As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make cultural competency an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right? What are some best practices for getting the right people to the table and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organizations become the leading edge of cultural competency, inclusion, and equity.
3 Hour Session delivered at the Philadelphia MultiCultural Resource Center New Educator Institute. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
ISACS Administrative Assistants Conference 2020 Cross Cultural CommunicationRosetta Eun Ryong Lee
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
A short look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.
The Philadelphia School Board Training on Diversity and LeadershipRosetta Eun Ryong Lee
3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make cultural competency an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right? What are some best practices for getting the right people to the table and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organizations become the leading edge of cultural competency, inclusion, and equity.
3 Hour Session delivered at the Philadelphia MultiCultural Resource Center New Educator Institute. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
ISACS Administrative Assistants Conference 2020 Cross Cultural CommunicationRosetta Eun Ryong Lee
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
A short look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.
The Philadelphia School Board Training on Diversity and LeadershipRosetta Eun Ryong Lee
3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
4.5 hour session delivered to member schools of Virginia Diversity Network. This workshop presents the many ways in which cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills. Participants can expect to identify various dimensions of culture and discuss how this influences our communication, identify common pitfalls of cross-cultural communication that lead to conflict, and gain tools for effective cross-cultural communication. The workshop will include interactive and reflective activities, and provide strategies, and best practices that teachers can take back to their school communities to make sure that our schools are places where all children thrive.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
As we engage in conversations about diversity, inclusion, equity, and justice in our schools, we often run into sticky points or misconceptions about systems of oppression and privilege. What are some useful examples and language we can use to explain concepts clearly and effectively? What are some tools for navigating "ouch" moments like microaggressions, whether we received it, witnessed it, or perpetrated it?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Beyond Sticks and Stones: Helping Youth Navigate Conflict and Bullying
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Mission statements are aspirational and inspirational public statements about who we are or what our strongest values are. How do mission statements provide a North Star by which we navigate our decisions and actions? What is your personal mission statement?
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
What is the difference between everyday conflict and bullying? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
4.5 hour session delivered to member schools of Virginia Diversity Network. This workshop presents the many ways in which cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills. Participants can expect to identify various dimensions of culture and discuss how this influences our communication, identify common pitfalls of cross-cultural communication that lead to conflict, and gain tools for effective cross-cultural communication. The workshop will include interactive and reflective activities, and provide strategies, and best practices that teachers can take back to their school communities to make sure that our schools are places where all children thrive.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
As we engage in conversations about diversity, inclusion, equity, and justice in our schools, we often run into sticky points or misconceptions about systems of oppression and privilege. What are some useful examples and language we can use to explain concepts clearly and effectively? What are some tools for navigating "ouch" moments like microaggressions, whether we received it, witnessed it, or perpetrated it?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Beyond Sticks and Stones: Helping Youth Navigate Conflict and Bullying
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Mission statements are aspirational and inspirational public statements about who we are or what our strongest values are. How do mission statements provide a North Star by which we navigate our decisions and actions? What is your personal mission statement?
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
What is the difference between everyday conflict and bullying? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Similar to Bush Cultural Competency Leadership (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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1. Bush School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Cultural Competency in Education:
What Leaders Need to Know
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Goals
Basic Definitions
Cultural Competency
Assessing Where You Are
Priming for Change (or Sustaining It)
Recruitment TO Retention
Assessing and Reassessing
Resources
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Basic Definitions
Diversity: Difference, Variety
Diversity is Value Added:
Business Portfolio
Biodiversity
Creativity
Innovation
5. Dimensions of Identity and Culture
This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Basic Definitions
Inclusion: A sense of belonging,
worthiness, and value one feels in an
organization
Are you an owner or an employee?
Are you “in the family” or are you a guest?
7. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Inclusion Parable:
The Giraffe
and the Elephant
8. About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Basic Definitions
Equity: providing opportunities and
access to all so that every person can
achieve his/her full potential. Equitable
treatment involves acknowledging
diversity, recognizing and celebrating
our differences, and eliminating the
barriers that prevent the full
participation of all peoples.
9. Equality vs Equity
Everybody gets a shirt versus everybody
gets a shirt that fits.
Giving everybody some insulin in
equality. Giving only people who are
diabetic some insulin is equity.
What is “fair”?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks
What is Culture?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Cultural Competency:
Many Models
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-
cultural situations.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Terry Cross
13. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion
14. Cultural Competence: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. An Educational Imperative
The Moral Case
The Academic Case
The Economic Case
Institution Excellence
Teacher Excellence
Student Excellence
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. 21st Century Education and Excellence
Critical Thinking
Collaboration
Communication
Creativity
Cosmopolitanism
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Hallmarks of Earlier Phases
People feel pressure to fit in
People fear speaking up
“Who you know” is more important than “what you
know” (relationship-based culture)
You only trust those closest to you (cliques)
Denial of differences is considered a virtue (“we
don’t see differences here”)
It’s hard for outsiders to learn the rules (sink or
swim to prove yourself)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. Hallmarks of Later Phases
People can bring their full selves to school
The school encourages and welcomes people to
contribute different opinions and points of view
There is a performance driven culture
People form dynamic and diverse groups (trust)
Differences are seen as additive and productive
Success is explicitly defined, and the school supports
people in achieving it
The school has an interactive culture
People have the competencies to adapt to different
cultural contexts.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
22. Schools Have ZPDs, Too!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Status Quo:
Reliance on what the
school does already
and naturally
Zone of Proximal
Development:
Mindful and strategic
change toward the
next stage of growth
Too Much, Too Fast:
Unrealistic demands
on the community
23. Getting There From Here:
Life Cycle of Initiatives
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Abe Wehmiller, NAIS Summer Diversity Institute
25. Identifying Growth Zones – The 5Ps
• Policy – Enumeration of commitment through mission,
strategic plan, handbooks, websites, etc.
• Programming – Training and programming for all
constituencies. Annual events, curriculum, support
groups, etc.
• Practice – Consistent and meaningful revisit of policy
and programs. Climate assessments, proactive
changes, and meaningful responses to incidents.
• People – Critical mass of people who are supportive
AND active on all levels.
• Pecuniary – Funding, people, and time allocated in the
strategic plan and daily life for supporting diversity
efforts.
(• Priority – When there is limited time, resources, or
competing priorities, which is first to go?)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
26. Everybody Has a Role
CC of Non-Teaching Educator (Staff)
CC in Athletics (AD and Coaches)
CC in Finances (Business, HR, Admissions, and Development)
CC Interview Questions (Hiring Committees and Candidates)
Cultural Proficiency for Teacher Administrators
(Department Heads, Dean of Faculty)
Culturally Competent Leaders (Heads and Practitioners)
Culturally Fluent Organization Development
(Heads and Practitioners)
Inclusion Planning Tool (Policy, Practice, Event, etc.)
Inclusive Classroom Practices (Teachers)
Inclusive Communication Checklist (Communications)
Librarian Cultural Competency Standards (Librarians)
Recruitment to Retention (Admissions and Hiring)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
27. Concentrating on the People:
Recruitment TO Retention
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
28. Stages of Recruitment to Retention
Recruiting
Interviewing
Admitting/Hiring
Starting before the first school year begins
Conducting professional development
Mentoring and collaborating
Assessing, supervising, observing and evaluating
Granting tenure/permanence/leadership
Sustaining the connection – “Stay Interviews”
Developing career-long learners
Renewing and reorienting
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
29. Leveraging Your People
Back up your enthusiasts 15-20%
Sanction outright resisters 15-20%
Work on your 60-70%
Be authentic about where you are
Support your pioneers
Cultivate your voices of conscience
Contribute your stubborn ounces
Constantly reference your mission
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
30. Keeping Up To Date:
Assessment and Training
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
31. Assess and Reassess
Demographic Trends
– Entrance Numbers
– Attrition Numbers
– Disciplinary Cases
– Academic Cases
– Financial Aid Breakdowns
Climate Surveys
Exit Interviews
Programmatic Surveys
Pre-Post Assessments
Every 1-2 Years
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
32. Cultural Competency Skillsets
Identity Development
Cross Cultural
Communication
Intercultural Conflict
Bias, Power, and Systems
Privilege and Allyship
School Culture and Change
Inclusive Curriculum
Leading and Following
Cultural Adaptation
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
33. Doing It on a Budget
Free Climate Surveys
Survey Monkey, Google Forms, etc.
Word Clouds
Task Forces
Online Courses with Cohorts
Post Conference Share-Outs and
Trainings
Book Discussion Groups
Expertise Exchange
Forming Consortia With Other
Schools
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
34. Resources Available
at tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Common Vocabulary
Assessment Tools From Various Organizations
Links to Resource Websites
Professional Development Options
Must Read Books
Can’t Find What You’re Looking For? Contact Me!
36. Final Questions or Comments?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
37. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)