{"success":true,"data":[{"ID":1376,"Class":"Conversation","Created":1733368245,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Igniting Potential: Countering Stereotype threat and elevating the Academic Identity for Black and Latino Boys","Handle":"igniting_potential--countering_stereotype_threat_and_elevating_the_academic_identity_for_black_and_latino_boys","ShortDescription":"This presentation highlights an in-school mentoring intervention addressing the achievement gap for Black and Latino males. It shares strategies for boosting academic self-confidence, countering stereotype threat, and fostering racial-ethnic pride. Backed by research and proven outcomes, it offers practical guidance for replicating these programs to improve greater academic confidence  and outcomes.","Description":"Overview of Presentation:\r\n \r\nThis presentation provides an in-depth look at an in-school mentoring program aimed at closing the achievement and opportunity gaps for Black males compared to other demographics. Drawing on insights from my action-research dissertation and extensive experience as an administrator, the program offers proven strategies for improving academic outcomes for Black and Brown boys.\r\n\r\nObjectives:\r\n\r\nBoost Academic Self-Confidence: Share actionable strategies to enhance the self-confidence of Black and Brown adolescent male students, which is strongly correlated with improved academic outcomes.\r\n\r\nCounter Stereotype Threat: Demonstrate how integrating racial-ethnic identity, cultural pride, and embedded achievement throughout U.S. history can empower Black and Brown males.\r\n\r\nHighlight Program Outcomes: Showcase statistically significant improvements in academic self-competence, GPA, behavior, and students\u2019 Possible Future Selves, along with their broader implications.\r\n\r\nKey Concepts:\r\n\r\nRacial-Ethnic Identity: Refers to individuals' thoughts, attitudes, and beliefs about their racial or ethnic group. Affirming this identity is critical for the program\u2019s success.\r\n\r\nCultural Pride and Embedded Achievement: Central to countering stereotype threat and fostering sustained academic engagement.\r\n\r\nResults:\r\n\r\nThe mentoring interventions have demonstrated statistically significant  success in:\r\n\r\nAcademic Self-Competence: Increased belief in students' academic abilities.\r\n\r\nGPA Improvements: Statistically significant gains in academic performance.\r\n\r\nBehavioral Changes: Enhanced conduct and school engagement.\r\n\r\nFuture Aspirations: Development of clearer and more aspirational visions of students' Possible Future Selves.\r\n\r\nFocus Areas of the Presentation:\r\n\r\nTheoretical Framework:\r\n\r\nExplore key theories such as embedded achievement, cultural pride, stereotype threat, and racial-ethnic identity.\r\n\r\nUse visuals from Donovan\u2019s World: 25 Crucial Lessons Empowering Black and Latino Boys to illustrate these concepts.\r\n\r\nProgram Outcomes:\r\n\r\nPresent data on the program\u2019s success in enhancing academic and behavioral outcomes.\r\n\r\nDiscuss broader implications for student achievement and equity.\r\n\r\nImplementation and Sustainability:\r\n\r\nProvide practical guidance on creating, maintaining, and scaling similar mentoring programs or safe spaces in diverse educational settings.\r\n\r\nConclusion:\r\n\r\nThis presentation equips educators and practitioners with the tools to replicate successful mentoring initiatives. By fostering academic identity, countering stereotype threat, and affirming racial-ethnic pride, schools can help Black and Latino males unlock their full academic potential and achieve sustainable success.","Link":["https:\/\/uplifteducate.com"],"Audience":["High School","Middle School"],"Practice":"We will frame all sections of the presentation around the essential question: To what extent is a school responsible for building the academic identity of its most vulnerable students or to what extent is a school responsible for building the academic identity of Black and Latino students? We will use strategies such as think-pair-share, four corners, and a semantic differential scale activity that engages participants with differing perspectives in public discussions, encouraging them to provide rationale and justification for their answers.","Presenter":["Dr. Olufemi Fadeyibi"],"PresenterAffiliation":["Lower Merion High School\/UpliftEducate Consulting"],"PresenterEmail":["Fadeyibi@UpliftEducate.com"],"ScheduleSlotID":176,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"I recently released a graphic workbook that deals with my presentation topic.  Currently its in 13 schools and is being used by 3 education non-profits.  I have some anecdotal data from some of the schools using the curriculum and the reviews are positive.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1314,"Class":"Conversation","Created":1729107001,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Motivating Kids to Do Deep Thinking in Mathematics","Handle":"motivating_kids_to_do_deep_thinking_in_mathematics","ShortDescription":"A conversation about classroom practices and teacher moves that support independent thinking and wondering about math.","Description":"Teachers from Science Leadership Academy Middle School will lead a conversation about practices around projects, rubrics, and questioning strategies that support student understanding of the big ideas of math and creative problem solving.","Link":[],"Audience":["All School Levels"],"Practice":"As a group we will co-generate practices and resources to be shared with the wider mathematics community.","Presenter":["Nancy Ironside and Justin Powell"],"PresenterAffiliation":["SLA-MS"],"PresenterEmail":["nironside@philasd.org","jpowell3@philasd.org"],"ScheduleSlotID":179,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"our schedules do not allow for a Sunday presentation. thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1342,"Class":"Conversation","Created":1730314601,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reducing Teacher Burnout and Boosting Retention","Handle":"reducing_teacher_burnout_and_boosting_retention","ShortDescription":"Philadelphia Learning Collaborative\u2019s approach to increasing teacher retention creates opportunities for educators to build skills, networks, a sense of autonomy, and to take on leadership roles. Experiences like help to retain a talented corps of educators. Come hear from teachers energized by these strategies and apply them in your school.","Description":"An October 2024 Inquirer article states, \u2018Philadelphia\u2019s pool of effective teachers is shrinking every year.\u2019 Districts nationwide are experiencing the same trend. Increased financial compensation is a first step in retaining educators. It\u2019s one of a menu of strategies that should be employed to reduce burnout and high turnover rates in the profession.  According to research from the Research for Action, schools that empower teachers through leadership opportunities, a strong sense of community, and expanded autonomy see higher retention rates and greater teacher satisfaction.\r\nIn this session, Philadelphia Learning Collaborative will share how it has operationalized these recommendations. Teachers will share what role participating in PLC\u2019s retention initiatives has played in helping them reconnect with their purpose, avoid burnout, and thrive in their roles.\r\nKey use-now strategies from PLC\u2019s experience include:\r\nSkill-Building for Teachers: Teachers will discuss how professional development, including teacher-led sessions tailored to their needs, gave them the confidence and skills to succeed, further increasing retention.\r\nCreating Leadership Opportunities: Educators will share how leadership roles\u2014such as mentoring, and opportunities to lead professional development for colleagues \u2014fostered their professional growth and engagement.\r\nBuilding Community: You\u2019ll hear about structured support systems like workshops and peer networks that have helped teachers feel more connected and supported in their schools.\r\nExpanding Teacher Autonomy: Learn how PLC helps educators increase their autonomy in classroom decisions and school initiatives, leading to higher job satisfaction and reduced burnout.\r\nAttendees will leave with concrete strategies they can implement to retain talented staff in their schools.","Link":["https:\/\/www.phlcollab.org\/"],"Audience":["High School","Middle School","Elementary School"],"Practice":"The session will begin with a brief introduction to the issue of teacher retention, including key research findings from Research for Action in the School District of Philadelphia highlighting strategies to strengthen teacher retention. Following the introduction, practicing teachers will share personal stories about how their practices have been revitalized by participating in PLC initiatives that promote leadership,community-building, and increased autonomy.\r\nAfter hearing from teachers, participants will break into small groups to discuss how to apply these use-now strategies to their own schools. The whole group will reconvene to share the insights and ideas that emerged. The session will conclude with a brief reflection and action-planning segment, where participants create personalized plans for implementing the strategies in their schools.\r\nThis session is designed for school leaders\u2014principals, assistant principals, instructional coaches, and district administrators\u2014who are seeking practical, research-backed strategies to reduce teacher burnout and improve retention. By learning from the Philadelphia Learning Collaborative\u2019s experience, participants will leave with ready-to-implement ideas to re-energize staff teams.","Presenter":["Crystal Cubbage","Jennifer Brevoort","and Philadelphia School District teachers to be confirmed"],"PresenterAffiliation":["Philadelphia Learning Collaborative"],"PresenterEmail":["crystal@phlcollab.org","jennifer@phlcollab.org"],"ScheduleSlotID":182,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1353,"Class":"Conversation","Created":1730489297,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Engaging High School Students to Build the Future Public Health Workforce","Handle":"engaging_high_school_students_to_build_the_future_public_health_workforce","ShortDescription":"Public health is in a state of social transformation. To meet the demands of the ever-changing field of public health and of the public it serves, education must transform. This conversation focuses on the importance of early engagement of high school students to develop a future-ready public health workforce.","Description":"Public health is in a state of social transformation and therefore public health education must follow suit to continue to produce public health practitioners who can meet the demands of the ever-changing field of public health and of the public it serves.Over the past 8 years there has been a significant decline in the public health workforce, quickened by the pandemic. Though this experience was costly, we learned that the field doesn\u2019t fully represent the public it serves. There has been endeavors such as Drexel University\u2019s School of Public Health creation of a Summer Public Health Institute geared towards exposing students to various career paths in public health, and the newly created partnership between a local Philadelphia high school and Children\u2019s Hospital of Philadelphia aimed at addressing local healthcare workforce shortages, but there is still much work that needs to be done to create a public health workforce that mirrors the public. \r\n\r\nThis conversation emphasizes the importance of engaging high school students in building a skilled, diverse, and future-ready public health workforce. By focusing on students early, we can foster essential skills\u2014like communication, analytical thinking, and problem-solving\u2014that are foundational for careers in public health. Highlighting the role of diversity, this approach ensures that the future workforce better represents and understands the communities it serves. Through real-world examples and actionable strategies, this discussion encourages collaboration between public health organizations and schools, aiming to inspire early interest in public health careers and lay the groundwork for a resilient, well-prepared workforce.","Link":[],"Audience":["High School"],"Practice":"To ensure that this is a conversation and not just a presentation I aim to use conversational protocols such as reflective questions to spark thought; use examples to aid in discussion; and pose challenges to aid in creative problem solving to aid in the creation of the next generation of public health practitioners.","Presenter":["Dr. Tariem Burroughs"],"PresenterAffiliation":["Drexel University\u2019s Dornsife School of Public Health"],"PresenterEmail":["tab54@drexel.edu"],"ScheduleSlotID":184,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12}],"conditions":{"Status":"Accepted","ConferenceID":12,"ScheduleLocationID":32},"total":4,"limit":false,"offset":false}