2024 Color of Education Summit hosted @ the McKimmon Conference & Training Center at NC State

About

1101 Gorman St

09/27/2024

09/28/2024

Color of Education is a partnership between the Dudley Flood Center for Educational Equity & Opportunity, the Public School Forum of North Carolina, the Samuel DuBois Cook Center on Social Equity at Duke University, and the Center for Child and Family Policy at Duke University’s Sanford School of Public Policy. Sandra Wilcox Conway of Conway and Associates also provides key partnership design for Color of Education. The partnership seeks to build bridges across the fields of research, policy, and practice and bring together the knowledge and perspectives of communities, educators, policymakers, experts and other key stakeholders focused on achieving racial equity and dismantling systemic racism in education across the state of North Carolina. The 2024 summit will allow participants to experience the power of collective action, explore the significance of civic engagement, and create opportunities to collaborate within the state of NC and nationally. The summit will also highlight connections between the past and present to develop a deeper understanding on current educational policies which ultimately impact outcomes.

The key objectives for the 2024 Color of Education Summit include:

Make historical connections between the past and present to influence collective change

Motivate diverse stakeholders to continue to exercise the "power of the vote"

Activate individual and collective responsibility to respond to injustices within and beyond education

Examine strategies that encourage "We the People" to lead change through collective action

Investigate policy impacts on the past and present

Discover applicable innovative solutions to influence policy

Networking with practitioners and advocates

Theme: Collective Action: People & The Arc of Justice

Ticket Costs:

Educator/Student In-Person: $85 - (Price includes access to virtual opening session on September 27, in-person access on September 28, breakfast, lunch, and snack.)

Non-Educator/Student In-Person: $100 - (Price includes access to virtual opening session on September 27, in-person access on September 28, breakfast, lunch and snack.)

Virtual: $75

Donation Ticket for Educator/Student: $85 -(Price includes virtual access to opening session on September 27, in-person access on September 28, breakfast, lunch, and snack.)

Keynotes/Speakers: Visit the site each week to see the list of leading experts who will join us for this event!

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Registration Form

Sponsorship Opportunities

Calling all education champions! Be a catalyst for change by sponsoring Color of Education. As a partner you will join us in promoting equity in education. Together, we can build an education system that protects & supports every student. If you are interested in sponsoring the Color of Education please contact Dr. Deanna Townsend-Smith at dtownsend-smith@ncforum.org or visit: https://floodcenter.org/color-of-education/

Color of Education Impact

To learn more about previous Color of Education Summits visit: https://floodcenter.org/events/

Agenda

Sep

27
Sep

28

Help Desk

Start

10:55 AM

End

6:00 PM

A Learner Simulation: Building Belonging Through Cognitive Empathy

In 2023, New Teacher Center released The Elephant in the (Class)room, a bold point-of-view detailing revolutionary shifts required to create truly equitable schools for all students. The Elephant was shaped by a 23-member Equity Commission through a process prioritizing diversity of identity and thought to shed light on the roots of systemic issues impacting vulnerable populations. In this session, participants will experience a simulation that will make the Elephant in the (Class)room ‘come alive’ while exploring how cognitive empathy can build understanding and belonging through this activity that puts us in the shoes of learners.

Crystal Hall

Tiana Pitts

Start

11:00 AM

End

12:00 PM

Healing the Harm Done - Virtual Session 2

Bettina Umstead

Start

1:00 PM

End

2:00 PM

Bridging Communities for Educational Excellence: Unlocking the Power of Community Allies and Lessons from Our Summer Canvass

The North Carolina Association of Educators (NCAE) is committed to fostering strong connections between educators and the communities they serve. This presentation will explore the benefits of becoming a community ally of the NCAE and share valuable lessons learned from a summer dedicated to canvassing communities across North Carolina. By examining the history of communities in North Carolina, participants will gain a deeper understanding of the long standing relationship between community and education. By highlighting the importance of community involvement in advancing public schools, we aim to inspire more individuals and organizations to join our cause.

Douglass Curry

Start

3:00 PM

End

4:00 PM

Pre-Summit Activity - Commemorating Brown at 70, Leandro at 30: A Panel Discussion with Every Child NC

Every Child NC

Start

5:00 PM

End

6:00 PM

Help Desk - Day II

Start

8:55 AM

End

4:30 PM

Breakfast, Registration, and Networking (In-Person)

McKimmon Center

Start

9:00 AM

End

9:35 AM

Welcome & Summit Kick-Off (Hybrid)

Start

9:40 AM

End

10:15 AM

Keynote Address (Hybrid)

Dr. Eddie Glaude, Jr.

Start

10:15 AM

End

11:10 AM

360 Photo Booth (In-Person)

Lobby

Start

11:15 AM

End

12:00 PM

Eddie Glaude Book Signing (In-Person)

Dr. Eddie Glaude, Jr.

Start

11:15 AM

End

12:00 PM

Student Showcase/Poster Presentation (In-Person)

Room 1

Start

11:15 AM

End

12:00 PM

Vendor Showcase (In-Person)

Start

11:15 AM

End

12:00 PM

Awareness of Loss of Culture and Identity Cultural Genocide Access to Cultural Resources and Create Safe Spaces Through Culturally Relevant Teaching Ability to Share Their Stories and to Remove Stereotypes and Assumptions (Hybrid)

During this session, I will offer a look into the Indigenous culture, challenging modern day assumptions that surround the history of Native People in the United States. Educational resources will be discussed and the emphasis on the usage of primary sources to discover untold truths from textbooks. Participants will utilize the new information they learn concerning Indigenous history and culture to “see” Native Americans through the lens of generational trauma impacts and the social justice implications for polarizing future times.

Room 3

Dr. Kesha Hood Branch

Start

12:05 PM

End

12:50 PM

Building Bridges for Equity: Empowering Collective Capacity for Systemic Change (Hybrid)

This session delves into the transformative role of Equity Ambassadors in promoting an inclusive and equitable school culture. Participants will explore the learning journey of Equity Ambassadors from the 2023-24 school year, focusing on their experiences and stories. The session will provide practical insights into how these ambassadors collaborated with colleagues and school leadership to enhance operational effectiveness, along with plans for the 2024-25 school year. Through small group activities and personal reflections, attendees will engage with case studies, personal testimonies, and multimedia resources that highlight the impact of Equity Ambassadors. The initiative and professional learning offered to equity ambassadors are grounded in research around culturally relevant or responsive pedagogy (Ladson-Billings, Gay, Hammond), collective capacity (Hattie), system change and transformation (Senge, Giroux), intersectionality (Crenshaw) for equity (Dugan) and more. This session emphasizes the importance of reflexivity, bridging cultural similarities and differences, and of listening as foundations for building equity.

Room 5

Dr. Mark Maxwell

Dr. Raketa Ouedraogo-Thomas

Start

12:05 PM

End

12:50 PM

Excellence and Equity in Principal Preparation Programs: Making Historical Connections Between the Past and Present to Influence Collective Change by Honoring Leaders of Color Authentic Voices and Lived Experiences, Incorporating Anti-Racist Research and Methodology (In-Person)

The 2024 Color of Education Annual Summit Call for Proposals implores scholars and school and community leaders to make historical connections between the past and present to influence collective change by utilizing DEI best practices. As White (2022) states, “First, not everyone actually understands what DEI looks like. I’ve seen CEOs issue statements that say, ‘We support diversity.’ That isn’t enough; you have to live it” (p. 9). Engagement is an action that ultimately requires focused assiduousness toward a higher goal (Beard, 2015). We propose the renewal and advancement of excellence and DEI through expressing the diversity of our leaders of color’s (LOC) lived experiences, along with their authentic voices in response to inquiry, utilizing a Critical Conversation format. Particular foci will center upon anti-racist research, methodology, and white fragility, as it pertains to LOCs’ responses to inquiry and their lived experiences. We hope to advance the renewal and restoration of this engagement, following the continued detrimental interruption from inequitable practices and attacks on DEI, to our schools, communities, and higher education.

Room 10

Dr. Annie Wimbish

Dr. Christopher Kelly

Dr. Mark A Rumley

Dr. Tiffany Tovey

Onna Jordan

Reginald Jackson

Stacy Huff

Start

12:05 PM

End

12:50 PM

Fostering Rural Educational Justice: Building a Practice of Active Self-Reflection (In-Person)

Recognizing the unique challenges and opportunities within rural communities, we explore Rural Educational Justice (REJ) core practices, fundamental principles essential for fostering educational justice in rural settings. REJ Core Practices are grounded in active self-reflection, asset-based relationships, and learner-centered pedagogies. Emphasizing the importance of humanizing democratic classroom and school cultures, we advocate for the integration of justice-oriented philosophies into everyday teaching routines and school structures. Our presentation provides a high-level introduction to the Rural Educational Justice Core Practices. These practices serve as the center of the edPIRATE Teacher Residency and Educational Leadership Development Programs. Foundational to the work is the notion that culturally responsive pedagogy equips educators to create inclusive learning experiences. Through this presentation, participants will gain actionable insights and strategies to cultivate equitable and empowering educational environments in rural contexts, fostering opportunities for all learners (children and adults) to thrive.

Room 8B

Dr. Carrie Morris

Dr. Christy Howard

Dr. Jennifer Gallagher

Shawnda Cherry

Start

12:05 PM

End

12:50 PM

How “Nice” Hinders Justice: Unpacking and Disrupting Covert Racism in Schools (In-Person)

Anyone who spends time working in k-12 schools has likely overheard a colleague say something, seen a lesson or assignment, or caught a student conversation that reflects racist ideas in not-so-obvious ways. Underlying many of these everyday experiences is a belief that it is possible to “not see race” and that when classroom leaders overlook the ways that identity markers like race shape their students’ experiences, there is less conflict and less discomfort. This is a phenomenon that educational leadership and equity scholar Angelina Castagno has termed “niceness,” where good intentions mired in “silence, passivity, denial, and avoidance,” in fact, create very uncomfortable experiences for students, perpetuating racial inequities and harm. By engaging in this session, participants will leave with a deeper understanding of how covert racism operates to perpetuate inequalities in schools. Further, participants will be equipped to notice and disrupt niceness and clandestine racism in future school experiences and beyond.

Room 11-12

Jackie Aponte

Kathleen Harrell

Start

12:05 PM

End

12:50 PM

Navigating Dual Realities: A Black Principal's Experiences Across Diverse School Contexts (Hybrid)

This session, "Navigating Dual Realities: A Black Principal's Experiences Across Diverse School Contexts", will delve into the leadership journey of a Black principal managing a low-performing Title I school and a high-performing middle school. This presentation will explore the unique challenges, strategic interventions, and successes encountered in these contrasting educational environments. Attendees will gain valuable insights into tailored leadership approaches, personal and professional growth experiences, and practical strategies for promoting equity and excellence in diverse school settings. This session is ideal for educators, administrators and policymakers dedicated to bridging educational divides and fostering inclusive excellence.

Room 6

Dr. Latreicia Allen

Start

12:05 PM

End

12:50 PM

The Impact of Myths and Microaggressions on the Learning and Development of BIPOC Students (Hybrid)

The history of microaggressions and stereotypes in education dates back to the early days of formal schooling, where marginalized groups were often subjected to discriminatory treatment based on stereotypes and biases. These harmful beliefs and attitudes have persisted, leading to negative outcomes for students who do not fit within the dominant cultural norms. To mitigate the impact of microaggressions and stereotypes in education, it is crucial to raise awareness among educators, students, and staff about the harmful effects of these behaviors. This session will provide actionable steps to promote diversity, equity, and inclusion within the school environment that will mitigate the negative effects of stereotypes and create a more welcoming and supportive atmosphere for all students.

Room 7

Dr. Michelle Ellis

Jason Carter

Start

12:05 PM

End

12:50 PM

We Can’t Wait: Taking Collective Action to Address Literacy – One of the Greatest Civil Rights Issues of Our Time – Starting from Birth (In-Person)

Literacy continues to be one of the greatest civil rights and social justice issues of our time. With more than two thirds of U.S. fourth graders not reading proficiently, we are in the midst of a literacy crisis. Due to historic and systemic barriers, outcomes are even more dire for Black, Latinx, and Indigenous students, multi language learners, and children living with economic disadvantage. Over the course of childhood and adolescence, the opportunity gap widens. Policies supporting reading instruction based on science and other strategies in the early grades are expanding nationally; but are we starting too late? When there is abundant access to the building blocks of language and literacy from the earliest years of life, children grow up with good health, ready to succeed in school. Early literacy paves the way for a life of success and engagement: learning and discovery; confidence and self-efficacy; job opportunities; social capital and community; civic engagement and leadership; and liberation. As Frederick Douglass said, “Once you learn to read you will be forever free.” Literacy starts at birth in the home powered by parents and fueled by books. Policies and practices that promote early literacy have been shown to have positive impacts on short and long-term health outcomes, and help to build a strong foundation for learning before children begin school. When strategies reach families where they are – at home and in community settings – book ownership, shared reading habits, and the joy of reading flourishes; literacy improves; and long standing health, economic, and racial disparities are reduced. Providing unfettered access to diverse and inclusive books and creating home literacy environments that affirm a family's specific culture and language are also key to achieving literacy justice. In this interactive session, we will: Explore why solving any challenge our society faces begins with a foundation of literacy Highlight past and present policies that impact literacy equity and justice Discuss the importance of language and literacy development starting in early childhood and share examples of evidence-based strategies to support it Demonstrate why representation in children’s books and culturally responsive partnerships with parents and caregivers matter Provide opportunities for collective action to promote early literacy, a lifelong love of reading, and a stronger democracy.

Room 8A

Cheri Coleman

Mary Mathew

Safiyah Jackson

Start

12:05 PM

End

12:50 PM

What Are Youth Doing to Resist, Thrive, and Learn in Oppressive Spaces? (Hybrid)

Room 4

Dr. Michaela King O'Neal

Dr. Simona Goldin

Start

12:05 PM

End

12:50 PM

Who Counts in the Collective (In-Person)

Room 9

Start

12:05 PM

End

12:50 PM

Afternoon Plenary

Participants will learn steps to further their equity leadership journey by unflinching leadership as an educator. Topics include how to set yourself apart and lead as your authentic self and how to model authentic and connected leadership by amplifying student voice and meeting families and communities where they are. There will be key practical takeaways for everyone!

Room 1

Dr. Nyah Hamlett

Start

2:05 PM

End

3:05 PM

BlackCrit Insights: Navigating and Overcoming Anti-Blackness for Black Male Leaders in K-12 Education (Hybrid)

This session focuses on three primary objectives: to address critical issues faced by Black male leaders in K-12 education. First, participants will understand the impact of societal perceptions on the professional experiences of Black male leaders in K-12 education. This involves exploring how societal attitudes and biases influence Black male educators and administrators' daily realities and career trajectories. Second, the session will provide insights into applying the BlackCrit framework to analyze anti-Blackness in educational leadership. BlackCrit offers a lens to critically examine the pervasive nature of anti-Blackness and its implications for decision-making and leadership styles among Black male leaders. Lastly, the session will identify actionable steps to create supportive environments and leverage networks for the success of Black male leaders. Participants will learn practical strategies to foster inclusivity, resilience, and professional growth, ensuring that Black male leaders can thrive in their roles.

Room 3

Dr. Dramaine Freeman

Start

3:10 PM

End

3:55 PM

Brown at 70, Leandro at 30: A Panel Discussion with Every Child NC (Hybrid)

Panel discussion.....

Room 5

Angus B. Thompson Jr., Esq

Jackie McClean

Marcus Bass

Sarah Montgomery

Start

3:10 PM

End

3:55 PM

Equitable Decision-making for the Retention of Diverse Educators (In-Person)

Our session will provide an overview of the research and work Education First has done on teacher diversity, wellbeing and retention. During this session, we will also introduce participants to the Equitable Decision-making for the Retention of Diverse Teachers toolkit.

This toolkit is intended to support school and district leaders in their efforts to: develop an understanding of the experiences of classroom educators related to the social and emotional dimensions of learning, wellbeing and relationships collaborate with educators and school leaders to co-design solutions that will address the root causes of decreased teacher morale and retention in their schools.

This Toolkit does not provide answers or solutions to the challenges facing teachers, but rather provides a step-by-step process for school and district leaders to craft solutions specific to local context and needs, supported by stories and research from educators across the country.

Room 11-12

Josh Parker

Rashidah Lopez Morgan

Start

3:10 PM

End

3:55 PM

How School Districts are Leveraging Educator Leadership and Community Involvement (Hybrid)

The Jeanes Fellows program recaptures the energy, passion, and dedication that the original Jeanes teachers brought to supporting education through unique roles in our most historically marginalized communities. The modern-day Jeanes Fellows address the next needed change to advance strategic equity efforts across North Carolina. Come hear from the first cohort of reimagined Jeanes Fellows and the unique ways they have addressed district strategic efforts.

Room 7

Dr. Brooksie Sturdivant

Eugenia Floyd

Jessica Parker

Jovan Jones

Natalie Currie

Saletta Ureña

Start

3:10 PM

End

3:55 PM

Integration Now (In-Person)

A number of factors are responsible for the resegregation of schools, including (a) resistance by white parents, (b) cessation of judicial pressure, (c) justifiable disenchantment among communities of color with integration, and (d) lack of local buy-in for desegregation policies. To establish integration as a structural transformation, we propose strategies to counteract the factors responsible for resegregation. White resistance. White flight has been commonplace. The culprit in every case was a simplistic reliance on pupil assignment schemes which placed children in specific school buildings for each academic year. White parents who objected to integration could identify a different school in their district, then move to that school's catchment area or if necessary, relocate their residence across district lines to escape integration. We will demonstrate an approach that does not rely on annual pupil assignment; rather, students will receive their instruction (in-person and over digital linkages) in networked schools throughout the district, rotating through schools such that no individual school will have a consistent student body for an entire year and will therefore be unable to be characterized by its racial composition. Students will learn in teams that mirror the racial composition of the school district, and will work in a curriculum that is characterized by rigorous, interdisciplinary studies. Courts. The Supreme Court's Brown decision was necessary but not sufficient to get the job done. Judgments in lower courts made some headway but were hamstrung by the judiciary's lack of a mechanism for enforcement. The federal executive branch backed away from their positions of support for integration, allowing districts to set their own policies on racial composition of schools and inclusiveness of curriculum. In place of faith in court-ordered solutions, we will argue for the importance of collaborating with communities to establish popular support, building networked schools without opportunity gaps, thereby serving everybody's children with equity. Black disenchantment. The students and faculty who desegregated previously white schools paid a price - the so-called desegregation penalty. And despite the gains in achievement that accrued to students in integrated schools, the large and pervasive differences in opportunities for success between white and students of color in public schools is well documented. The skeptical stance that Black parents adopted from the outset has been proven, time and again to have been prescient. Students of color were to be included in previously white schools, into a curriculum created when parents, teachers, and administrators of color were not at the table, and into an educational system based almost entirely on individual achievement rather than community benefit. We are committed to correcting for public education's original sins, i.e., the exclusion of people of color from decision-making and the erasure of many non-white traditions, including Latine and indigenous as well as African, from the design of public schools. Community buy-in. We aim to engage the community, businesses, parents and non-parents alike, in the initial conversations as well as ongoing participation in design of their schools. We will support teachers, school administrators, and school boards in building workable and sustainable community models for school integration. Testing the model. The model we propose uses data (provided by the NC Justice Center) on the racial disproportionality of specific schools. A pilot project will test the effectiveness both of the model and of disproportionality as a measure of integration. Additional methods of evaluation, guided by the principles of community-based participatory research, will measure the benefits valued by the community as well the standards required by the State.

Room 10

Drs. Laura Handler & David Cooper

Start

3:10 PM

End

3:55 PM

Moving beyond Dominant Narratives with Books and Critical Literacy(Hybrid)

Schools are places where dominant narratives about who has value and potential in society—usually white, cis-gendered, heteronormative, abled, English-speaking, middle-class men (Romero et al., 2018)—undervalue and marginalize students who do not fit into those boxes. Those with less power—those whose voices are marginalized—are often “forced to navigate the views of others in order to survive while seeing their own views minimized, othered, or outright ignored” (Mirra, 2018, p. 7). Such silencing is problematic for all students and may lead to varying types of trauma, including racial and generational trauma, passing on through families and communities (Dutro, 2019; Love, 2019), such as racism and systemic oppression. Student trauma often impacts their behavior in classrooms, with teachers not understanding the reasoning behind disruptions or disengagement, prompting marginalized communities more often removed from classrooms and schools. Yet, teachers can learn how to normalize conversations around students’ identities, including the traumas that walk with them as they enter classroom spaces. This will begin by discussing the prevalence of trauma in our schools and how trauma impacts students' learning. Attendees will then learn four specific trauma-sensitive literacy practices that can be embedded within instruction, workshopping at least one with provided children’s literature.

Room 4

Dr. Rachelle Savitz

Start

3:10 PM

End

3:55 PM

No More "OK": Include Our Say (In-Person)

With an oppressive and deeply ingrained culture of marginalization built into the foundation of education for Black Americans, the question remains: Where do we go from here? Do we teach Black students to navigate a system designed to constrain them, or do we empower them to exist freely and unapologetically? This presentation will provide a historical lens on the influential forces that have shaped our current educational landscape. Together, we will explore the concept of freedom dreaming, how it can serve as a tool for liberation, and identify action steps to turn these dreams into reality.

Room 8A

Cedrick Brown

Start

3:10 PM

End

3:55 PM

North Carolina Native Communities 101 (Hybrid)

North Carolina is home to 8 Tribes and 4 urban Indian organizations, making the state’s past and present rich with Indigenous histories & cultures. How can we embrace the diverse cultures, histories, untold stories, and contemporary lives of Native Peoples in our classrooms? In this session, we will work to gain a better understanding of contemporary American Indian communities around the state, dispel common misconceptions and stereotypes, and build an awareness that can better serve both Native and non-Native students and families in our schools.

Room 6

Christie Norris

Stephen Bell

Start

3:10 PM

End

3:55 PM

Stories of Emergency Licensed Teachers of Color: A Pathway to License (In-Person)

This proposal examines the need to support teachers of color when obtaining a master's degree. We will explore the unique challenges faced by these educators, the benefits of having support systems that help teachers of color uncover the hidden curriculum of higher education. Purpose: The purpose of this session is to advocate for the creation of structured pathways for emergency licensed teachers of color to achieve licensure and graduate degrees. These teachers often face unique barriers, such as financial constraints, limited access to mentorship, and time management challenges. Addressing these barriers is essential for promoting educational equity and professional growth.

This proposal will:

1. Highlight the significance of advanced degrees for career advancement and improving educational outcomes.
2. Identify the specific challenges and systemic barriers faced by emergency licensed teachers of color.
3. Present evidence-based strategies and resources that support their completion in state licensure and graduate degree.

Description of Key Findings/Ideas to be Presented:

Challenges Faced by Emergency Licensed Teachers of Color: Research indicates that teachers of color often encounter greater financial difficulties, lack of access to mentorship, and work-life balance issues compared to their white counterparts (Carver-Thomas & Darling-Hammond, 2017). This session will highlight a district and university partnership that eliminated some these barriers by creating support systems through out a graduate program.
Mentorship and Support Programs: Effective mentorship is crucial for professional development and retention of teachers of color (Achinstein & Ogawa, 2011). We will discuss successful mentorship models that provide academic and emotional support, aiding teachers through their graduate studies.
Collaborative Partnerships: Schools, universities, and community organizations must collaborate to create a supportive ecosystem for emergency licensed teachers of color. Partnerships can offer comprehensive support, including academic advising, professional development, and networking opportunities (Bryk et al., 2010).
Success Stories and Case Studies: Real-world examples of emergency licensed teachers of color who have successfully obtained Master’s degrees will be presented.

These case studies will provide practical insights and inspiration, showcasing the positive impact of advanced education on their careers and communities. References: - Achinstein, B., & Ogawa, R. T. (2011). Change(d) agents: New teachers of color in urban schools. Teachers College Press. - Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2010). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press. - Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.

Room 9

Dr. Faith Freeman

Dr. Jennifer Haddad Lingle

Start

3:10 PM

End

3:55 PM

The Collective: A Village Approach (In-Person)

This presentation aims to first articulate the problem of injustices through a shared understanding of the issue and the evidence thereof, including lower access to high-quality, rigorous instruction that equips students of color for advanced coursework and opportunities yielding successful outcomes. We will facilitate participants’ ability to understand the role they play in affecting positive change where the issue is concerned by elaborating on potential contributions from a variety of stakeholder roles. Then presenters will guide participants in articulating practical next steps to begin (or continue) their work of improving instruction for students of color who are at risk of academic failure.

Room 8B

Danielle Coats

Start

3:10 PM

End

3:55 PM

Closing Message

Room 1

Start

4:00 PM

End

4:30 PM

Wrap-Up & Commitments (Hybrid)

Start

4:00 PM

End

4:30 PM

Speakers

Keynote Speaker

Dr. Eddie Glaude, Jr.

One of the nation’s most prominent scholars, Dr. Eddie Glaude, Jr. is an author, political commentator, public intellectual and passionate educator who examines the complex dynamics of the American experience. His writings, including Democracy in Black: How Race Still Enslaves the American Soul, In a Shade of Blue: Pragmatism and the Politics of Black America and the New York Times bestseller Begin Again: James Baldwin’s America and Its Urgent Lessons for our Own, take a wide look at Black communities, the difficulties of race in the United States and the challenges we face as a democracy.

Glaude’s latest book, We Are the Leaders We Have Been Looking For, will be released in April 2024. Based on the Du Bois Lectures he delivered at Harvard University, Glaude shows how ordinary Black Americans can shake off their reliance on a small group of professional politicians and pursue self-cultivation and grassroots movements to achieve a more just and perfect democracy.

In his writing and speaking, Glaude is an American critic in the tradition of James Baldwin and Ralph Waldo Emerson, confronting history and bringing our nation’s complexities, vulnerabilities and hope into full view. Hope that is, in one of his favorite quotes from W.E.B. Du Bois, "not hopeless, but a bit unhopeful."

Some like to describe Glaude as the quintessential Morehouse man, having left his home in Moss Point, Mississippi at age 16 to begin studies at the HBCU and alma mater of Dr. Martin Luther King, Jr. He holds a master’s degree in African American Studies from Temple University and a Ph.D. in Religion from Princeton University.

Glaude is known both for his inspiring oratory and ability to convene conversations that engage fellow citizens from all backgrounds — from young activists to corporate audiences looking for a fresh perspective on DEI. In 2011, he delivered Harvard’s DuBois lectures. His 2015 commencement remarks at Colgate University titled, "Turning Our Backs," was recognized by the New York Times as one of the best commencement speeches of the year.

Combining a scholar’s knowledge of history, a political commentator’s take on the latest events, and an activist’s passion for social justice, Glaude challenges all of us to examine our collective American conscience, "not to posit the greatness of America, but to establish the ground upon which to imagine the country anew."

Topics:

Race & Democracy: America Is Always Changing, But America Never Changes
We Are the Leaders We Have Been Looking For
Everyday People in Leadership
Why Diversity Matters
The Transformative Power of Imagination
Lessons from the Later Dr. King
The Ethics of Anti-Racism

Plenary Session Speaker

Dr. Nyah Hamlett

Dr. Nyah Hamlett began as Superintendent for Chapel Hill-Carrboro City Schools (CHCCS) on January 1, 2021. Under Dr. Hamlett’s leadership, the district serves approximately 12,000 students and 2,000 employees in 11 elementary schools, four middle schools, three high schools, an alternative school, and a school for young people being treated at UNC Hospital.

Following 2+ years of leading CHCCS through the COVID-19 pandemic, Dr. Hamlett is pleased that the district's on-time graduation rate increased in 2023 to a new CHCCS record of 94.8%. Additionally, CHCCS achieved a noticeable “bounce-back” from unfinished learning, such as:

Year-over-year 3rd grade Black reading: Up 11.1 percentage points (to 37.5% from 26.4%)
Year-over-year 3rd grade Latinx reading: Up 3.9 percentage points (to 41.8% from 37.9%)
Same cohort: 4th grade Black reading: Up 3.8 percentage points (to 30.2% from 26.4% when the same students were 3rd graders)

Dr. Hamlett also recognizes that there is still much HEARTwork to be done to get students and some student groups to where she knows they can be. The 2027 strategic plan under Dr. Hamlett's leadership calls for CHCCS to 'Think (and Act) Differently'. Dr. Hamlett believes that every student in CHCCS deserves a high-quality, affirming education and the support to develop to their fullest potential. As a result, Dr. Hamlett strives to model the district's core values of engagement, social justice action, collective efficacy, wellness and joy on a daily basis.

Breakout Session Speakers

Angus B. Thompson Jr., Esq

Angus B. Thompson Jr., Esq. is a treasured civil rights leader from Robeson County. Thompson became the county’s first public defender in 1989 and has been advocating for the education rights of North Carolina’s most vulnerable and underserved students for over four decades. Now retired, he dedicates himself entirely to leading the state-wide movement for equitable school funding and for the full implementation of the “Leandro Comprehensive Basic Plan” to provide a sound basic education for every child in North Carolina.

Thompson is an original plaintiff in the 1994 Leandro v. State of North Carolina lawsuit whose leadership (at the time via his role on the Robeson County School Board and as lead counsel for the NC NAACP) has contributed to cementing Leandro as one of the most important and consequential civil rights cases in our state’s history. He now works to inspire, train, and mentor the next generation of Leandro advocates.

Cedrick Brown

Cedrick Brown is a dedicated educator with a deep commitment to mentoring and supporting at-risk youth, having spent six years in after-school care programs. As a licensed teacher in North Carolina, he has taught middle school, high school, and GED mathematics. Recently, Cedrick earned his Master’s in School Administration, along with his K-12 principal license. He is also an alumnus of the National Educational Policy Fellowship "AmpEd," where he collaborated with other Black educators to create impactful, community-centered policy solutions.

Currently, Cedrick is pursuing a Ph.D. in Educational Studies and Cultural Foundations at the University of North Carolina at Greensboro. His research focuses on Black male teachers and students, Freedom Schools and Freedom Pedagogy, and Systematic Inequality in education policy. In addition to his studies, he serves as a graduate assistant in TRIO services, supporting first-generation college students and training program staff. He also co-teaches African American Studies courses as an affiliate in the African American Studies Department.

Cheri Coleman

As the Director of Book Babies, Cheri Coleman leads all aspects of development, implementation, strategy, and research for Book Harvest’s Book Babies program, an early literacy home visiting partnership with families of children from birth to five. Previously, Cheri served as Associate Director of Early Literacy at Book Harvest Durham where she brought enhanced processes and protocols to the work of the Book Babies team of professional Literacy Coaches, growing the scope and reach of the program.

Christie Norris

Christie Norris is the Director of Education for the North Carolina Department of Natural and Cultural Resources where she advances the Department's "Learning Happens Here" initiative (www.dncr.nc.gov/learninghappenshere) and works to ensure the diverse and extensive educational opportunities provided across the Department’s 100+ locations and programs serve K-12 teaching professionals all around the state. Her work includes designing and implementing cross-departmental professional development programs and teacher fellowships, supporting outreach to underserved populations, designing curriculum, and affirming our state's K-12 teachers as valued professionals and scholars. Before joining the Department, Christie served as the Director of Carolina K-12 at UNC-Chapel Hill, taught in Durham Public Schools, and served as the assistant director of an arts-based educational nonprofit in East Harlem’s PS38.

Colin Richardson & Students

Colin Richardson teaches at Green Hope High School in Cary, North Carolina, his alma mater. After earning undergraduate and masters degrees from UNC - Chapel Hill, he taught in public and private schools in Houston. He currently teaches AP US History and Honors Sociology, and has served on his School Improvement and Equity Teams. He is a regular presenter at the North Carolina Council for the Social Studies, most recently for his work creating and leading an Asian American Oral History Project. He loves spending time with his wife and friends, and chasing his two young children around the park.

Mr. Richardson will be joined by 4 current student leaders of the Asian American Oral History Project.

Danielle Coats

Danielle Coats is the founder of the SchoolHouse Collective. She has formally been an educator for twenty years, but her preparation for the role began well over thirty years ago. Having already participated in a pre-service teacher program before finishing grade school, Danielle continued to walk out the path towards becoming a professional educator by earning a spot at the University of North Carolina at Chapel Hill as a NC Teaching Fellow and a Pogue Scholar.

Over the last twenty years, Danielle Coats has successfully facilitated student academic growth as a classroom teacher, spearheaded initiatives aimed at empowering underserved populations, designed and led practice-enhancing professional development, and served as a school leader. While working in each of these capacities, student success has been at the center of her efforts. Confidently aware that all students have the capacity to excel, Danielle holds the obligation to instill that belief in others as her driving force, equipping others with the tools to develop that capacity.

District and fellow school leaders look to Danielle for her substantial knowledge base of teaching and learning. She is recognized for her ability to fluidly leverage creativity and practical, tried-and-true strategy to address the everyday challenges of today’s schools and classrooms.

In addition to launching The SchoolHouse Collective, Danielle is a public school instructional coach.

Dr. Annie Wimbish

Dr. Brooksie Sturdivant

Dr. Brooksie B. Sturdivant began her career in education as a middle grades English and history teacher. She has served in public education for 20+ years in four NC districts as a teacher, literacy coach, curriculum facilitator, intervention coordinator, and district-level equity and behavioral health specialist. Dr. Sturdivant loves developing and facilitating professional development to inspire fellow educators, coaching teachers in equitable instructional practices, volunteering in the community, and designing and facilitating mentoring opportunities for underserved students. As the Jeanes Fellow for Wake County Public School System, her primary focus is on enhancing community partnerships and maximizing resources to support student success.

She completed her undergraduate studies at UNC-Chapel Hill, and she earned a Master’s in School Administration, a Specialist of Education certificate, and a Doctoral degree from Appalachian State University. In 2019, she received the Alice P. Naylor Outstanding Dissertation Award for her qualitative study on trauma and resilience. In 2006, she was recognized as a finalist for the Rockingham County Teacher of the Year recognition, and she received the “2 Those Who Care” Award from WFMY News 2 for service to the Piedmont Triad community.

She is the author of two empowerment books for adolescents and young adults titled, Somebody Told You A Lie and My Heart Leaks Ink,and she is an associate editor for the Journal of Trauma Studies in Education. Additional information can be found on her website at www.3ellc.org.

Dr. Carrie Morris

Dr. Carrie Morris joined the East Carolina University Department of Educational Leadership in March 2019 after transitioning from a school administration role in Onslow County Schools, NC. She is excited to learn from and with eastern North Carolina public school leaders in her position as the Associate Director for School Leadership, funded through a U.S. Department of Education grant entitled edPIRATE (Educator Pipeline in Rural Action for Teaching Equity). Carrie is interested in equitable educational practices positively impacting all students, empowering women in leadership, and the importance of relationship building in K-12 public education.

Dr. Christopher Kelly

Dr. Christy Howard

Dr. Christy Howard has been an educator since 2002. She is currently an Associate Professor in the Department of Literacy Studies, English Education, and History Education at East Carolina University where she teaches undergraduate and graduate courses. Her research interests focus on culturally responsive instruction, content area literacy, teacher preparation, diversity and identity. Her research has been published in several journals including the Journal of Literacy Research, Language Arts, and Literacy Research and Instruction.

Dr. Dramaine Freeman

With over two decades of dedicated experience in education, Dr. Dramaine Freeman's rich and diverse background spans a broad spectrum of roles, including substitute teaching, classroom instruction, tutoring, counseling, and administration. His educational journey began with a Bachelor of Science in Electronics and Computer Technology from North Carolina Agricultural and Technical State University. However, his true passion was ignited by a desire to advocate for all students' aspirations, with a particular focus on empowering Black males and ensuring equality in education.

Dramaine firmly upholds the enduring value of continuous learning and has directed his studies toward examining the profound impact of educational structures on minority students and school leadership. This commitment led him to pursue advanced degrees, acquiring a Master's in Education, a Master's in Administration, an Educational Specialist license, and a doctoral degree from Appalachian State University. His doctoral research focused on exploring the social perceptions of Black males in society and how those perceptions impact Black male leaders in K-12 spaces.

He is an assistant professor at Appalachian State University and actively engages in diverse programs. He also serves on the Advisory Board for Appalachian State University Academy at Middle Fork and partners with local school districts to support their leaders of color.

As a school administrator, Dr. Freeman's leadership was transformative, implementing practices that sparked significant changes and nurtured shifts in the culture of educational institutions. In addition to his role as a professor, his extensive educational background uniquely positions him as a co-founder of the non-profit organization Bros. Beyond Bounds. This organization is dedicated to designing experiential career and college readiness opportunities for Black males, empowering them to develop healthy minds, excel academically, and establish valuable networks for leadership and career growth.

Dr. Faith Freeman

Dr. Faith Freeman is currently Co-Director of the Institute for Partners in Education. She was formally Director of STEM and led the Tutoring Program in Guilford County Schools. She has worked as an Academic Coach, Professional Development Director, and high school Science Teacher. Faith holds a bachelor’s degree in Chemistry and a minor in Biology, a Master’s Degree in Science Education and Ph.D. in STEM Education from the University of North Carolina at Greensboro. Dr. Freeman is passionate about equity in STEM education and ensure that all that all students have access to instructional resources.

Dr. Jennifer Gallagher

Jennifer L. Gallagher is an Associate Professor in the College of Education at East Carolina University where she teaches social studies education courses and serves as the program coordinator for the undergraduate and graduate history education programs. She taught for several years in Colorado and then earned her Ph.D. at Iowa State University. Her professional efforts focus on supporting students in critical inquiry of the social world. Her work has been published in several journals including Social Education, Social Studies and the Young Learner and Theory and Research in Social Education and Journal of Social Studies Research.

Dr. Jennifer Haddad Lingle

Dr. Jennifer Haddad Lingle serves as Academic Coach for the Institute for Partnerships in Education (IPiE). After 20 years in North Carolina public schools as a teacher, curriculum facilitator, and district level coach, Dr. Haddad Lingle returned to graduate school to get her PhD in Teacher Education and Development, minoring in Educational Research Methodologies. While working on that degree, she was a part-time lecturer and supervised preservice teacher candidates during all stages of their field placements. As Academic Coach for IPiE, Dr. Haddad Lingle is excited to work with educators and education-related agencies around Licensure Pathways, Dual-Enrollment Projects, and the Microcourses Program. Her research interests include teacher education, fostering creative classroom spaces, and supporting teacher-leaders as mixed methodologists.

A proud Spartan, Dr. Haddad Lingle received her BA in Classical Studies, MEd in Curriculum & Instruction: Middle Grades Mathematics, and PhD in Teacher Education and Development, minoring in Educational Research Methodologies from UNC Greensboro.

Dr. Kesha Hood Branch

Professional:

I am a lifelong resident of Scotland County, North Carolina, and a proud member of the Lumbee Tribe. I graduated in 1996 with a Teaching Fellows Scholarship to attend UNC-Pembroke. While in college, I worked at the Scotland County Schools District Office as a Data Specialist for Federal Programs and Indian Education and as a Pharmacy Technician at CVS Pharmacy. I graduated with my Bachelor's Degree in History with an Elementary Education Certification. After college, I taught second and third grade at Laurel Hill Elementary School. During my eight years of teaching, I completed my National Boards in 2005 and was also the 2005 Teacher of the Year at my school. I received my Master's in School Administration from UNC-Pembroke in 2007 and served as an assistant principal for four years at the elementary level, two years at the high school level, and one year at middle school. After seven years of being an assistant principal, I served Laurel Hill Elementary as principal for five years and was the Principal of the Year in 2017 - 2018 for Scotland County. Next, I served as principal of Scotland Early College High School for four years and returned to Laurel Hill Elementary School for one year.

In May 2023, I received my Superintendent's Licensure from Appalachian State University. For the 2023 - 2024 school year, I also served as the Dudley Flood Center Fellow. I earned my Educational Specialist Degree (EdS) and Doctor of Education (EdD) in Educational Leadership at Appalachian State in May 2024. For the 2024 - 2025 school year, I am serving as the Director of High Schools and Principal Coach for Scotland County Schools. I have had the opportunity to present at the 2023 North Carolina School Counselors Association Conference, the 2024 Let’s Talk Racism Conference, and the 45th Annual International Research Conference of the Stress, Trauma, Anxiety, and Resilience Society.

Personal:

On a personal note, I am married to Jason Hood, a dedicated professional at INA Baring in Cheraw, SC. Together, we have raised two sons who have made us proud. Nichalus Williams, our elder son, is 29 years old and serves in the Army Reserves, a testament to his commitment and discipline. Our younger son, Daetyn Williams, is 23 years old and has chosen to follow in my footsteps by working for Scotland County Schools and Premier Solutions. Their achievements and the values they embody are a source of great joy and pride for us.

Dr. Latreicia Allen

Dr. Latreicia Allen earned a Bachelor of Arts in Elementary Education from the University of North Carolina at Chapel Hill, a Master of Art in Curriculum and Instruction from the University of Texas at San Antonio, and a Master of School Administration from Fayetteville State University. She also earned a Doctor of Education degree in Educational Leadership from Fayetteville State University. Dr. Allen has previously taught first and third grades at William H. Owen Elementary School before becoming an assistant principal and later principal of the school. She currently serves as the principal of John Griffin Middle School where she continues to inspire learners to reach their fullest potential by focusing on every child, every chance, everyday.

Dr. Mark A Rumley

Dr. Mark Maxwell

Dr. Mark Maxwell taught Social Studies at the high school and middle school levels. He served Forsyth County as Chairperson of the Historic Resources Commission. He has appeared as a guest speaker at Winston-Salem State University, UNC-Chapel Hill, Wake Forest University, North Carolina A&T, Salem College, and Forsyth Technical Community College. Mark is an accomplished facilitator/speaker nationally and regionally. Prior to becoming an educator, Dr. Maxwell worked in multiple television markets as a weather anchor/reporter, including WXII and WFMY. Dr. Maxwell earned degrees in Social Sciences, Strategic Leadership and he has a PhD in Public Policy and Law from Walden University. His research was published in the Journal of Health and Human Services. Maxwell’s manta is: “Equity is not what you do, equity is who you are when it comes to meeting the individual needs of learners.”

Maxwell is a native of Wilmington, N.C. He is enthusiastic about traveling the world and he is an artist. Mark is married and has five sons adopted from North Carolina’s foster care system. His family shares their Forsyth County home with their Labrador mix, Otis and their Terrier mix, Ralph.

Dr. Michaela King O'Neal

Dr. Michaela Krug O’Neill is an Assistant Research Scientist at the University of Michigan’s Marsal Family School of Education. Dr. O’Neill’s scholarship focuses on educational policies and practices that seek to improve instruction and is rooted in commitments to advance equity and justice in our schools and communities. She works at the intersections of national, state, and local policies; teaching and learning practices; and educational partnerships. Dr. O’Neill’s book, co-authored with Susan Moffitt and David K. Cohen, is "Reforming the Reform: Problems of Public Schooling in the American Welfare State" (University of Chicago Press, 2023). Dr. O’Neill received her PhD in Educational Foundations and Policy from the University of Michigan.

Dr. Michelle Ellis

Dr. Michelle Ellis is 22- year classroom teaching veteran whose career spans elementary, middle, and high school. She has numerous awards for excellence in science teaching as well as service to science education..Her main awards include 2021 National Science Teaching Association (NSTA) Shell Urban Science Award, 2020 North Carolina Science Leadership Association (NCSLA) Gatling Award, 2008 Excellence in Science Teaching by the North Carolina Science Teaching Association, 2017 Kenan Fellowship, Burroughs Wellcome Fund Career Award for Science and Math Teachers, and 2017 Presidential Award for Excellence in Math and Science Teaching (PAEMST) Finalist. She has had numerous leadership roles in science education. Some of her roles included NSTA District VI Director, NCSLA President, and NCSTA Secretary. She is most proud of her racial equity work in STEM education. Dr. Ellis has been recognized by many government organizations for her DEI/STEM activism including an Honorable Mention by the Environmental Protection Agency (EPA) Presidential Award and the North Carolina Dogwood Award given by the NC Lt. Governor. She has collaborated nationally with Teacher2Teacher and Flipboard podcasts about teaching Black History year-round. Dr. Ellis is the Creator and Lead Facilitator for the STEM Educators for Equity and Diversity (SEED) Fellowship program in North Carolina.

Dr. Rachelle Savitz

Rachelle S. Savitz is an associate professor of reading/literacy at East Carolina University. She was previously a K-12 literacy coach/interventionist and high school reading teacher. She values working with graduate students and teachers and learning with and from them. She has served on the board of directors for numerous national and state literacy organizations – wanting to be a part of the learning and collaboration pushing thinking in the realm of literacy. Dr. Savitz spotlights the necessity of teacher collaborators in her co-edited book, Teaching the "taboo": Diverse and inclusive literature is the way, with Routledge, where teachers highlight their classroom practices. She emphasizes teacher instruction with over 15 snapshots in the book we are here to learn more about today with Teachers College Press, Trauma-sensitive literacy instruction: Building student resilience in English language arts classrooms. This book extends learning shared in Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning, coauthored with Drs. Douglas Fisher and Nancy Frey. She received the East Carolina University College of Education 2023-2024 Profiles in Diversity Award, the 2019 Association of Literacy Educators and Researcher’s Jerry Johns Promising Researcher Award, and the 2018 Early Career Literacy Scholar Award from the American Reading Forum.

Dr. Raketa Ouedraogo-Thomas

Dr. Raketa Ouedraogo-Thomas has been an educator for nearly twenty years supporting student growth across middle, high, and postsecondary grade levels, and has held various classroom and leadership roles at the state and district levels. She started her career as a secondary school Math teacher in California and currently supports school and system-level equity initiatives with the Office of Equity, Access, and Acceleration in Winston-Salem/Forsyth County Schools. Throughout her career, she has focused on K-12 instruction, managing programs and analyzing datasets for school improvement implementation, designing and facilitating professional learning, and supervising initiatives that lead to student achievement. Dr. Raketa Ouedraogo-Thomas values purpose, understanding, and impact and in all things, she seeks to uplift and support.

Dr. Simona Goldin

Dr. Simona Goldin is a Research Associate Professor at the Department of Public Policy at the University of North Carolina and at the Education Policy Initiative at Carolina. Dr. Goldin is a teacher education and policy scholar who utilizes qualitative methods to contend with systemic inequality and racism in US public schools. She has studied ways to transform the preparation of beginning teachers to teach in more racially just and equitable ways and has elaborated the teaching practices that bridge children’s work in schools on academic content with their home and community-based experiences. Her most recent work has looked at the ways that innovations are weaponized against the very communities they are meant to support. For example, she has elaborated a frame for systemically trauma-informed teaching practice that interrupts the deficit framing of children and their communities. With colleagues, she has designed and studied innovative instructional resources and unique opportunities– namely, home visits, performance assessments, and new pedagogies of teacher education. Across each of these has been the focus on supporting novice teachers’ capabilities to develop instructionally rich, respectful relationships with families. Dr. Goldin serves on the UNC Chancellor’s Commission on History, Race, and a Way Forward, where she is co-chair of the Equity in Schools Project Team. She is, as well, a SLATE Teaching Fellow, which is a part of the African American Research’s initiative for Student Learning to Advance Truth and Equity (SLATE) at the University of North Carolina. Goldin holds a master’s degree in management and urban policy analysis from the New School University and a PhD in educational studies from the University of Michigan.

Dr. Tiffany Tovey

Drs. Laura Handler & David Cooper

Having retired after 35 years as a professor and researcher (University of Maryland), and dean of education (Elon University), Dr. David Cooper (cooperdh@mac.com) founded The 1868 Project which honors the courage of the North Carolina Constitutional Convention of 1868, when men with a strong sense of justice sought to mobilize the State's resources for the benefit of its children - all of them. The Constitution they drafted was intended to elevate North Carolina from the ashes and bones of the failed rebellion, to reach far ahead of its shameful history, work that continues to this day.

Dr. Laura Handler (laura.handler@greensboro.edu) is Dr. Cooper's thought partner in seeking innovative solutions to resegregation and is co-founder of The 1868 Project. Currently she is Assistant Professor of Education at Greensboro College where she focuses on elementary education, teacher education, and instructional design. Her scholarship on equity and policy is informed by her extensive experience in elementary schools both locally as well as internationally. Dr. Handler is a National Board Certified Teacher and frequent contributor to the literature on equitable teaching, learning, and policy in Latine education.

Eboni Stallings

My name is Eboni Stallings. I am currently the District Instructional Coach for Secondary English Language Arts for Elizabeth City Pasquotank Public Schools. I have taught elementary English Language Arts and Middle school English Language Arts for a total of 20 years. I have been a middle school Instructional Coach for 5 years.

Eugenia Floyd

Ms. Eugenia Floyd has been teaching fourth grade for eight years in the Chapel Hill-Carrboro City Schools district. A 2005 graduate of East Chapel Hill High School, in Chapel Hill, North Carolina, Ms. Floyd is a product of the school system in which she teaches. She obtained her Bachelor of Arts degree in History from the University of North Carolina at Greensboro. Following graduation, she became a teacher assistant at Morris Grove Elementary School within the Chapel Hill-Carrboro City Schools district. Her time assisting in the classroom played a great role in her making the decision to obtain her teaching license. She completed her K-6 teacher certification at North Carolina Central University in 2013. That same year, Ms. Floyd began her career as a fourth grade classroom teacher at Mary Scroggs Elementary School. Since the start of her career, Ms. Floyd’s personal experiences in school have played a pivotal role in her teaching philosophy. She truly believes that every student can learn and having high expectations of her students is vital to their academic growth.

Ms. Floyd’s teaching philosophy and high expectations are evident in her student data and within her classroom atmosphere. Ms. Floyd doesn’t just expect her students to grow, but she also has this expectation for herself. When the Chapel Hill-Carrboro City Schools partnered with Elon University to assist a cohort of teachers in earning a gifted certification, Ms. Floyd jumped at the opportunity to grow in her craft. After obtaining her certification from the program, she continued on to graduate with a Master’s degree in Gifted Education in 2020 from Elon. During this same school year, Ms. Floyd was named the 2021 Burroughs Wellcome Fund North Carolina Teacher of the Year. Ms. Floyd continues to advocate and support both students and teachers as a speaker, panelist, and advisor to several boards including the North Carolina State Board of Education. Eugenia Floyd is currently working as a classroom teacher for the Chapel Hill- Carrboro City School district.

Jackie Aponte

Jackie Aponte has served as a classroom teacher, interventionist, curriculum and assessment writer, teacher educator, instructional coach, and undergraduate course instructor of equity and education. She holds a master’s degree in Literacy Education from UNC-Chapel Hill, and is passionate about building communities of care and belonging for all learners.

Jackie McClean

Jason Carter

Jason Carter is in his 24th year as an educator and currently is the Assistant Director at The Science House of NC State University, but over the years he has also taught middle grades science, math and social studies and served as a middle school administrator. Along with this experience, Jason is a Fulbright Teacher for Global Classrooms honoree, a SEED (STEM Educators for Equity and Diversity) Fellow, and a Science Ambassador for the National Center for Science Education. His work in the NCSE includes developing curriculum for teaching climate change along with delivering professional development on this curriculum. He enjoys weaving literature, games, engineering design, citizen science, and a global lens into science curriculum.

Jessica Parker

Jessica Parker is an innovative leader with a passion for service, education, and creating brave spaces of belonging for all learners. She has over 12 years of experience in the public school sector serving students of Nash and Edgecombe County.

Colleagues refer to her as an energetic and effective school leader, teacher, mentor, and instructional coach in the sectors of public education; modeling for others to think critically about systemic change, equity, cultural expression, and transformation when it comes to the development of children. She is an alumna of the nationally-ranked North Carolina State Principal Preparation Program, NCLA, and a member of The North Carolina Teaching Fellows program as an undergraduate at The University of North Carolina at Greensboro.

Josh Parker

Josh Parker is a Senior Consultant on the Engaged Students Team with Education First. He works with various clients in the P20 schools and in the nonprofit sectors in the areas of coherent assessment systems, instructional quality and grantmaking strategy.

As an African-American male graduate of the K12 public school system and former educator within, Josh has seen and experienced first hand the importance of an integrated and effective assessment and instructional system on the outcomes of historically resilient students. Coherence matters. Quality consultation also matters, which is in line with his life motto: “Help people and solve problems.” He is grateful to have the opportunity to work at Education First so that he can continue to live out a life that is informed and supported by his life’s focus.

Joshua earned a Bachelor’s of Science Degree from Towson University and a Master of Arts in Teaching and Leadership from Notre Dame of Maryland University. He enjoys watching his favorite team—the Buffalo Bills—and spending time with his wife of over a decade, Tiffany and their two children—Joshua and Laila.

Jovan Jones

Jovan Jones has over 20 years of experience in public education. As a Lateral Entry teacher, she taught Social Studies, Reading, English/Language Arts, Forensics, Yearbook, Journalism, and Dance. She was the 2004 Cumberland County School’s Teacher of the Year and the 2005 Sandhills Region Teacher of the Year Runner-Up. Upon joining Central Services, Jovan served as the Mentor Facilitator, Professional Development Facilitator, and Integrated Academic Behavior Support Facilitator. Presently, she is the Coordinator for Equity and Opportunity. For the past eight years, she has worked tirelessly as an advocate for diversity, equity, and inclusion in the district. She is presently a Dudley Flood Center for Equity Opportunity; the Innovation Project 2023-24 Jeanes Fellow. She has led CCS to win three Magna Equity Awards from the National School Board Association: the 2022 Silver Award for Equity-Based Multi-Tiered System of Support, the 2021 First Place Award for Equity-Focused Classroom Management, and the 2021 First Place Award for Mentored Next Steps in Equity. Prior to teaching in Cumberland County Schools, Jovan was a Humanities and Political Science instructor at Fayetteville Technical Community College and taught International Relations and Moral Reasoning at Harvard University. Jovan Denaut holds a Bachelor of Arts with Distinction in Peace, War, and Defense from the University of North Carolina at Chapel Hill. She holds a Master of Arts degree in Political Science from Harvard University and is presently working on a Doctorate in Educational Leadership from Capella University. Jovan Jones is the published author of a fictitious autobiographical series entitled Descent. The series, which is about the two years she lived in Kerala, India in a Hindu ashram with a famous guru, includes four books: Chasing the Avatar, Dancing with the Avatar, Bound by the Avatar, and Snatched from the Avatar.

Kathleen Harrell

Kathleen Harrell has served as a classroom teacher, interventionist, reading specialist, and instructional coach. She holds a master’s degree in Early Childhood Intervention and Family Support Services from UNC-Chapel Hill. She believes in the mission and collective action to create equitable classroom spaces that promote opportunities for all learners.

Marcus Bass

Mary Mathew

Mary brings over 20 years of experience and a passion for children’s flourishing to her role as Book Harvest’s first Director of Advocacy. She is building the organization’s advocacy portfolio to influence and mobilize support for policies and practices that advance early literacy and improve systems that impact young children and families. Her work includes connecting with national, state, and local early childhood policy and advocacy initiatives and leaders; building collaborations with key stakeholders; leading and participating in convenings and coalitions; writing; centering family and community voices; and prioritizing strategies that advance equity.

Mary believes deeply in the potential for every child to succeed and our responsibility as individuals and as a society to ensure opportunity and justice for all. She understands relationships grow at the speed of trust and seeks to build it with everyone she meets, from legislators to kids.

Natalie Currie

Natalie Currie is a 1st grade teacher at West Rowan Elementary School in the Rowan-Salisbury School System. She has been teaching for 23 years. Ms. Currie was born and raised in Spartanburg, SC. She received her Bachelor of Arts in Elementary Education in 2000 from Livingstone College and her Master of Arts in Education Curriculum and Instruction from University of Phoenix in 2008. Ms. Currie is committed to fostering students’ passions, helping children reach their full potential, and incorporating innovative teaching strategies in the classroom. Ms. Currie is an active member in Zeta Phi Beta Sorority, Inc. where she is 3rd vice president, the Youth affiliates Coordinator, and the primary undergraduate advisor for the zetas on Livingstone College Campus. A firm believer in equity, Ms. Currie uses her position as the Site Support Leader for her school’s beginning teachers and as a member of her school’s Teacher-Led Design Team, to serve and assist her colleagues in making pertinent decisions, creating a learning environment that is equitable for all stake holders. Ms. Currie has a son, Justin, who is a sophomore at North Carolina A&T State University majoring in Animal Science. In her free time, Ms. Currie enjoys working on puzzles, reading, and spending time with her family and friends.

Onna Jordan

Rashidah Lopez Morgan

Rashidah Lopez Morgan is a Partner at Education First. She works with K12 education leaders to create and implement organizational strategies and talent management solutions that meet the needs of all students, and particularly for BIPOC students. She has worked with many state and local education agencies, including the KIPP Foundation, Chicago Public Schools and the New York Department of Education, and she also has worked with the Bill & Melinda Gates Foundation, the Joyce Foundation and the Walton Foundation.

Rashidah credits a quality education with positively impacting the trajectory of her life and she holds this hope for every child in America. She focused her career on improving the conditions of K12 education because she was appalled by the inequities that Black and Brown children experience as they seek a high-quality education. Prior to Education First, Rashidah worked for Charlotte-Mecklenburg Schools where she led talent management and principal pipeline initiatives. She also worked at Wells Fargo, Microsoft, American Express and Accenture.

Rashidah obtained her BA in Psychology at Spelman College in Atlanta, Georgia, her MBA in Marketing/Strategy at University of Michigan Ross School of Business in Ann Arbor, Michigan and her M. Ed. from The Broad Center for the Management of School Systems in Los Angeles, California. She resides in Charlotte, North Carolina. She enjoys salsa dancing, karaoke and great stories.

Reginald Jackson

Safiyah Jackson

Safiyah Jackson is a non-profit business leader and a champion for babies, toddlers, young children and the adults who care for them. She believes that a community’s well-being is determined by the well-being of our youngest members. Her commitment to the early years was shaped twenty years ago during a career shift from marketing and sales to the science of early childhood experiences. Safiyah discovered that investments in human development during the first eight years of life creates a triple bottom line with significant social, economic, and academic returns. Today, all of her professional and political pursuits apply a childist lens—enhancing the quality of life and experiences of children as a starting point for a more just world for people of all ages.

Throughout her career Safiyah has demonstrated leadership across a variety of industries, including museums, preschools, early elementary schools, higher education, philanthropy and currently, early childhood non-profits. Today, she serves as Chief Strategy Officer with The North Carolina Partnership for Children, an organization that supports a network of early childhood organizations across NC (The Smart Start network). Safiyah plays a pivotal role in driving strategic initiatives, fostering a data-driven culture, securing funding, and engaging strategic partnerships to maximize investments in early childhood across North Carolina.

Safiyah is dedicated to bridging gaps between theory and practice, ensuring that NC is a nurturing place to be born and raise a family. Safiyah is a board member of Raleigh Little Theatre, writes children’s books on the topic of civic engagement, and dreams of owning a network of children’s museums.

Saletta Ureña

Saletta Ureña is an ELA teacher at Kiser Middle School. A native of Greensboro, North Carolina, she received dual B.A. degrees from North Carolina State University in Spanish Language & Literature and Communication with a concentration in Public Relations as well as an academic minor in Political Science. As a twenty-year veteran classroom teacher, Saletta brings charisma, compassion, creativity and support to the profession. A stark advocate for public education, she is a member of the National Education Association, the North Carolina Association of Educators and the Guilford County Association of Educators. Her commitments to the organizations include:

NEA Equity Leader
NCAE Instructional Leadership Institute Graduate
NEA Black Caucus, NEA Hispanic Caucus, NEA Peace and Justice Caucus and NCAE Black Caucus member

As an educator, Saletta follows her church’s motto of “Everybody is Somebody’. She is dedicated to fostering second language proficiency and cultural sensitivity. Her classroom focus is on advocating for social and racial justice and thus she has created a Spanish curriculum to both decolonize Latin American history and educate on marginalized communities within the Spanish-Speaking world. Equity advocacy compels her to take action to uncover, confront and respond to racial injustice and inequity in her school and curriculum.

In addition, she is the proud parent of Lincoln, Jefferson, Jacqueline and Joel. An active mother and teacher she believes, “We make a living by what we get, but make a life by what we give.” – Winston Churchill

Sarah Montgomery

Sarah Montgomery joined the NC Justice Center as a Policy Advocate with the Education & Law Project in March 2017 and became Senior Policy Advocate in September 2020. Sarah draws from over 15 years of community development experience, working with nonprofits in New York City, Nicaragua, and North Carolina with a focus on education rights, access, community engagement, and English Language learners.

Sarah holds dual BA degrees in Social Thought and Political Economy (STPEC) and Spanish from UMASS-Amherst, as well as an MA in International Affairs from the New School where she concentrated on socio-economic development.

Shawnda Cherry

Shawnda Cherry is currently serving on the edPIRATE (Educator Pipeline in Rural Action for Teaching Equity) team as the Associate Director for Teacher Residency in the Rural Education Institute at East Carolina University. She has been an educator since 1995 and is an accomplished school leader with experience supporting K-12 educators and administrators across all grade levels in NC. Shawnda is passionate about providing equitable access and opportunity for rural scholars. Her research interests also include culturally responsive pedagogy.

Stacy Huff

Stephen Bell

Stephen Bell, LCSW is a proud member of the Lumbee Tribe and the American Indian Education Coordinator in Guilford County Schools. Following in the footsteps of his grandparents (Mr. Buddy and Mrs Sarah Bell), parents (Ronny and Natalie Bell), and aunts and cousins, Stephen began his work in education as a middle school teacher and later a school social worker. For over a decade, he has worked in various school districts, providing counseling for students, as well as training and collaborating with educators and community members to better serve our at-promise youth. In his current role as the American Indian Education Coordinator and a member of the State Advisory Council on Indian Education (SACIE) and Guilford Native American Association, he works to create pathways of opportunities, healing and support for Native youth and young people. He also is a 2024 America 250 NC Freedom Fellow with the North Carolina Department of Natural and Cultural Resources.

Day 1 - Virtual Session Speakers

Bettina Umstead

Bettina Umstead believes that every child is born with purpose and potential, yet the impacts of systemic racism create significant barriers for children of color to thrive. Her ten years of work at a community based non-profit, led to her interest in systemic change to have a greater impact on the lives of students and families. In 2016, she was appointed to the Durham Public Schools Board of Education, where she currently serves as Board Chair. She also works at The Equity Collaborative to support changing systems through working with the people within them.

Crystal Hall

Crystal Hall is the Senior Director, Program and Partnerships supporting New Teacher

Center’s partnerships across the South regional teams. Crystal Hall began her career

in Charlotte, North Carolina, as a high school math teacher. She holds a BA in

Secondary Math Education and a Masters of Education in Curriculum and

Supervision from the University of North Carolina at Charlotte. In addition to district

level teaching and leadership experience, Crystal has spent over a decade as an

education consultant and leader supporting partnerships across the country to

ensure ALL students have access to high quality K-12 experiences. In her current role,

Crystal brings her expertise in academic vision setting, strategic planning, and

implementation at every level of a system to ensure each partnership is actualizing

the organizational mission and vision for improved outcomes for all students.

Douglass Curry

Douglas is an experienced educator with proven history in pushing learners toward growth and success through innovative, dynamic, and thoughtful practices.

Every Child NC

Tiana Pitts

Serving as a Director of the Southeast region at NTC, Tiana brings over 20 years of educational experience that continuously builds her passion for EVERY student getting what they need to be successful and experiencing joy in their learning. Tiana started her educational career as a middle school math teacher which laid the foundation of her deep desire for students to have a positive math identity. With a master’s degree in Educational leadership from the University of North Carolina at Greensboro, Tiana has served as an assistant principal of a K-8 charter school as well as a founding administrator of Gate City Charter School. With her deep desire of educator’s being lifelong learners with a great impact on the student experience, Tiana served as a new teacher support coach in Guilford County Schools where she supported the growth and learning of year 1 teachers and their mentors. Now, in partnership with New Teacher Center, Tiana leads the team of program consultants in the southeast region that supports work that centers the student voice and experience, supports strategic curriculum implementation, and provides continuous coaching for all stakeholders to learn and grow.