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In my role, as the D&I rep at the PS, I realized that we need to provide the teachers tools and opportunities to brainstorm ways of infusing a multicultural curriculum into their classrooms.  As a campus, we need time set aside for teachers to plan and adjust.  We need to have discussions on how we do this with younger children and an understanding of how deep we dig to make a multicultural curriculum both significant and age appropriate.

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In my role, as the D&I rep at the PS, I realized that we need to provide the teachers tools and opportunities to brainstorm ways of infusing a multicultural curriculum into their classrooms.  As a campus, we need time set aside for teachers to plan and adjust.  We need to have discussions on how we do this with younger children and an understanding of how deep we dig to make a multicultural curriculum both significant and age appropriate.

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Also, what traditions can we bring to Brookside that will celebrate diversity?
Meg

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#2 The conference underscored and reminded me why this work is important and showed me practical approaches and curricular adjustments we can make. We must continue to champion and support this work — and part of doing that is helping to maintain focus on this as a priority, so as to better ensure our success.

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#2 The conference underscored and reminded me why this work is important and showed me practical approaches and curricular adjustments we can make. We must continue to champion and support this work — and part of doing that is helping to maintain focus on this as a priority, so as to better ensure our success.

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- Ben

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2. I took away the importance of giving our US teachers and departments resources, time, and opportunity to push themselves and their curriculum. For some teachers, they're looking for specific direction and examples; for others, it's a matter of getting out of their way and encouraging their exploration. Additionally, there can/should be greater coordination between our extra- or co-curricular programming with our curriculum as we move forward.

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2. I took away the importance of giving our US teachers and departments resources, time, and opportunity to push themselves and their curriculum. For some teachers, they're looking for specific direction and examples; for others, it's a matter of getting out of their way and encouraging their exploration. Additionally, there can/should be greater coordination between our extra- or co-curricular programming with our curriculum as we move forward.

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-Dennis

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1.  One of my biggest takeaways was to dig deeper with young children.  Provide them with a voice in our classrooms.  Children should be celebrated.  They can also be amazing teachers. Classmates can teach one another, fostering respect and appreciation.  The personal story of a child and their family can be the most powerful.

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1.  One of my biggest takeaways was to dig deeper with young children.  Provide them with a voice in our classrooms.  Children should be celebrated.  They can also be amazing teachers. Classmates can teach one another, fostering respect and appreciation.  The personal story of a child and their family can be the most powerful.

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Meg

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1. My biggest takeaway was seeing many different ways that a multicultural curriculum can be implemented. Depending on the discipline, grade level, teacher, implementation might take many different forms, and we can find ways to help each of our teachers find a right way to approach this in their classroom.

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1. My biggest takeaway was seeing many different ways that a multicultural curriculum can be implemented. Depending on the discipline, grade level, teacher, implementation might take many different forms, and we can find ways to help each of our teachers find a right way to approach this in their classroom.

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-Dennis

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Audit the classroom libraries for quantity and quality of diverse literature.  Think about a unit of study that readers engage in reading and reflecting on books that broaden their understanding of the rich diversity in our community and the world at large. "Educate for empowerment" (Paula Young Shelton).  Hear the voices in our classrooms through story.
Donna

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In my role, I can continue to foster and encourage the use of personal stories witht he faculty and model that behavior for them. If they see it modeled and that it's OK to do so, they wil be more inclined. I can also do this when speaking to a large group of students or the school, in general. 

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In my role, I can continue to foster and encourage the use of personal stories witht he faculty and model that behavior for them. If they see it modeled and that it's OK to do so, they wil be more inclined. I can also do this when speaking to a large group of students or the school, in general. 

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I was inspired to be "active."  Silence is not helping to move the school forward or helping me to develop as an educator.  True discourse, even uncomfortable conversations, brings about change.  I realize that I have an opportunity to create a space for multicultural learning, living, and exploring.  Lastly, I was inspired by Linda Darling-Hammond to "hold on" and not get weary even in the midst of resistance and opposition. To that end, I am motivated to bring "teach ins" to MKA.  These will be sessions where we come together discuss issues and ways (small and large) that we can make a difference.

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I was inspired to be "active."  Silence is not helping to move the school forward or helping me to develop as an educator.  True discourse, even uncomfortable conversations, brings about change.  I realize that I have an opportunity to create a space for multicultural learning, living, and exploring.  Lastly, I was inspired by Linda Darling-Hammond to "hold on" and not get weary even in the midst of resistance and opposition. To that end, I am motivated to bring "teach ins" to MKA.  These will be sessions where we come together discuss issues and ways (small and large) that we can make a difference.

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Alicee

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2: I sit on committees that oversee or overhear curricular changes . . . this gives me the opportunity to help other school leaders develop clarity around multicultural curriculum.  

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2: I sit on committees that oversee or overhear curricular changes . . . this gives me the opportunity to help other school leaders develop clarity around multicultural curriculum.  

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-Steve

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1. Linda Darling-Hammond’s comment that "Teaching towards social justice, anti-racism, etc. is a moral imperative now, as much as ever” has really stuck in my mind. To that end, I think that we need to consider when to be explicit with out students about our creating a multi-cultural curriculum so that they too can develop a definition for and understanding of what is meant by multiculturalism, social justice and equity. I spent a fair amount of time looking at ways we can make our science classes have a more multicultural perspective. My biggest take away there is linking science research and social justice by asking students to relate science and their scientific research to larger social concerns, concerns that have meaning to them.

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1. Linda Darling-Hammond’s comment that "Teaching towards social justice, anti-racism, etc. is a moral imperative now, as much as ever” has really stuck in my mind. To that end, I think that we need to consider when to be explicit with out students about our creating a multi-cultural curriculum so that they too can develop a definition for and understanding of what is meant by multiculturalism, social justice and equity. I spent a fair amount of time looking at ways we can make our science classes have a more multicultural perspective. My biggest take away there is linking science research and social justice by asking students to relate science and their scientific research to larger social concerns, concerns that have meaning to them.

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- Ben

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1. My biggest takeaway was the need for personal stories in teaching or leading. I've heard this from students before - that they love hearing about a teacher or administrator's stories in their school lives - especially as they relate to their experiences as high school students. 

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1. My biggest takeaway was the need for personal stories in teaching or leading. I've heard this from students before - that they love hearing about a teacher or administrator's stories in their school lives - especially as they relate to their experiences as high school students. 

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#2  I walked away with a number of pedagogical approaches which could be helpful for integrating multicultural perspectives into current curricula and for designing new curricula.  Perhaps most powerful was the "reflective inquiry" approach that I saw modeled in different ways by different presenters, but which could easily enhance our approach to design thinking, MKA's Global Experience trips and the Global Citizenship class, as well as our approach to service learning and advising MKA students, in general.  

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#2  I walked away with a number of pedagogical approaches which could be helpful for integrating multicultural perspectives into current curricula and for designing new curricula.  Perhaps most powerful was the "reflective inquiry" approach that I saw modeled in different ways by different presenters, but which could easily enhance our approach to design thinking, MKA's Global Experience trips and the Global Citizenship class, as well as our approach to service learning and advising MKA students, in general.  

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-Karen

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2. My big take away for my role was being reminded of the necessity to work with faculty on how we have to understand students' stories and context in order to effectively construct discipline structures/responses that work fairly for every student.

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2. My big take away for my role was being reminded of the necessity to work with faculty on how we have to understand students' stories and context in order to effectively construct discipline structures/responses that work fairly for every student.

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1. I think we need to continue to figure out what this work looks like . . . what are the tangible ways that we can make it real and know that it is happening... I picked this up from some of the presenters who were so clear about the work they were doing in their schools. 

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1. I think we need to continue to figure out what this work looks like . . . what are the tangible ways that we can make it real and know that it is happening... I picked this up from some of the presenters who were so clear about the work they were doing in their schools. 

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--Steve

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#1  It’s hard to stop short of a social justice focus if we are trying to deliver a transformative, multicultural education for MKA students. (We included this in our Multicultural Curriculum definition  but were unsure of the degree to which we are committed institutionally.) 

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#1  It’s hard to stop short of a social justice focus if we are trying to deliver a transformative, multicultural education for MKA students. (We included this in our Multicultural Curriculum definition  but were unsure of the degree to which we are committed institutionally.) 

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-Karen

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NAME exposed me to a broad array of resources for understanding and developing curriculum.  In relation to the work MKA has already done, I see the goal of developing cultural competence as a somewhat concrete and simple rationale for a multicultural curriculum.  Imagine if in all planning - program, special events, individual class lessons, if we were required to ask and answer the question, "what is the multicultural goal" in this event, field trip, presentation or lesson?

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NAME exposed me to a broad array of resources for understanding and developing curriculum.  In relation to the work MKA has already done, I see the goal of developing cultural competence as a somewhat concrete and simple rationale for a multicultural curriculum.  Imagine if in all planning - program, special events, individual class lessons, if we were required to ask and answer the question, "what is the multicultural goal" in this event, field trip, presentation or lesson?

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On a bigger and more mission based scale, MKA has to consider its commitment to promoting social justice. How prominent is that responsibility going to be as the school moves forward, for what is and has been a fairly high-functioning pre-K-12 college preparatory school?

2.MKA's leadership is going to have to collaborate in ways that are unprecedented in order to define, develop and implement multicultural programs.

T. Nammack

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In terms of curriculum, the importance of story and honoring everyone's story needs to be woven throughout the curriculum.  Honoring individual narratives and voices creates a community where learners can imagine their stories and their cultures. One of the sessions I attended spoke to reflecting on the materials in classrooms and the bias that may be found in materials.  I thought of our classroom libraries and what story do they reflect? Whose voice is being heard? What are students learning?  

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In terms of curriculum, the importance of story and honoring everyone's story needs to be woven throughout the curriculum.  Honoring individual narratives and voices creates a community where learners can imagine their stories and their cultures. One of the sessions I attended spoke to reflecting on the materials in classrooms and the bias that may be found in materials.  I thought of our classroom libraries and what story do they reflect? Whose voice is being heard? What are students learning?  

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Donna

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#2.In my role, I would like to intentionally revisit microaggressions with faculty and create a culture where people are comfortable enough to speak up when someone's behavior or words are offensive. ~Carlaina

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#2.In my role, I would like to intentionally revisit microaggressions with faculty and create a culture where people are comfortable enough to speak up when someone's behavior or words are offensive. ~Carlaina

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1. In terms of moving MKA forward, the workshops I attended really underscored Linda Darling Hammond's comment that now is the moment for explicit anti-racist teaching. Our desire to do this is work is very timely.  Many of the workshops I attended stressed the importance of students and teachers sharing personal stories and making connections to each other. "Teacher as Learner"- willingness to be flexible, have uncomfortable moments and teach on the fly is something we need to create in MKA culture. ~Carlaina

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1. In terms of moving MKA forward, the workshops I attended really underscored Linda Darling Hammond's comment that now is the moment for explicit anti-racist teaching. Our desire to do this is work is very timely.  Many of the workshops I attended stressed the importance of students and teachers sharing personal stories and making connections to each other. "Teacher as Learner"- willingness to be flexible, have uncomfortable moments and teach on the fly is something we need to create in MKA culture. ~Carlaina

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2. I want to talk about curriculum from the perspective of borders, barriers, bridges, and boundaries. The session I went to discussed this framework as a way to look at the community. An example they gave was a picture of a flower bed. To some this flower bed in the park is a barrier (the homeless because it was put in area that used to be used as a place to sleep) to others it is a bridge (community members coming to see the beauty and participate in the planting). I want to help teachers look at curriculum with the same lens. Are there things we teach that are a barrier for some and a bridge for others? How does this connect to the mirrors, doors, and windows framework?-Shanie

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2. I want to talk about curriculum from the perspective of borders, barriers, bridges, and boundaries. The session I went to discussed this framework as a way to look at the community. An example they gave was a picture of a flower bed. To some this flower bed in the park is a barrier (the homeless because it was put in area that used to be used as a place to sleep) to others it is a bridge (community members coming to see the beauty and participate in the planting). I want to help teachers look at curriculum with the same lens. Are there things we teach that are a barrier for some and a bridge for others? How does this connect to the mirrors, doors, and windows framework?-Shanie

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1. In terms of moving the school forward, I think my biggest takeaway is to see how far we have to go as a school and to ensure we are all on the same page. When Rudolpho Chavez Chavez spoke about being a warrior scholar, I wondered if that is where we are at as a school. Are we working to become warriors? Is that our transformation? What does transformative mean for MKA? At times in the conference, I felt like NAME's definition was more radicalized than the one we are working on at school, so I think it is important for us to really think about the word transformative and to make sure we all have a similar understanding of what that means for MKA and what are the steps to begin and continue this never ending transformation. -Shanie 

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1. In terms of moving the school forward, I think my biggest takeaway is to see how far we have to go as a school and to ensure we are all on the same page. When Rudolpho Chavez Chavez spoke about being a warrior scholar, I wondered if that is where we are at as a school. Are we working to become warriors? Is that our transformation? What does transformative mean for MKA? At times in the conference, I felt like NAME's definition was more radicalized than the one we are working on at school, so I think it is important for us to really think about the word transformative and to make sure we all have a similar understanding of what that means for MKA and what are the steps to begin and continue this never ending transformation. -Shanie 