You're invited to the JPEF School Leadership Initiative Residency
The Jacksonville Public Education Fund is proud to present the second annual School Leadership Initiative Residency, a unique opportunity for outstanding principals to learn, plan, and collaborate on strengthening teacher retention in advance of the critical 2021-2022 school year. The Residency takes place July 7-9th at the Schultz Center and the Cummer Museum of Art & Gardens.
The pandemic has challenged our schools like nothing before. This Residency is a free, invitation-only opportunity for Title I elementary school principals to strategically plan for the social and emotional needs of students and staff so that their school culture is primed for transformative growth and achievement when students return in the fall.
Residents will hear from leading experts in education equity, including Dr. Gloria Ladson-Billings, Dr. David Kirkland, and Dr. April Warren-Grice, who will discuss how the pandemic has created an opportunity for more equitable schools. Residents will then engage in the deep work of creating an action plan for the year ahead with the support of JPEF’s expert partners: the Center for Teaching Quality, Restore More, and Hope Street, Inc. More information about the speakers is below.
- Wednesday, July 7 and Thursday, July 8, 8 AM – 4 PM, Schultz Center
- Friday, July 9, 8 AM – 4 PM, Cummer Museum of Art & Gardens
- Friday, July 9, 4 PM, Team Builder at the Cummer Museum of Art & Gardens
- The dress code is business casual. Breakfast, lunch, and snacks will be provided.
-Submit 5 Essentials Data
-Complete pre-event survey
Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters.
Dr. David E. Kirkland is the Executive Director of The NYU Metropolitan Center for Research on Equity and The Transformation of Schools. He has also been described as an activist and educator, cultural critic and author. A leading national scholar and advocate for educational justice, Dr. Kirkland's transdisciplinary scholarship explores a variety of equity related topics: school climate and discipline; school integration and choice; culture and education; vulnerable learners; and intersections among race, gender, and education. With many groundbreaking publications to his credit, he has analyzed the cultures, languages, and texts of urban youth, using quantitative, critical literary, ethnographic, and sociolinguistic research methods to answer complex questions at the center of equity and social justice in education. Dr. Kirkland taught middle and high school for several years in Michigan. He’s also organized youth empowerment and youth mentoring programs for over a decade in major U.S. cities such as Detroit, Chicago and New York. He currently leads efforts to enhance education options for vulnerable youth throughout New York City, and beyond.
Dr. April Warren-Grice is highly regarded as a visionary and research-practitioner for educational equity, Dr. April Warren-Grice uses a holistic approach for the development of the mind, body, and spirit. She focuses on (1) creating and researching equity and access, culturally relevant programming, and wellness for underserved youth and adults, (2) serving as the bridge of connection for people to move from theory to practice, and (3) connecting academics, practitioners, and communities. Through her company, Liberated Genius™, she designs mindful cultural experiences for transformation in marginalized communities, and brings D.O.P.E. (Designers of Opportunities Pushing Excellence) people together to watch the magic happen.
Learning session descriptions
Designing a Collective Leadership School - Center for Teaching Quality
“Great leaders don’t set out to be a leader. They set out to make a difference. It is never about the role – it’s always about the goal.” – Lisa Haisha, Leadership Coach
Leading a school is a tremendously difficult job in the best of times. Leading a school emerging from a global pandemic is an unprecedented challenge and one that must be tackled collectively if we are to support our students in the ways they deserve. To face this challenge, SLI Residents will work with the Center for Teaching Quality to design a Collective Leadership model at their schools as part of their Residency Action Plan.
Collective leadership is a set of practices ensuring that team members participate in important decisions impacting student learning and schoolwide success. Traditional approaches to leadership tend to focus on developing individual leaders in general ways. Collective leadership practice is different in that it considers the purpose for leadership first, then embeds relevant skills within every classroom and team in a school or district. Collective leadership helps retain high-quality teachers by providing them meaningful career opportunities.
Enhancing Restorative School Culture - RESTORE More
Restorative Practices: What It Is & What It Isn’t
This session is designed specifically for principals to help create the necessary conditions for Restorative Practice work to occur in their schools. The foundation is laid for Restorative Practices in this session. We review the origins, the language, and the rationale behind why Restorative Practices are effective. Principals will also observe and participate in a circle to build comfortability with the practice.
Restorative Practices: Getting Started in Your School
This session is specifically designed for principals to discuss barriers and opportunities with Restorative Practices, systems that support Restorative Practices, and ways to ensure a smooth implementation while participating in circle rounds.
Our time together will be reflective, interactive and dependent on each of us showing up fully present and ready to engage. We'll be working in a variety of modalities - writing, thinking, speaking, sharing and listening throughout the session as an individual, in small groups and as a whole group.
To make this happen be ready to:
- Be an active participant
- Engage with a foundation of grace for ourselves and each other
- Push ourselves to listen with the intention to learn
- Ask non-judgmental questions
- Welcome and honor each other’s stories
- Embrace our own discomfort as part of growth and stumbling upward
Building a Trauma-Informed School - HOPE Street
With students and staff facing unprecedented mental health challenges in the wake of the pandemic, Hope Street will introduce the foundation of building a trauma-informed school.
Hope Street will introduce Residents to the concept of trauma-sensitive schools and will share examples of trauma-sensitive practices across six domains: 1) supporting staff development; 2) creating a safe and supportive environment; 3) assessing needs and provide support; 4) building social and emotional skills; 5) collaborating with students and families; and 6) adapting policies and procedures.
Hope Street will also connect School Leaders to resources that will allow them to continue their work throughout the year and to support Teacher Leaders engaging in the work at their schools.