (grades 9-12) from around the country that focuses on self- STUDENT EXPECTATIONS reflection, allyship, and community building. Led by All SDLC participants whether local or traveling a diverse team of trained adult and peer facilitators, must abide by the same rules and expectations. participants will develop an appreciation of their SDLC participants are expected to: own identities, build effective cross-cultural com- munication skills, better understand the nature and ■■ Attend all conference sessions, activities, and meals. development of effective strategies for social jus- ■■ Abide by the Student Conduct Agreement governing tice, and practice expression through the arts, while behavior throughout the conference. networking with their peers. ■■ Cooperate with adult chaperones and with conference staff. In addition to large group sessions, SDLC further creates a safe, supportive environment by organiz- SDLC CHAPERONES ing participants into cross-sectional teams of 60 Schools are required to send a chaperone(s) with known as “family groups,” each of which is led by their student delegation. Chaperones are expected to: two adult facilitators. Each family group is further divided into small “home groups,” where intense ■■ Attend one of the chaperone orientation sessions on dialogue and sharing take place, guided by trained Wednesday, November 30, 9:15 – 10:00 PM peer facilitators who take a critical role in moving or Thursday, December 1, 7:00 – 7:45 AM. and shaping the experience of all students. ■■ Ensure students attend all SDLC activities. ■■ Arrange for students’ meals not included in the SDLC participants will join PoCC participants at the SDLC registration. Thursday opening ceremonies and Saturday closing ■■ Be responsible for their students during conference ceremonies. Culminating experiences will include designated free times. joining together with PoCC attendees in student- ■■ Meet students at designated points and times. facilitated dialogue sessions designed to explore ■■ Support and enforce the Student Conduct concepts and themes of equity and justice in our Agreement, including participation requirements schools. Highly rated in conference evaluations, and adherence to curfew. everyone is encouraged to attend and support ■■ Be on call at ALL TIMES during the conference these opportunities for cross-generational work. and check their cell phones regularly. ■■ Attend the College Fair with any interested students. PEER FACILITATORS (Students must be accompanied by their chaperone.) Students who have attended SDLC before are eligible to take on a leadership role by serving SDLC MEALS as peer facilitators. Peer facilitators will be Student delegates will receive lunch and dinner trained on-site on Wednesday, November 30, on Thursday, December 1, and lunch and 6:00 – 10:00 PM. Dinner is included. An dinner on Friday, December 2. Thursday through additional training is scheduled on Thursday, Saturday breakfasts are not included with student December 1, 7:00 – 7:45 AM, for late arrivals. registration. Chaperones are expected to have Breakfast is included. breakfast with SDLC delegates.

38 thank you!

2011 PoCC Co-Chairs and Local Committee The success of this year’s PoCC and SDLC is due, in large part, to the countless hours of assistance given by the Philadelphia area independent schools that hosted local SDLC Co-Chairs and Faculty committee meetings with meals and refreshments, the NAIS and participating schools gratefully acknowledge the 2011 SDLC local committee, and most especially the four co-chairs. co-chairs and faculty for their commitment and creativity in nurturing They promoted the conferences, garnered corporate independent school student diversity leaders and advocates. sponsorships, developed the conference general sessions, approved PoCC conference workshops, and supported Liz Fernández, Christine Godinez, Josefina Paolello, conference logistics. Meeting regularly since March 2011, Ethical Culture Lick-Wilmerding High Moorestown Friends these individuals, their heads of school, and their school Fieldston School School (California) School (New Jersey) communities deserve our deepest gratitude. (New York) Co-Chair Oscar Gonzalez, Sakina Pasha, Crissy Caceres, Donna Lindner, Rodney Glasgow, Kent Denver School Barnard College Abington Friends School The Agnes Irwin School Worcester Academy (Colorado) Margaret (Pennsylvania) Co-Chair (Pennsylvania) (Massachusetts) Maya Gunaseharan, Rabinowitz, Henry Fairfax, Deborah Marcee, Co-Chair Cornell University Germantown Friends The Haverford School William Penn Charter Mayowa Adeyemi, Nini Hayes, University School (Pennsylvania) (Pennsylvania) Co-Chair (Pennsylvania) George Washington of Massachusetts Michelle Rivera, San Rafhia Foster, Deidra McRae, University Tanynya Hekymara, Jose State University The Haverford School Springside School Rohan Arjun, Taft Independent School Priyanka Rupani, (Pennsylvania) Co-Chair (Pennsylvania) School (Connecticut) Alliance for Minority Mastery Charter School, Mindy Hong, Celeste Payne, Ana Victoria Arroyo, Affairs Thomas Campus The Baldwin School Westtown School Syracuse University Jasmine Jennings, Cynthia Sorto, Texas (Pennsylvania) Co-Chair (Pennsylvania) Kapono Ciotti, Northwestern University Christian University Cassandra Aldridge, Courtney Portlock, Maryknoll School Cameron Johnson, Lauren Stewart, William Penn Charter The Episcopal Academy (Hawaii) NAIS University of Illinois School (Pennsylvania) (Pennsylvania) Cecilia Coats, Nihad Mansour, Kelsey Taylor, Geraldine Allen, Nakeiha Primus, Teller Elementary University of North University of Chestnut Hill Academy The Haverford School Natalie Cox, Carolina, Chapel Hill Pennsylvania (Pennsylvania) (Pennsylvania) Breakthrough Lorraine Martinez- MingHui Tseng, Chidi Asoluka, Keino Terrell, Collaborative New York Hanley, Indian Creek Worcester Academy Germantown Academy Friends’ Central School Lisa Doi, University School (Maryland) (MA) (Pennsylvania) (Pennsylvania) of Pennsylvania Guyton Mathews, Morika Tsujimura, Anita Bailey, Leslie Tran, Nnaemeka Morehouse College Trinity School Friends Select School Abington Friends Ekwelum, Ace Miller, Simmons (New York) (Pennsylvania) School (Pennsylvania) Columbia University College Dwight Vidale, Mirangela Buggs, Edna-Anne Leovanny Fernandez, Raquelle Newman, Riverdale Country Germantown Friends Valdepenas, George Bowdoin College University of Florida School (NY) School (Pennsylvania) School (Pennsylvania) Andrew Firestone, Collinus Newsome- Jared Williams, Felix Chen, Abington Marcos Velis, Kenyon College Hutt, University of Village Community Friends School The Philadelphia Jason Ford, Ethical Colorado School (New York) (Pennsylvania) School (Pennsylvania) Culture Fieldston Winston Nguyen, Toni Williamson, Sherry Coleman, Antonio Williams, School (New York) Columbia University Abington Friends Independent School William Penn Charter Jamor Gaffney, Diane Nichols, School (Pennsylvania) Consortium of Greater School (Pennsylvania) University of Maryland Hathaway Brown Sophia Yapalater, Philadelphia, and Rossana Admana John Gentile, School (Ohio) Oberlin College consultant Zapf, The Miquon Breakthrough New York Marco Odiaga, Jacquelyn Hamilton, School (Pennsylvania) Concord Academy Tower Hill School (Massachusetts) (Delaware)

39 thank you!

Call to Action The mission of the Call to Action Karen Bradberry, Rodney Glasgow, Jaquin Moya, Bosque (CTA), NAIS’s national think tank Bickel & Brewer Worcester Academy School (New Mexico) and advisory council on diversity, is: Foundation (Massachusetts) Kathy O’Neal, Olivia Brown, Scott Griggs, University Preparatory ■■ to address current and emerging Independent School Greenhill School (Texas) School (Washington) issues of equity and justice in inde- Alliance for Minority Martha Haakmat, Eric Osorio, Packer pendent schools; Affairs Brooklyn Friends Collegiate Institute ■■ to support the creation of healthy Kai Bynum, School (New York) (New York) inclusive and equitable educational Belmont Hill School Josie Herrera, Jacqui Pelzer, Early communities; (Massachusetts) Albuquerque Academy Steps Incorporated ■ ■ to identify best practices and assist Crissy Caceres, (New Mexico) Stephanie Royal, in the development of sustainable Abington Friends Jacquelyn Hamilton, Waterside School initiatives and action steps for NAIS School (Pennsylvania) Tower Hill School (Connecticut) and its member schools; and Sandra (Chap) (Delaware) Matthew Suzuki, ■■ to provide opportunities for mutual Chapman, Little Mindy Hong, Rye Country Day support and professional develop- Red School House The Baldwin School School (New York) ment for its membership. Elisabeth Irwin High (Pennsylvania) Carol Swainson, School (New York) Laura Jagles, Head-Royce School A substantial portion of the work of Sherry Coleman, Santa Fe Preparatory (California) CTA is to coordinate with the PoCC Independent School School (New Mexico) Manasa Tangalin, local committee co-chairs and NAIS Consortium of Greater Rosetta Lee, Independent School staff in developing PoCC and SDLC. Philadelphia, and Seattle Girls’ School Alliance for Minority NAIS extends its highest admiration consultant (Washington) Affairs for the efforts and to the members Henry Fairfax, Carolyn Lett, Christen Tedrow, of the 2011-12 CTA who worked on The Haverford School The Roeper School The Bishop’s School this year’s conferences during the (Pennsylvania) (Michigan) (California) summer meeting. Liz Fernández, Donna Lindner, Steven Tejada, Noble Ethical Culture The Agnes Irwin School and Greenough School Fieldston School (Pennsylvania) (Massachusetts) (New York) Patricia Matos, Kisha Watts, The Taft Gloria Fernandez- Greenwich Country Day School (Connecticut) Tearte, Greenwich School (Connecticut) , Academy (Connecticut) Tommy Webb Christel McGuigan, Greensboro Day School , Heather Flewelling Greenhill School (Texas) (North Carolina) Milton Academy , The (Massachusetts) Pamela Buchanan John West Miller, The Latin Mirman School , Johnnie Foreman School of Chicago (California) Gilman School (Illinois) , (Maryland) Anthony Witte Shani Barrax Head-Royce School , Rafhia Foster Moore, Cary Academy (California) The Haverford School (North Carolina) (Pennsylvania)

40 floor plans

Pennsylvania Convention Center Level 100 Street Access Level 400 Terrace Ballroom

11th Street R R R R I I F F V I I I I I

Terrace Ballroom R Exhibit Hall F F F F F

TA X I L AN E 12th Street 1 10

105A 107A R R B B 7 5 4 10 10 10 NAIS Onsite Staff B

8 Efrem Abate, staff accountant 10 A Arch Street Race Street Janyce Bryant, director of B 4

111B 9 administration and facilities 11 Auditorium 10

Lecture R R Vivian Dandridge-Charles, Hall 111A 109A managing director, member services

13th Street Cameron Johnson, web director Mark Mitchell, vice president, School and Student Services R R R R Jay Rapp, senior director, professional development team A

9 Floyd Smith, member services 11

B associate Amada Torres, senior director of academic research Exhibit Hall G NAIS School Consultancy 123 124 125 A

6 Services and Leadership 12 B Equity and Diversity Team Broad Street Atrium Gene Batiste, vice president Tina Wood, director of team administration and logistics Broad Street Experient Joy Womack, meeting and event manager 41 floor plans

Philadelphia Marriott Downtown Level 4 Franklin Hall LEVEL 4 FRANKLIN HALL

MEETING FRANKLIN FRANKLIN FRANKLIN FRANKLIN FRANKLIN FRANKLIN FRANKLIN ROOM 2 3 4 5 6 7 8 415

MEETING ROOM 414

FRANKLIN MEETING FRANKLIN 9 ROOM 413 PARKING 1

FRANKLIN FRANKLIN FRANKLIN 13 12 11 MEETING ROOM FRANKLIN 412 10

MEETING MEETING FRANKLIN HALL ROOM ROOM 410 411

BUSI- NESS WOMEN CENTER TELE. MEETING MEN ROOM 405

ESCALATORS ESCALATORS MEETING MEETING MEETING MEETING MEETING MEETING MEETING MEETING ROOM ROOM ROOM ROOM ROOM ROOM ROOM ROOM 401 402 403 404 406 407 408 409

Level 5 Ballroom LEVEL 5 BALLROOM

SALON A SALON L

SALON F SALON G

SALON B SALON K

BALLROOM

SALON C SALON J

SALON E SALON H

SALON D SALON I ELEV. ELEV.

TELEPHONE TELEPHONE ESCALATORS ESCALATORS MEETING MEETING ROOM REGISTRA- MEN WOMEN REGISTRA- WOMEN MEN ROOM 501 TION I TION II 502

42 advertisements advertisements advertisements advertisements advertisements advertisements advertisements advertisements advertisements advertisements advertisements save the date! 2012 PoCC/SDLC in Houston 1620 L Street NW December 8–10, 2012 Suite 1100 2012 PoCC Theme Washington, DC 20036-5695 Energizing Our Future Through Refining Our Shared Sense of Community: 25 Years of Fueling the Power of Change in Independent Schools 2012 SDLC Theme Timeless Resources, Renewable Energy: Harvesting a Sustainable Legacy Corporate Sponsors NAIS extends its sincere appreciation to the following generous corporate sponsors.

Silver Sponsors Gold Sponsors ARAMARK Education Cal/West Educators Placement www.aramarkschools.com, (800) 926-9700 www.CalWestEducators.com, (818) 906-2972 ARAMARK Education provides a complete Sponsor of Lorene Cary presentation range of food, facility, uniform, and other support services to more Cal/West is an experienced firm specializing in the placement of highly than 500 K-12 school districts nationwide. We offer onsite and offsite qualified senior leaders, teachers, and administrators in independent breakfast and lunch meal programs, afterschool snacks, catering, schools throughout California and other western states. Cal/West is nutrition education, and facilities management services, including committed to expanding diversity and helping schools and educators maintenance, custodial, grounds, and energy management. Our find “The Perfect Match!” programs are designed to encourage healthy eating habits, increase meal participation, and create safe, clean, comfortable learning environments for students and the school community.

Carney Sandoe & Associates Sponsor of the film screening ofWhy US? Left Behind the Dying www.carneysandoe.com, (617) 542-0260 Rosetta Eun Ryung Lee and individual donors/Diversity Films CS&A provides faculty and administrator recruitment, leadership search, and strategic consulting services to independent, international, and Sponsor of the film screening ofBrother Outsider: The Life of Bayard Rustin like-kind schools. Founded in 1977, CS&A is recognized as the preemi- Friends Council on Education and participating schools nent recruiter of teachers and administrators for PK-12 schools worldwide. The search group has unparalleled expertise in retained head of school Abington Friends School (Pennsylvania) Haddonfield Friends School (New Jersey) and top administrator executive search services for clients in the U.S. and Carolina Friends School (North Carolina) Moses Brown School (Rhode Island) abroad; the consulting group offers professional, management consulting Connecticut Friends School (Connecticut) Mary McDowell Friends School (New York) in governance, institutional assessment, compensation analysis, board Delaware Valley Friends School (Pennsylvania) Media-Providence Friends School evaluation, and strategic planning. Friends Academy (Pennsylvania) Friends Council on Education New Garden Friends School (North Carolina) StratéGenius Friends’ Central School (Pennsylvania) Princeton Friends School (New Jersey) www.strategenius.org, (510) 685-0861 Friends Seminary (New York) San Francisco Friends School (California) Sponsor of Wes Moore presentation Friends School of Baltimore (Maryland) Sandy Springs Friends School (Pennsylvania) StratéGenius places exceptional teachers and administrators of all Friends School Haverford (Pennsylvania) State College Friends School (Pennsylvania) backgrounds nationally, specializing in underrepresented educators: Friends School of Portland (Maine) United Friends School (Pennsylvania) men in elementary; women in math, science, and technology; and Friends School of Wilmington (Delaware) West Chester Friends School (Pennsylvania) people of color of all areas. We work with supportive schools that George School (Pennsylvania) Westtown School (Pennsylvania) are serious about equity and justice. Our organization has 20 years of Germantown Friends School (Pennsylvania) Wilmington Friends School (Delaware) experience in search and placement, as well as in negotiating contracts Goshen Friends School (Pennsylvania) William Penn Charter School (Pennsylvania) and providing networking opportunities for candidates, faculty, administrators, and trustees. The difference is in the service — with our In-Kind Sponsors national reach, you have access to a wider, hand-picked pool of opportu- transportation nities than a regional firm can offer and personalized service you cannot Abington Friends School (Pennsylvania) The Miquon School (Pennsylvania) receive from a massive, traditional firm. Our candidates benefit from The Baldwin School (Pennsylvania) The Shipley School (Pennsylvania) personalized services and from StratéGenius’ name recognition, strong The Episcopal Academy (Pennsylvania) William Penn Charter School (Pennsylvania) relationships, and solid reputation for results built by the founder and Friends Central School (Pennsylvania) president, Orpheus Crutchfield. sdlc college fair Friends Select School (Pennsylvania)