1. Kingmakers of Oakland
(Presented by Christopher P. Chatmon)
The African American Male Achievement (AAMA) Leadership Team will set the stage for an interactive workshop lead by the AAMA Student Leadership Council (20 AAM students representing 15 different schools from the Oakland Unified District). Participate in a workshop that shares the many lessons learned about how a school district improves the educational outcomes of AAM students.
2. Solving Disproportionality and Achieving Equity: Using Data to Change Hearts and Minds
(Presented by Dr. Edward Fergus-Arcia)
The conversations on disproportionality on special education, gifted/AP/honors, and suspension center on the role of policy and practice in contributing to these outcomes. This session focuses on the role of bias-based beliefs as a fabric of school culture and its impact on setting the stage for disproportionate outcomes. Participants will learn about a tool for addressing system level reform and re-aligning practitioners' beliefs.
3. Strategies for Strengthening Self-Efficacy in African American Educators
(Presented by Ayodele Harrison)
Self-efficacy influences the goals an educator sets, the type of learning they engage in, the quality of their effort, and can be a deciding factor of whether they will return to a specific position. In this interactive workshop, participants will explore the sources of self-efficacy and its influences on teacher morale and retention. Additionally, the presenter will introduce 7 influencers of self-efficacy educators themselves and the school administrators that support them can focus their time, energy and talent on to increase efficacy. Participants will be invited to ‘roll up their sleeves’ to work individually and collectively to complete a variety of exercises and engage in discussions aimed at strengthening self-efficacy in African American Male Educators.
4. Social Emotional Learning (SEL) in the Learning and Work Environment: The Qualitative Difference in the Success or Failure for Linguistic and Culturally Diverse Male
(Presented by Hector Montenegro)
Students who feel marginalized, disconnected, and disengaged socially and emotionally from their school community will be less inclined to engage academically. This session will focus on fostering a balanced academic-SEL instructional model for African American and Latino students (and English Learners) that is systemic and inclusive and that enhances student’s intrinsic motivation to want to learn, and fosters a safe and inclusive learning environment. Participants will learn about the Five Core 2 SEL Competencies, adult modeling of SEL, pedagogy that is child centered, cooperative and inclusive, and instructional leadership that organizes and coordinates school-based structures.
5. Restorative Practices in Schools
(Presented by Sherwynn Patton)
In the Restorative Practices session participants will learn how to develop meaningful relationships with students, parents, staff members, and the community. This session will include instruction on Tier 1 Community Building Circles, Tier 2 Conflict Resolution Circles, Family Group Conferencing, Tier 3 Re-Integration Circles for students who need additional supports when returning from any absence or removal from their home campus, de-escalation, redirection, restorative conversations (chats) and community engagement/involvement.
6. Creating Safe Spaces for Real Talk: Using Restorative Circles in Classrooms
(Presented by Jamila Sams M.A Ed.)
As a symbol of community and communication, the circle has historically been used to bring people together for over 140,000 years in various African nations and indigenous cultures worldwide. Today, restorative circles are used to help students express themselves in a safe place, solve problems, and build community. According to the U.S. Department of Education’s Issue Brief No. 1 (March 2014) Snapshot on School Discipline, black boys (20%) and black girls (12%) have higher suspension rates than any of their peers. Schools implementing restorative circles have seen a drop in punitive actions and an improvement in student’s social-emotional health.