EDxEDNYC CONFERENCE SESSIONS

Click on the subtopic or session below to see 2019 sessions.

Room

TBD

Room

TBD

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ALL SESSIONS IN

SESSION 2 (11:10-12:30)

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Hélène Walter

LOCATION:

AUDITORIUM

SESSION OVERVIEW

May I Be Happy reveals the significance of mindfulness practice in transforming the lives of young people. Through poetic cinematography and sequences of teachers leading sensitive or boisterous practices to kids from different backgrounds, the film brings awareness to the benefits of mindfulness as a way out of violence and suffering, and as an attainable solution for younger generations. This full-length feature documentary captures the very real challenges American children face, whether in elite private schools, public schools, on the streets, or in juvenile detention centers. Hearing the frustration of dedicated educators who find ways to teach from the heart, and seeing their optimistic work with youth is an uplifting experience. Interviews with teachers and leaders in the field of mindfulness research and education, including Dr. Dan Siegel and Vinny Ferraro, offer insights into the growing practice of mindfulness in education. Covering varying approaches to mindfulness by a range of San Francisco Bay Area programs, May I Be Happy reminds us of children's natural capacity for wellbeing, resilience and happiness. 


HOST BIO

Hélène Walter believes in the meaningful path of teaching mindfulness to children and completed her training from the renowned Mindful Schools. The work of many of her classmates served as inspiration for this film. In 2006 she moved to Spéracèdes, a small village in the South of France and founded a production company Tama Production to create international-standard videos for corporate and private entities.vWith the intention of bringing awareness on the benefits of mindfulness for youth, Eric Georgeault and Hélène decided to self produce this independent film. 

Special Documentary Screening: May I Be Happy 

Meet the Filmmaker: Hélène Walter

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Barnaby Spring, 

Una-Kariim A. Cross,

Rahesha Amon-Harrison,

David Forbes

LOCATION:

ROOM 101

STARTS IN

SESSION 1

SPECIAL DOUBLE SESSION: Mindfulness, McMindfulness, or White Calm: Hopes, Fears, and Guides for Mindfulness Emerging in Education 

SESSION OVERVIEW

Mindfulness can be an ally in the translation of our private struggles into public acceptance and action that serves everyone - particularly our students - in a society aspiring to democratic values. C. Wright Mills argued 50 years ago: one important measure of the demise of vibrant democracy and a corresponding impoverishment of political life can be found in the increasing inability of a society to translate private troubles to public issues. (Giroux). Mindfulness is emerging as a potential ally to human awareness and identification with the struggles of others that speak directly to ideas of empowerment, education, equity and excellence. Mindfulness asks, “What is really going on here?” Join the NYC Dept of Education's Director of Mindfulness in Education, along with his co-presenters, for a special multi-session course. 

NOTE: This session will “interactive” and is also primarily for educators currently practicing/teaching mindfulness/yoga strategies with/to youth.  All are welcome, but we are looking to engage folks more engaged in the work. 

HOST BIO

Barnaby Spring was born in Arizona, lost in Oak Creek Canyon for almost a full day when he was 4 years old, a graduate and former Mayor of Father Flanagan's Boys Town, graduate of Cornell University's College Scholar Honors Program (exit thesis was on the Relation of Technique in the Experimental Sciences and Creative Arts) an actor currently appearing in the recent film The Rainbow Experiment by independent film-maker Christina Kallas, currently developing a multi-media project called "Doctor Chango Partlow's Traveling Medicine Show" and is tremendously honored to be the first Director of Mindfulness in Education in the history of the NYCDOE. He is also happily married to NYCDOE long-time educator, Rachel Masters, and the proud father of Edward R. Murrow student, Eli.

Una-Kariim A. Cross is an education facilitative leadership coach, education visionary, and storyteller who is is deeply committed capacity building in youth and educators in a way that encourages thriving. Her approach to leadership development has always centered inspiration, creative wellness, and mindful pedagogical practices that facilitate critical thinking, collaboration, and self-reflection. She is an instructional leader with a sharp focus on developing student-centered teacher practice and youth development that utilizes authentic relationship building as a way to develop relevant, robust, and rigorous curriculum. Una-Kariim has over 15 years of education experience. She launched her work at Washington, D.C. based non-profit that was focused on youth development and capacity building. This opportunity allowed her to work closely with and train local youth for future opportunities. She also traveled to South Africa with a group of education and community leaders as a part of a Salzburg Education Fellowship. Shortly after, she began her work with the New York City Department of Education teaching English and Art Criticism in Bedford-Stuyvesant High Schools. During her time as High School educator she collaboratively launched and expanded the art-criticism program which partnered with the Whitney Museum of Art and The Brooklyn Museum, she also co-developed and launched a school-wide symposium and school-wide learning trips, and she hosted multiple public learning presentations whereby students presented and discussed their research to large audiences as a part of their Performance Based Assessment Task. Una-Kariim left the classroom with the purpose of expanding her work by leading adult educators as a facilitative coach. Her work as both an instructional leader and classroom educator demonstrate her devotion to cultivating the individual and community voice as well as fostering leadership development. Una-Kariim is currently working to secure her administrative licensure. She holds a Master’s Degree in Education from Long Island University, Brooklyn Campus. She holds an Master of Fine Arts Degree from the College of Design, Architecture, Art, and Planning, and a Bachelor Degree in Electronic Media. Una-Kariim is a published photographer and writer and has written for Ebony.com, The Root.com and more. She was a Teacher Exchange Educational Fellow with the Whitney Museum of Art, and an Artist in Residence at The Wexner Center. She currently serves as an Education Advisor for the 14+ Foundation.

 

Rahesha Amon-Harrison is an educator at heart who has emerged an intrepid 21st Century educational leader. After 26 years as an award winning classroom teacher, she stepped into the roles of Educational Coach, Academic Director, and Assistant Principal, prior to becoming a founding Principal of Frederick Douglass Academy III in Bronx, New York. She later became a Deputy Superintendent and currently serves as the Superintendent of Community School District 16 in Brooklyn, New York where she is spearheading the district’s Vision 2021 Initiative; cultivating leadership at all levels for the purpose of increasing student achievement and access to opportunities. Since her tenure, Amon-Harrison was recognized by Brooklyn Deep as one of the New Generation of Leaders in education to watch. She recently received the 2019 Black History Trailblazer Award from Brooklyn Borough President Eric Adams. Amon-Harrison holds a Master’s Degree in Educational Leadership from Fordham University and a Bachelors of Arts Degree from North Carolina Central University. In 2018 NCCU awarded her the coveted “Distinguished Alumni” award. She participated in the Harvard University Principal’s Institute, Teachers College, Columbia University’s Cahn Fellowship program and participated in the prestigious Center for Creative Leadership’s Managing Highly Effective Teams program. Mrs. Amon-Harrison believes that all children, regardless of their “zip code”, deserve an education that is progressive, rigorous, and culturally responsive while supporting the social emotional wellness of children.

David Forbes, PhD (Berkeley), LMHC, taught School Counseling at Brooklyn College for nineteen years and is Associate Emeritus Professor in the Urban Education Doctoral Program at the CUNY Graduate Center. He wrote Boyz 2 Buddhas: Counseling Urban High School Male Athletes in the Zone (2004) about his experience teaching integral mindfulness to a Brooklyn high school football team. He was  a co-recipient of a Contemplative Program Development Fellowship from the Center for Contemplative Mind in Society and was Member of the Month of the Mindfulness and Contemplative Education Network (March 2017). He is a member of the Mindfulness and Social Change Network based in the UK and is featured on a UK website, "Being Mindful of our World: A Collection of Social Mindfulness Voices." He teaches, consults with, writes on, and encourages mindfulness educators to question the neoliberal, individualist context of schooling and to pivot to a transformative, critical social mindfulness practice. Online articles, some co-authored, include "Occupy Mindfulness," "Search Outside Yourself: Google Misses a Lesson in Wisdom 101,"  “Mindfulness and Neoliberal Education: Accommodation or Transformation?", "How to be Mindful of McMindfulness," and "Critical Integral Contemplative Education," and co-edited Handbook of Mindfulness: Culture, Context, and Social Engagement (Springer 2016). His book, Mindfulness and its Discontents: Education, Self, and Social Transformation, came out spring 2019. 

 


ON THE WEB

@BarnabySpring

@suptamond16bk   

@unakariim

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Jonathan

Berenguer

LOCATION:

ROOM TBD

Transformational Framework:

How to Inspire and Impact Students

SESSION OVERVIEW

Learn the transformational framework that will create long lasting change in students. Learn about the power of authentic storytelling, knowing your students' language, how to break vicious cycles, and more! Hands-on activities and open discussions on how to inspire and impact our students. My conversation on creating long lasting change in students includes ALL students being impacted. I hope to provide some tools and framework that would enable and empower educators to create communities and cultivate a culture of inclusion. I talk about reaching the unreached students and respecting all perspectives, while challenging students to become better, more excellent versions of themselves.


HOST BIO

Jonathan Berenguer was born and raised in the Bronx, NY. Even before he was born, life already had a death sentence against him. He was born premature and weighed 2 pounds and 11 ounces. He was so sick, he was immediately incubated and never got to feel his mother's embrace. Tragedy struck when just a month after he was born his mother passed away. Unfortunately, tragedy did not end there. His father was murdered when he was six years old. He was raised by his maternal grandparents, but at ten his grandfather passed away and he became the man of the house. Elementary school consisted of being bullied and poor grades with constant calls home. Middle school consisted of multiple fights, suspensions, cutting class, and hanging with the wrong crowd. Despite this, he was always shy till an opportunity arose in eighth grade when he rose up to the plate to help his fellow classmates with a new math topic. It was in that moment that Jonathan knew he wanted to help others. Throughout high school, Jonathan made it clear that he had goals to educate young minds. He kept busy as part of the Army JROTC program and volunteering as a participant and assistant for a community program called R.E.A.C.H. By senior year, he had climbed the leadership ladder in the Army JROTC program to earn the rank of Captain and Company Commander. He excelled in math and science and graduated with honors in both. Jonathan entered college with a full scholarship for teaching. He immediately began interning as a tutor in a Bronx high school. During his sophomore year in college he founded his first company, By Your Side Tutoring. During his time in college he was a club president and gained an advance certificate in Social Change Leadership and Entrepreneurship. He graduated with a Bachelors degree in Earth Science with a focus in Education. In 2018, Jonathan graduated with a Masters degree in Organizational Leadership and a certificate in Social Justice Advocacy. He was also selected as the Student Speaker for his college commencement ceremony.

HOST

@1jonathanb

CJ Reynolds

LOCATION:

ROOM 106

How Social Media Can Help Your Class

Have the Best Year Ever

SESSION OVERVIEW

As a high school English teacher social media has completely changed the way I am able to connect with my students, their parents, and teachers from around the world. It has also helped to changed the narrative of what is thought of when they think of the students that come our of inner city Philadelphia. In this session, I will share how using sites like YouTube, Instagram, Facebook, and Twitter can help you to build relationships with student’s families and help you to be the best teacher you can be. Whether you are interested in sharing classroom moments, honing your craft, or finding speakers and experiences for your students, this session will help you to make this school year one of the best years ever.


HOST BIO

CJ Reynolds teaches high school literature and The History of Hip-Hop in West Philadelphia. He is also the creator of the YouTube channel, Real Rap with Reynolds. A channel aimed at helping new and burned out teachers be the teacher they always wanted to be. As an educator CJ's bare bones teaching philosophy is simple, in the classroom "relationships are king" and the job of a teacher is "always only ever about the students.

ONLINE

@realrapreynolds

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Work-Based Learning: Student Perspectives

SESSION OVERVIEW

Work-based learning is a term we use all the time but what does it mean for students? Interact with students with a variety of experiences and share your own efforts to create real-world work experiences for students.

HOST BIO

Ms. Groebner is a teacher at Hudson High School of Learning Technologies.

Ruth Groebner, Corey Carter, Anthony Brens

LOCATION:

ROOM 110

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Sidewalk Math

SESSION OVERVIEW

Join us as we use sidewalk chalk to create public displays of math and give back to the local community. Society tells us that you're a "math person" or not. Math has inherent fear and anxiety associated with it. We can combat this by making math accessible, public, and fun through sidewalk math. In this way, math teachers can use their rich knowledge of the subject (and their students) to be advocates and push back against the raging stereotypes surrounding math and math education. We can change the narrative.


HOST BIO

Brian Palacios is a National Board Certified Teacher who teaches public school schools students math in the Bronx.

ONLINE

@_b_p

Brian Palacios

LOCATION:

ROOM 112

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SESSION OVERVIEW

Teacher’s well-being is directly related to student performance, both social-emotional and academic. In this wellness class teacher learn valuable strategies to de-stress that can be used as tools to create a community where positive interactions are the norm. Breathe For Change is a growing movement of educators focused on teaching and learning for peace, love, and social justice. The goal of Breathe for Change is to reduce teachers’ stress and burnout through self-care: "the more we love and care for ourselves, the more we can love and care for our students, and the people in our communities."


HOST BIO

Grace O'Keeffe is a public NYC high school educator, certified yoga teacher, and Breathe for Change Yoga Training Meditation Trainer. Grace has been studying meditation for over 25 years.

 

Rosa Bellu is a NYC public school special education teacher with a passion for math, a certified yoga teacher and instructor. Rosa has been practicing yoga for over 15 years.

LOCATION:

ROOM 131

Self-Wellness: Breathe for Change

Grace O'Keeffe + Rosa Bellu

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Mike Brown

LOCATION:

ROOM 133

Culture Killing: The Death of Marginalized Cultures in Educational Curriculum

SESSION OVERVIEW
Participants learn to highlight student culture in daily lessons and create culturally empowering moments that students will never forget. Molefe Kete Asante laments the fact that “an African-American or Hispanic person [student]-in order to master the white cultural information-has had to experience the death of his or her own culture”. And on our best day, we as educators are yet unknowing participants in that cultural death as we stand in front of students to teach what we ourselves were once taught…but no more. Through partner activities, independent reflection, and critical group discussion spanning all core subjects, teachers in this session will learn to highlight student culture in daily lessons and create culturally empowering moments that students will never forget.


HOST BIO

Mike Brown, a native of New Jersey, studied Psychology at Hampton University and later earned his Master’s in Educational Leadership at Boston College. He has spent the last 18 years fighting for high quality education for racially and economically marginalized students. His desire to positively impact the life trajectories of black and brown students took him to a classroom of 30 as a teacher, a school of 400 as a Principal, and currently a network of 1,900 as the Chief Schools Officer at Freedom Preparatory Academy in Tennessee.

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We are the Change!

How to Make Innovation Happen in Your School

SESSION OVERVIEW

Innovation can be a divisive word. It can be a frightening concept to administrators, teachers and students. Many of us probably find change to be a difficult sell in our schools. But we don’t have to wait around for the system to change. Educators and students can make meaningful change from within. Together, we ARE the change. Join us for this hands-on and creative session where we explore design thinking and how to really, truly make change in your school.

HOST BIO

Jennifer L.M. Gunn spent 10 years in newspaper and magazine publishing before moving to public education. She is a curriculum designer, a teacher and high school educator in New York City. She is also an educator writer and is a co-founder of the annual EDxEDNYC Education Conference for teacher-led innovation and regularly presents at conferences on the topics of adolescent literacy, leadership, and education innovation.

ONLINE

@jenniferlmgunn

Jennifer L.M. Gunn

LOCATION:

ROOM 134

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Thomas Rodney + LaMar Timmons-Long

LOCATION:

ROOM 136

SESSION OVERVIEW

The aim of this conversation is to begin developing and spreading the idea that students learn best when they trust the individual facilitating their learning. The way to build that trust is by first building authentic relationships with students. Through collaboration, some brainstorming, and sharing best practices, we will engage in a 90 minute conversation to support educators in closing the opportunity gap for our students by understanding how to develop authentic relationships while still keeping expectations high.


HOST BIO

Thomas Rodney is a highly motivated and organized graduate with a degree in Mathematics from The City College of New York. He has also attained a degree in Mathematics Education from Columbia University. A proven success with student team building projects and classroom management with urban youth populations. His lesson planning proficiency is continually developing from experience in the education industry. Mr. Rodney has management abilities resulting from extensive experience in the banking industry. He plays point guard in basketball, linebacker in football, so the terms "team player" and "leader" have always been synonymous with his name. On a personal level, Thomas is an avid reader, with particular favorites of the science fiction genre, like Hitchhiker's Guide to The Galaxy by Douglas Adams and 1984 by George Orwell. Additionally, Thomas is often referred to as a "people person", he's usually smiling, although, he can be rather pensive and quiet at times. His favorite motto is "fill your life with positivity and positivity will fill your life". He is also a strong believer in the idea that if you think you can, or you think you can't, either way, you are right.

Lamar Long is an English Teacher and Special Education Teacher who has been teaching for 6 years. He is passionate about teacher development, English, literacy, and providing students of color with quality and equitable education. 

 

ONLINE

@roddollaz

@teachltl 

Authentic Relationships to Build Trust and Make Change

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Laura Ogando

+ Jose Perez

LOCATION:

ROOM 140

Tech Up Your School Community - Partnering with Families to Integrate and Build Up Digital Skills

SESSION OVERVIEW

Help engage your parent and family community to build their use of digital skills, resources, and technology. We will share ways to roll this work out, make use of the resources and teachers within your building, and help families support their children with technology at home. We will start by framing the conversation around 3 key topics: digital citizenship, supporting families in using technology in their own lives, and utilizing supports and structures within your own school to help facilitate this work. The first part of the workshop would be us presenting this work and what it looks like in our schools. Then the rest of the workshop would be spent on helping participants create an action plan to bring back to their schools. After our session, we want educators to feel ready to lead a session in their own school with their family and parent community.


HOST BIO

Laura Ogando began her career in the DOE as an elementary special education teacher in a 12:1:1 classroom. It was in this setting that she became an advocate for using technology to bring equity and access to all learners. She has been working in the media center the past three years, where she has designed and developed her own curriculum that brings together digital literacy, computer science, and project-based learning. Laura is a certified Google Level 1 & 2 educator, a certified BrainPOP educator, and is an active member of the #NYCSchoolsTech community. She has regularly hosted workshops in her school for both teachers and parents. In addition to teaching, she coaches educators on best practice regarding technology usage in the classroom. Last summer she won a #NYCSchoolsTech Award. Laura teaches at PS 158, on Manhattan's Upper East Side.

 

Jose Perez has been a champion for educational technology integration. As an Instructional Technology Coordinator for NYC Magnet Schools, Jose has supported various schools bringing purposeful technology integration to its programs. Furthermore, his partnership with Apple has helped him bring quality professional learning opportunities for educators. This past school year, Jose implemented a monthly learning opportunity for educators called Apple After Hours. Various educators meet to discuss best practices, share resources, and learn from each other! As an active member of the #NYCSchoolsTech, Jose has partnered with other educational technology educators to collaborate and implement various initiatives.

ONLINE

@LauraOgando     

@JoseCPerez

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Melissa Murphy,

Maria Lam + Hannah Brancato

LOCATION:

ROOM B12

Teacher Leadership: Shrinking the Opportunity Gap While Leading from Your Classroom

SESSION OVERVIEW

When you think about school leadership, who comes to mind? Is it principals or superintendents? Maybe it’s politicians and lobbyists. In 2019, we still struggle to view teachers as leaders. When faced with the recurring statistic that teachers are the number one in-school influence on student achievement, as well as the fact that teachers make up the majority of the educational workforce, it is astonishing that the public education system has not learned how to leveraged this resource effectively. This failing is due in large part to a carefully cultivated public narrative of “the incapable & incompetent teacher,” but we are arguing that the only way to shrink the student opportunity gap, is by developing a pedagogical center of leadership. By starting with a school’s teachers, we can collectively define a vision for student success, develop realistic action plans, build pedagogical and leadership capacity, increase professional agency, and ultimately shift the culture of an entire learning community.


HOST BIO

Melissa Murphy is a career public educator. After 10 years working in the classroom as a grade 5 teacher, Teacher Leader, and United Federation of Teachers (UFT) Chapter Leader, she was recruited by the Teacher Career Pathways team in the NYCDOE's Teacher Recruitment & Quality Department to serve teachers across the city as a leadership coach. Over the past 3 years she has partnered with Manhattan's District 2 superintendent's office, the Bronx 'Renewal School' initiative, and is currently partnering with the 'Advanced Placement for All' initiative and the Office of Equity and Access. Our vision is to increase teacher retention, capacity, and agency in the service of all students. Frequently a member of educational policy organizations, she has worked with the American Federation of Teacher's "Educational Policy & Teacher Leadership" research cohort, and Revive the Dream's Educational Policy cohort. Along with her interest in teacher leadership, she is a passionate CUNY and Columbia trained STEM educator, who is currently engaged as a technology trainer with Google and the NYCDOE's Division of Instructional and Information Technology. In her spare time, she enjoys studying Theodore Roosevelt scholarship, crafting needle-point, working with the women's advocacy group 'The Broadroom', and exploring with friends and family.

Maria Lam is currently a Teacher Team Leader in the NYCDOE's Teacher Career Pathways program. She loves supporting teacher leaders across the city because she learns from their passion for teaching students and leading adult learners. Prior to joining the TTL team, she served as a High School English Teacher for 9 years in the Philadelphia and New York public school system. In the classroom, she thoroughly enjoyed supporting students develop their voice through performing original poetry at Nuyorican Cafe or advocating for school/community needs through their literary magazine submissions. During her summers, she enjoys teaching in other spaces: ESL abroad (China/Korea), 826NYC (student films), Youth Voices (student blogs and voicethreads). In her leisure time, she enjoys researching new school models (XQ Superschool Project), scoping out neighborhood eats with her friends and family, scanning artwork at galleries and museums, and volunteering for NYCares.

 

Hannah Brancato is a twelve-year public educator who has worked with English Language Learners on the elementary, high school, and college levels. She currently works as a teacher leadership coach with the Office of Teacher Career Pathways to support Model, Peer Collaborative, and Master Teachers in their instructional leadership. In this position, she has fostered collaboration with district and program level partners to support networks of teacher leaders across the city. She has co-founded and volunteered for a non-profit organization supporting teacher training in Myanmar. Outside of work, she enjoys long distance running, exploring new neighborhoods in the city, and chasing after her one year old son.

 

ONLINE

@mjmdoe

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Marc Isseks

LOCATION:

ROOM B16

Transactions and Transformations: Leveraging Digital Tools for Creativity and Innovation

SESSION OVERVIEW

Learn to leverage digital tools, cultivate new mindsets and establish learning environments that thrive on creativity and innovation. Participants will be guided through a series of practical, research-based and theoretical examples illustrating the power of new literacy studies, classroom leadership principles and strategies to maximize the innovative and creative capacity of students. Through a guided discussion centered around group engagement, participants will be presented with thought-provoking visuals, brief lecture and open-ended prompts, to help foster a more open-minded, collaborative approach to instruction and classroom leadership. Furthermore, they will uncover myriad ways to inspire students to perform at their highest, most effective levels. This presentation will investigate the power of the 4 Ps: person, product, process and press. Additionally, participants will learn about Regulatory Focus Theory and the ways in which it can motivate classes to adopt a promotion focus, thereby creating more robust and intrinsically fulfilling learning environments. Additionally, the presentation will review the six key behaviors that drive transformational instructional practices and how students can be challenged - and supported - to pursue higher levels of creativity and innovation in the classroom. Last, participants will discuss the integral role that skill development plays in modern instructional practices and how the role of content has diminished as a result of the digital age. They will differentiate between lessons designed to catalyze transactions of knowledge and those intended to transform the hearts and minds of young people.


HOST BIO

Marc Isseks has been an educator for nearly 25 years, serving as a classroom teacher, department chairperson, content specialist and building administrator. He is a founder of the Nassau County Assistant Principals’ Association, in New York. Marc is the author of Forward Fast: Making Sense of Education in an Era of Rapid Change.

ONLINE

@marcisseks

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Jamie Solis

LOCATION:

ROOM B19

Childhood DJ Curriculum & Teaching

SESSION OVERVIEW

Discover the benefits of DJ practice for child development. Learn about meaningful ways to inspire musical creativity through child-centered DJ pedagogy. This interactive session will introduce the benefits of DJ practice for childhood development. Educators will engage with modern DJ technology and discover the many ways to spark musical creativity in their classrooms. We will discuss child-centered DJ pedagogy as avenue for nurturing essential life skills in today's learners.

HOST BIO

Jamie Solis is an educator who specializes in childhood development and digital technologies. She first earned a BS in Childhood & Special Education from NYU, where she discovered her passion for learning experience design. As a classroom teacher, Jamie observed the various manifestations of music in children’s daily lives and the ways in which technology shaped those experiences. She furthered her studies with an MA in Design and Development of Digital Games from the Teachers College at Columbia University, focusing on digital music learning for young children. Her firm belief in music as a conduit to the creative process led her to found NOISE212 Labs, a music enrichment program that introduces young children to DJing and digital music production. 

 

ONLINE

@noise212

Laurie Faith

LOCATION:

ROOM B21

Oprah's Pissed: How Socio-Economic Status Impacts School Performance and What We Can Do About It

SESSION OVERVIEW

Recently, Oprah Winfrey found out about the relationship between growing up in stressful conditions and school performance. It turns out, disadvantaged students struggle a lot more to manage their emotions, executive functions, and performance at school. This session will present a teaching approach that empowers all students equitably. Buckle up. We're going to cover a lot, and you're going to be able to use every single thing you learn with your students. First, we'll get an up-close and personal understanding of the ways that a traumatic or abnormally stressful childhood can impact the brain. Then, we'll explore ways to teach students about their strengths and powers as learners. Finally, we'll practise using a 5-minute classroom conversation to unlock student voice, better understand student challenge, promote community, build compassion and respect, and empower a strategic and "dukes up" approach to learning and life. This simple approach is being devoured by hundreds of teachers in multiple school boards in Ontario, the UK, and the US who are committed to breaking down inequity. The world's got some tricky problems to solve, and the wealthy and privileged don't seem to be getting the job done. Time to bring a more diverse team to the table.


HOST BIO

Laurie Faith is the creator, lead teacher, trainer, and researcher of a teaching movement in Canada. She has been teaching in special and typical classrooms for 17 years and remains a teacher at heart. Currently, Laurie is a 3rd year doctoral student at OISE / University of Toronto, working in the Learning, Engagement, and Attention Lab.

ONLINE

@LCFaith

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Justine Jackson

LOCATION:

ROOM B29

Beyond Kahoots!: Online Resources & Tools That You
Can Introduce Into Your Math Classroom Tomorrow

SESSION OVERVIEW

This conversation is geared specifically towards math teachers who are looking to incorporate more technology use into their classrooms. Many teachers are familiar with Kahoot! But do you know about Desmos? PearDeck? Algebra Nation? Join this conversation to find out about resources that can be integrated seamlessly into your math classroom.


HOST BIO

Justine Jackson is the Founding Math Teacher and 9th Grade Team Leader at Brooklyn Emerging Leaders Academy - an all girl, STEAM-centered charter school in BedStuy. She has been teaching high school math for 10 years and has taught in public and charter schools in Queens, Harlem, and Brooklyn. Justine herself, originally from Queens, is a product of NYC public schools and is passionate about serving students who look like her - particularly girls of color.

ONLINE

@missjaxxon

This session is also available in session 3.

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Vincent Deas

LOCATION:

ROOM B35b

Activating Activist

SESSION OVERVIEW

Education and the fight for educational equity will be this generation's civil rights movement; how do we leverage teaching as activism. Teaching is a form of activism and to do the work of an activist, just as with the work of a teacher, one must have the historical and racial literacy necessary to understand the people, policies, and practices that have created the current conditions for all marginalized people. In both this country and abroad, we must understand these structures roots to navigate and facilitate the creation and development of equitable systems for all people today. The creation and maintenance of Activating Activist and its continued function will assist teachers in becoming more culturally competent and responsive. More responsive to not only the needs but also more importantly to the realities of their students. By the end of the session, participants will be able to have critical conversations around social consciousness, race, power, privilege, gender, and inequity. Participants will and be able to not only create spaces for, but also facilitate conversations around these topics in a way where marginalized and oppressed identities, voices, and opinions are central. What is activism? Moreover, how do we evoke the social-political consciousness and fervor needed to activate the activist in us all?


HOST BIO

My name is Vincent Deas and I am a proud father, an innovator, a thinker, and most importantly, a child of the African Diaspora dedicated to the liberation of Black people. I have had the honor and privilege for the past three years to work as a program coordinator for NYC Men Teach, the nation’s boldest effort to diversify the teaching force.

This session is also available in session 3.

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SESSION OVERVIEW

In this workshop we will discuss how pop culture can be utilized to introduce students to mindfulness practices. We will share activities that expand beyond meditation and yoga. Using media from popular artists such Ariana Grande and NBA Youngboy we can support students in pursuing healthy relationships and building coping skills. We will share activities that not only demonstrate mindfulness, but also increase student engagement.


HOST BIO

Puma Simone is an award winning recording artist and producer based in New Haven, CT. She incorporates her knacks for listening and asking important questions within her teaching style. An avid reader and active member in the local and global art community, Simone engages students through honest lyrical content and popular culture references. 

 

HOST

@itspumasimone

This session is also available in session 3.

Britney

"Puma Simone"

Brevard

LOCATION:

ROOM 200

Media + Mindfulness in Alternative Education

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Minaz Fazal

Can I Flip an Online Class?

SESSION OVERVIEW

What happens when we apply the flipped learning model to fully online classes? There is no in-class or out-of-class homework in typical online classes that usually run asynchronously. How can we apply the flipped approach to an online class? We will explore this together and brainstorm on ideas that can impact the design of fully online classrooms.


HOST BIO

Minaz Fazal received her Ph.D. In Educational Psychology and Technology at the University of Southern California, Los Angeles. She is experienced in working and collaborating with K-12 public and charter schools, supporting teachers in developing and implementing differentiated blended learning strategies. Fazal has worked with principals and teachers in developing instructional vision and professional development plans for effective data-guided blended learning practices, with special emphasis on the role of student agency and competency-based progression. Fazal’s research interests blended and personalized learning, developing a comprehensive methodology beyond test scores to evaluate the impact of blended learning, and the role of student agency in advancing learning. Her specific area of strength is in assessment, and she is working on several projects that require developing assessment and evaluation strategies.

LOCATION:

ROOM 201

Teacher and Pupil
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Dr. Jennifer Moore

LOCATION:

ROOM 232

Moving Beyond Academics:
How Can We Help Teachers + Students Flourish?

SESSION OVERVIEW

I’d like to engage the group in an appreciative inquiry into how schools are helping people thrive. What are schools doing to foster the cognitive AND physical, social, emotional, environmental, spiritual, physical and financial well-being of the community? What promising practices are already happening in the U.S.? What would people like support/resources in trying? What are the challenges people are facing as they move to a more humanistic/holistic approach to education that is being tried in different countries? What are the learnings? How have schools defined the ‘whole child’ and the ‘whole teacher’? How have schools gone beyond thinking about equity to creating conditions where people flourish? I’ll introduce the well-being wheel as a tool to focus our conversation, then lead people through the phases of appreciative inquiry: Discover (interviews that help people appreciate the best of what is already happening around well-being), Dream (imagining what could be), Design (determining what should be in participants’ contexts), and Destiny (creating a plan for what will be).


HOST BIO

Dr. Jennifer Moore embraces her nerdiness. She loves learning, mostly experientially, but also through books and more books. Building relationships with people, both in the U.S. and abroad, to better understand their experiences, is very important to her. Through her different roles as teacher, principal, consultant and coach, she has developed a strong appreciation of both the macrosystems and microsystems of education. Her diverse experiences have helped her to see that there is an urgent need to focus on the overall well-being of children and adults in order to change the trajectory of children’s lives for the better, so that is what she is helping to make happen.


ON THE WEB

www.moorewellbeing.com

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Celebrating Linguistic Diversity in ELA Classrooms

SESSION OVERVIEW

Do you speak more than one language? Do you ever use slang? Do you code switch depending on your environment? Our students do, too. There are as many dialects, accents, and languages as there are students in your classroom. Despite the linguistic variation in school environments, Standard English remains the default in most academic settings. The expectation that all students will speak, read, and write in Standard English one hundred percent of the time results in language-based prejudice that lowers students' confidence in their ELA skills. In this session, we will discuss and develop strategies to honor our students' unique language abilities. Our activities will be geared towards ELA teachers, but teachers of any subject area are encouraged to attend if the topics interest you.

HOST BIO

Stephanie Manaster is an English/Humanities teacher who is passionate about celebrating language, encouraging social justice, and keeping a sense of humor in the classroom. She is a Southern California ex-pat and her favorite book to teach (so far) is The Handmaid's Tale. She also loves cheese.

Stephanie

Manaster

LOCATION:

ROOM 242

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Barbara Charles

LOCATION:

ROOM 303

SESSION OVERVIEW

How can we as educators use Restorative Circles, to impact the social emotional needs of our students but also address the social emotional needs of their families and school community. Guided by a facilitator, participants will explore the benefits of and participate in a Restorative Circle. Come practice self-care and heal yourself in process.


HOST BIO

Barbara Charles is a Special Education Teacher, ENL Coordinator and founding team member of the The Brooklyn Green School, a progressive public middle school in District 16, Brooklyn. Originally from Florida, Barbara is and HBCU grad from Florida A&M University and graduated with a degree in broadcast journalism. Upon moving to New York City, Barbara began substitute teaching and soon fell in love with public education. She was awarded a scholarship through the Department of Education and enrolled in Long Island University, Brooklyn. She earned a Master’s Degree in Special Education with a Bilingual Extension. Barbara is also the author of Lovemarks and Crowns a children’s books about natural hair and self-love. She lives with her miniature Pomeranian, Killa, in Brooklyn, New York.

 

ONLINE

@Barbara_Writes

Celebrating Linguistic Diversity in ELA Classrooms

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Who's Classroom is it Anyway?

Let's Get to Know Our Students to Optimize Learning

SESSION OVERVIEW

How hard do we try and know our students? Optimal classroom experiences occur when students feel empowered and seen. When we work at fostering relationships while still setting boundaries, students become even more open to learning. In this session we will share beliefs and best practices when it comes to the role of relationships in student learning.

HOST BIO

To come. 

ONLINE

@DanaFerraro

Dana Ferraro

LOCATION:

ROOM 306

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Dr. Samantha Oliver

Help! My Students are Asleep! 

No Worries! Flip Your Classroom!

SESSION OVERVIEW

Need to WAKE UP your instruction? Try the Flipped Classroom Model! Need to WAKE UP your lessons? Want to increase student engagement? Well, look no further! You just need to Flip your classroom! In this exciting & interactive session, teachers will leave READY to create flipped class experiences like no other. Teachers will learn how to incorporate awesome technology such as Flipgrid, Smore, Nearpod, Microsoft 365, and much more to transform their classrooms into Student Lead learning environments that foster critical thinking, student agency, creativity and much more.


HOST BIO

Dr. Samantha Bazzell-Oliver is a Humanities Program Specialist with Fulton Public Schools in Atlanta, Ga. She has been in public education for the last 18 years. Dr. Bazzell-Oliver is a certified Microsoft Innovative Educator, a lover of all things technology and PD. She is married and has a daughter.

ON TWITTER

@SamOliver2013

LOCATION:

310

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Marla A. Sole, Tashana Samuel, Laura Fritz +

Iliana Calderon

Building Resilience: Empower Students to
Overcome Setbacks with a Growth Mindset

SESSION OVERVIEW

Students are often prematurely ready to give up faced with an academic challenge. Learn how to foster a growth mindset to help your students overcome obstacles and excel. Some students believe that intelligence is fixed and that academic skills cannot be developed. However, students who have a growth mindset believe that their abilities can be strengthened, leading them to work harder and become more resilient to setbacks. Given the benefits of having a growth mindset, in this presentation, we will discuss how teachers can encourage students to adopt a growth mindset making them more persistent problem-solvers and, ultimately, with greater persistence, more successful. Faculty and a Student Success Advocate will share strategies they have used to encourage a growth mindset including how the topic was introduced and reinforced in class. Attendees will also gain insight into the student perspective, describing the shift in attitude and how confidence was boosted. It is challenging to adopt any new habit, but seeing how habits connect to performance, students reflected on how beneficial their old habits were. Students gradually came to realize that believing one had the ability to master a challenging academic subject was tremendously helpful.

HOST BIO

Dr. Marla A. Sole is an Assistant Professor of Mathematics. Her research interest include STEM persistence and diversity, statistics education and financial literacy. Dr. Tashana Samuel is an Assistant Professor of Psychology. Laura Fritz is a Student Success Advocate. Ilinan Calderon is a community college student. All presenters are interested in growth mindset as a way to foster student success.

LOCATION:

314

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Sean Arnold

+ Sarai Bakal

EdTech Adventure

SESSION OVERVIEW

Prepare for an epic educational adventure where you must solve the clues and demonstrate skills in digital assessment, enhancing student voice, project-based learning, and learning games to break free from the Duldrum Prison. To be clear, yes, you will be playing and you will be part of a Breakout challenge, but you will be learning how to enhance instructional digitally as you go. Tools that enhance each of the areas above and provide means for differentiating instruction and assessment will be shared through the game (and traditionally if you need it). These include tools for student-response systems, video assessment platforms, discussion platforms, content-presentation tools, thinking maps, differentiation tools, digital projects, and digital games. Nearly all of the tools are free for educators. We'll be diving deep into the waters where the streams of educational technology and game-based learning converge. Using Breakout EDU tools, along with Google Sites, Google Forms, and Classcraft Quests a game has been created for adventurers to journey to learn more about how to impact fully and effectively infused digital learning systems in the classroom. Are you ready for the journey?


HOST BIO

Sean has taught in District 75 since 2005 and is committed to reaching all students through innovative technology and practices. He has won the ISTE Outstanding Teacher Award, ISTE Inclusive Learning Network Outstanding Educator Award, NYCDOE Excellence in School Technology Award, EDxEDNYC Excellence in Technology Award, and is certified a number of educational platforms.

ONLINE

@seanarnold

LOCATION:

341

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Stephfon L. Guidry

LOCATION:

317

SESSION OVERVIEW

A collaborative deep dive into the Pop-Diva Beyonce's Formation Music Video and it's lyrics as well as it's connections to the Feminist Critical Lens within literature. In tandem with an excerpt from 1 Dope Queen and author Phoebe Robinson's "Feminism We were Rooting For You, We Were All Rooting for You". This session will be an open forum to share educational ideas and experiences of Feminist Theory, Facing our own bias as Educators and how do we tackle creating open spaces to promote the equity within the Feminist movement in our classrooms.


HOST BIO

Stephfon Guidry is a certified teacher within the Bronx, NY. He has taught for ten years Pre-K through 5th grade and most recently made the jump to High School, at the Charter High School for Law and Social Justice. He currently teaches Junior English and AP Language and Composition. His passion for building strong understandings of literature and language for his students at any level is ever present in his dedication to making his lesson culturally responsive and engaging for his students. No matter the age group, Mr. Guidry's students know his door is open for a helping hand with their writing and reading as well as an ear to hear them out when they just need to talk. While Stephfon is not teaching he is s also a Board Director with East New York's Rooted Theater Company . Stephfon is a trained actor, singer, and artist that hails from Beaumont, Texas and New Orleans, Louisiana. He just finished co-directing "The Last Saint on Sugar Hill" ( a Play that centers on Toxic Masculinity and Gentrification within the Urban community) and For Colored Girls Who have Considered Suicide.

Feminism: Let’s Get In Formation!

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Jeannette Franklin,

Daniel Lindsay, Siobahn Scott

LOCATION:

319

The Beauty of Chaos (If It's Organized)

SESSION OVERVIEW

Do you consider yourself to be an agent of change? The Beauty of Chaos will allow participants to explore the idea of chaos and the positive impact it can have on learning in the 21st century classroom. This conversation will force change and empower educators to make learning an equitable experience for all learners, where "chaos" takes center stage. During this session, participants will engage in an open dialog around their definitions of chaos, and ideas around allowing chaos in the classroom. They will explore the question "How can organized chaos positively impact the learning of students?" How can we use what some may consider to be a "chaotic" situation, and make it the norm for an instructional space. The idea of a learning space with flexible seating, all students speaking at once, and students making decisions about their learning may be a chaotic situation for some. However, digging deeper, and taking time to gain an understanding of the classroom dynamic, they will see that students are engaged, in charge of their learning space, and they are able to self- regulate (behaviors, conversations, etc.). We as stakeholders must be willing to make changes for the purpose of transforming our education system. We must disrupt and dismantle what we consider to be the "norm" and develop a system that provides equity and excellence for our children.

 


HOST BIO

Jeannette Franklin, Daniel Lindsay, and Siobahn Scott are all accomplished educators, each with over a decade of teaching experience.

Experimenting in Lab

Amanda Beck

LOCATION:

320

Cultivating Curiosity in the Classroom:
Developing Student-Driven Inquiry

SESSION OVERVIEW

Ever thought "How do I get my high school students to ask bigger, better, more curious questions?" Let's see if we can figure that out! Cultivating Curiosity is a session designed to get teachers thinking outside the box in order to determine the best way to support student learning through developing their own questions. In our test heavy curriculum it can be difficult, but not impossible to give students the freedom to lead their own learning through developing questions and conducting inquiry. Students need to be taught how to ask questions and that it is OK not to find answers. This is especially important in Science but applies to all disciplines. This conversation will consist of discussion about the hows and whys of teaching students to question and brainstorming possible solutions. We will present findings of our PLC on student questioning based on work at Gramercy Arts High School and it will also include a demonstration of the QFT or Question Formulation Technique based on the book "Make Just One Change" by Rothstein and Santana from the Right Question Institute (www.rightquestion.org). We will also discuss how to manage the fear of giving up control in the classroom and making sure that all standards and curriculum is covered.


HOST BIO

Amanda Beck is a Special Educator in NYC and a 2020 candidate for MS in Educational Leadership. Her interests lie in improving student engagement through student choice and technology as well as improving professional development for educators. Ms. Beck became a special educator following a career in arts management and opera singing.

ONLINE

@STEAMBeckSPED

Samantha Kohl  + Avrien Anderson

LOCATION:

333

Get Lit for Culturally Relevant Libraries

(#GetLit4CRL)

SESSION OVERVIEW

As an educator, have you struggled to find books that reflect the identities and lived experiences of your students? Join us on our mission to bring culturally responsive literature to all classrooms. This conversation is rooted entirely in the fact that culturally responsive literature is a matter of educational equity. Our aim with this session is to build community among those who feel a sense of urgency when it comes to building inclusive classroom libraries, and to empower educators to leverage their collective expertise and that of our students and their communities, so that we can create the right solution together.


HOST BIO

Samantha is an English teacher turned entrepreneur who knew there had to be a better way to find literature that was relevant to all of her students. Most recently, she taught in Aurora Public Schools, the most diverse district in Colorado, where students come from more than 130 countries and speak more than 160 different languages. Given this context, one of the most pressing challenges she faced was finding books that reflected the rich diversity of her students. As a result, she founded Novela -- a project that aims to help teachers build inclusive classroom libraries. Samantha and her team are dedicated to ensuring all students have access to literature that exposes them to many different narratives and allows them to imagine infinite possibilities for themselves.

Avrien is an English as a New Language (ENL) and U.S. History teacher at Bronx Early College Academy in the South Bronx. Previously, Avrien has taught in central Illinois, and northern Austria.  It is now her great pleasure to serve in a neighborhood that is wonderfully diverse - 31% of the population being foreign-born.  Avrien is dedicated to a teaching ideology that focuses on creating equity and access for students who traditionally have not had access to resources based on their race, gender or socio-economic class.  One of Avrien’s priorities as a teacher is to creating an engaging, culturally relevant, and fun learning environment that helps students not only meet their educational classroom needs, but to build personal responsibility and a sense of community within her classroom.  Avrien works to help students explore their community, while also providing opportunities for students to expand their knowledge of the world around them.  The school she currently works in is 99% Black and Hispanic, but Avrien faces challenges in finding culturally diverse and relevant literature to build her classroom library, which is why she is dedicated to and passionate about the mission of Novela.

ONLINE

@novelasearch

@samkkohl

@DJ_ChopItUp

LOCATION:

TBD

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Eileen Marks

LOCATION:

335

Leveraging Technology for Powerful
Student Self-Assessment

SESSION OVERVIEW

Because of their diverse needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Yet, recognizing student growth and academic needs requires more than one voice and more than one snapshot. Research has reminded us of the value of continued assessment and of students as partners in their own assessment. This heightened metacognition leads to increased engagement across content areas and remains a key characteristic of life-long learning. Motivation to learn increases when students are asked to critically analyze their own learning. And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand. So, how can we promote self-assessment that is respectful, meaningful and informative to us and to students? There's a tech tool for that!


HOST BIO

Eileen has an extensive background in Education. She started her career as a teaching artist, inspiring students to find their voice through acting, directing and producing with students from age 8 to 18. She has taught both general education and students with disabilities in high needs schools. Eileen is proud of her work with iLearnNYC and the Middle School Quality Initiative. Currently, Eileen is the Director of Instructional technology for Brooklyn North Borough Field Support Center, supporting 7 districts. She works to elevate the capacity of all schools to effectively utilize technology in support of their educational goals.

ONLINE

@mamaschwa