CSI Annual Education Forum
Manhattanville's Changing Suburbs Institute® 17th Annual
Educational Forum
Culturally Responsive Sustaining Pedagogy
Friday, March 24, 2023
Manhattanville University Campus
Keynote Speaker:
Yolanda Sealey-Ruiz, Ph.D.
Yolanda Sealey-Ruiz, Ph.D. is an Associate Professor of English Education at Teachers College, Columbia University. Her research has appeared in several top-tier academic journals. She is co-editor of four books and is co-author of the multiple award-winning book Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces where she examines her concept of Archeology of Self in education.
Archeology of Self for Culturally Responsive Practice
Individuals who develop racial literacy are able to engage in necessary personal reflection
about their racial beliefs and practices, and teach their students to do the same.
Racial literacy in schools includes the ability to read, write about, discuss and
interrupt situations and events that are
motivated and upheld by racial inequity and bias. Developing a culturally responsive
practice and sustaining racial literacy across the life span is possible by engaging
in an “Archeology of Self” – an action-oriented process requiring love, humility,
reflection, an understanding of history, and a commitment to working toward racial
justice in education.
2023 Forum Highlights
Culturally responsive-sustaining education pedagogy
Elisa Alvarez, Associate Commissioner for the Office of Bilingual Education and World Languages at the New York State Education Department, delivered a presentation on culturally responsive-sustaining education pedagogy during the Manhattanville Changing Suburbs Institute 17th Annual Educational Forum Friday, March 24, 2023.
Culturally Responsive Teaching is our Future
Dr. Brandon Beck, educator, and speaker, lead a workshop in the East Room regarding the future of culturally responsive teaching.
Representation in History and Social Studies Curriculum
Manhattanville professor Dr. John Shekitka, Social Studies, leads a workshop in Reid Castle’s East Library regarding cultural representation within history and social studies curriculums.
March 24, 2023
The 17th Annual Changing Suburbs Institute® Forum on Culturally Responsive Teaching
Guest speakers Dr. Yolanda Sealy-Ruiz and Elisa Alvarez.
Keynote Speaker:
Yolanda Sealey-Ruiz, Ph.D.
Yolanda Sealey-Ruiz, Ph.D. is an Associate Professor of English Education at Teachers College, Columbia University. Her research has appeared in several top-tier academic journals. She is co-editor of four books and is co-author of the multiple award-winning book Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces where she examines her concept of Archeology of Self in education.
Archeology of Self for Culturally Responsive Practice
Individuals who develop racial literacy are able to engage in necessary personal reflection
about their racial beliefs and practices, and teach their students to do the same.
Racial literacy in schools includes the ability to read, write about, discuss and
interrupt situations and events that are motivated and upheld by racial inequity and
bias. Developing a culturally responsive practice and sustaining racial literacy across
the life span is possible by engaging in an “Archeology of Self” – an action-oriented
process requiring love, humility, reflection, an understanding of history, and a commitment
to working toward racial justice in education.
Gender and Student Growth: Research, Strategies, and Educator Tools
Dorothy Venditto
Description: Participants will examine gender messaging and how it impacts student learning and growth. Taking a fresh look at educational theories through a gendered lens, educators will consider methods to strengthen goal setting and strategies for learning. All attendees will take away research and action plan outlines to use in classrooms and share with their teams.
Bio: Dorothy Venditto is a teacher, author, and founder of Enlightened Schools, a non-profit organization that facilitates a deeper understanding of the connection between gender and learning. Ms. Venditto was a classroom teacher for many years and holds advanced certificates in educational leadership and gender studies.
Language Leaners Need You!
Dr. Brandon Beck
Feeling depleted, exhausted, overwhelmed by the challenges connected to teaching language learners? Need an injection of passion and purpose?
Let's face it...being a bilingual educator is HARD! Research has proven that many educators perceive the challenges of teaching language learners to far outweigh the benefits. The bilingual educator inside of you is constantly confronted by self-limiting beliefs, students with limited resources at home, and so much more.
It can be extremely frustrating, but you are NOT alone. We need you to be at the top of your game and ready to embrace all that you are capable of becoming. Join Brandon as he coaches you through a reflective experience where you will have the opportunity to look within, redefine your WHY, and reignite your passion for being the best that you can be for your students. After all, the journey toward unlocking unlimited potential begins with YOU!
Dr. Brandon Beck is a monolingual-bilingual teacher, speaker, coach, and author of "Unlocking Unlimited Potential: Understanding the Infinite Power Within to Guide Any Student Toward Success." Brandon is a National Board-Certified teacher and holds a Doctorate in Educational Leadership. He is also the host of the "Unlocking Unlimited Potential Stories Show," a podcast where he interviews inspiring people sharing their inspiring stories. He is also an adjunct professor at Manhattanville, a consultant, Results Coach, an editor, and reviewer for AASA Journal of Scholarship & Practice.
The Role of School Involvement Experiences in Latinx Multilingual Learner Parents’ Acquisition of Social Capital
Dr. Jennifer Wesolowski
Description: Social capital relationships have the potential to result in influential partnerships that empower Latinx multilingual learner (MLL) parents to be involved in schools. Semi structured interviews with school administrators, teachers, and Latinx parents focused on Latinx MLL parents’ involvement with their children’s schools and the nature of involvement opportunities available to Latinx parents. Findings identified the factors that hindered Latinx parents from accessing resources and accruing social capital, as well as the conditions that could optimize positive engagement.
Presenter: Dr. Jennifer Wesolowski is the Coordinator 504 and AIS services at Lindenhurst School District. She is the recipient of Manhattanville University’s Ethel Kennedy Award for Human Rights Leadership.
Three Creative Teacher Tools for Culturally Responsive Instruction
Dr. Rhonda Clements
Participants will leave this session with a new understanding of culturally responsive instruction and three special tools to enhance the older students’ socialization and communication skills. Attention is directed toward identifying the student’s preferred learning style, how to use non-discriminatory partner and group selection techniques, and several user-friendly whole-group activities focused on increased linguistic skills.
Rhonda Clements, Ed. D. is a professor in the physical education and sport pedagogy master’s program at Manhattanville University. She teaches a sociocultural graduate course aimed heavily at culturally responsive teaching practices. She has authored or edited eleven books on movement, play, and game activities and one additional textbook focusing on instructional practices and cultural activities for diverse student populations. She has published more than 40 articles concerning teaching practices. She has presented at more than 70 international, national, state, and local conferences and has been interviewed by more than 100 reporters and news and television journalists. She is a consultant to several state education departments, including the U.S. Department of Health and Human Services, and serves on UNICEF’s Early Childhood Development Unit.
Culturally Responsive Teaching is our Future
Dr. Brandon Beck
Culturally Responsive Teaching involves a student- centered approach to instruction in which cultural learning styles are identified and nurtured to promote student achievement. Culture is the key to your student’s soul.
Join Brandon as he walks educators through an interactive experience beginning with the Cultural Competence Inventory. This is an excellent tool that can be used with teachers, leaders, and even students. Once you have tapped into the cultural backgrounds of those in your school, the opportunities are endless. Educators will walk away empowered by their stories and equipped with Action Steps for Immediate Implementation to unlock unlimited potential in all whom they serve.
Dr. Brandon Beck is a monolingual-bilingual teacher, speaker, coach, and author of "Unlocking Unlimited Potential: Understanding the Infinite Power Within to Guide Any Student Toward Success." Brandon is a National Board-Certified teacher and holds a Doctorate in Educational Leadership. He is also the host of the "Unlocking Unlimited Potential Stories Show," a podcast where he interviews inspiring people sharing their inspiring stories. He is also an adjunct professor at Manhattanville, a consultant, Results Coach, an editor, and reviewer for AASA Journal of Scholarship & Practice.
Equity Through Restorative Practices
Dr. Dulce Barker and Dr. Tina Wilson
Restorative practices have a role in K-12 education not only as a response to conflict, but also as a preventive approach aimed at building relationships and community. Looking at discipline from a restorative perspective allows participants involved in conflicts to accept responsibility and make amends as they build relationships and learn how to appropriately handle and prevent future conflicts.
Responsive discipline practices are a culturally responsive alternative to current zero-tolerance policies that are punitive, exclusionary, and disproportionately impact certain groups of students. A restorative approach aims to address the whole child and promote the well-being of the whole school community by building students’ empathy, awareness, and responsibility. Through active listening, students engage in difficult conversations and build their social emotional skills.
This session will discuss the use of restorative circles to address discipline disproportionality while building school community. Participants will leave with a protocol to engage students in restorative circles.
Dr. Dulce Barker holds Bachelors’ and master’s degrees in Anthropology from Florida Atlantic University and a Doctor of Education in Educational Leadership from Manhattanville University. Dr. Barker taught biology, earth science, marine science, and global history in Adrien Block Junior High School, Windward, Upper School, Murry Bergtraum High School, and Rye Middle School. She served as Assistant Principal at Anne M. Dorner Middle School in Ossining and is currently principal at Rye Neck Middle School.
Dr. Tina Wilson holds a BS in Biology, MS Secondary Ed-Biology, MS School Leadership, and EdD Education Leadership. She is currently the Principal at Rye Neck High School, in her 6th year. Her prior experience includes being an Assistant Principal in Westchester and NYCDOE, as well as seven years as a science teacher.
Representation in History and Social Studies Curriculum
Dr. John Shekitka
In this workshop we will discuss ways to increase multiple voices and perspectives in the history and social studies classrooms and discuss the ways that narratives about history shape history and interpretations of history.
Dr. John Shekitka is an Assistant Professor of Social Studies Education in the Department of Curriculum and Instruction at Manhattanville University. He teaches courses in secondary education methods as well as specific courses in social studies methods. He earned his PhD in the teaching of social studies from Teachers College, Columbia University in 2020.
Previous CSI Forums
2022: The 16th Annual Changing Suburbs Institute®
Educational Forum on Cultural Responsiveness: Unlocking the Potential for Diverse Learners.
Keynote speaker: Dr. Nancy Cloud, Professor Emerita at Rhode Island College in Providence, RI.
Advancing Language and Literacy Development Using Culturally Responsive Books
Dr. Nancy Cloud: Advancing Language and Literacy Development by Bilingual in America
Dr. Susan Iverson's slides on Understanding and Using the CR-SE Framework.
2021: The 15th Annual Changing Suburbs Institute® Educational Forum a virtual multi-day conference on Meeting the Needs of Diverse Learners in the COVID-19 Era
Keynote Speakers Kristina Robertson, ELL Program Administrator, Roseville Public School District (MN) and Colorín Colorado author and advisor and Dr. Andrea Honigsfeld, Associate Dean and Professor, School of Education, Molloy College
2020: CSI Workshop: Struggle and Strength: The Central American Immigrant Experience during COVID-19 with Stephanie Carnes, LL.M., LCSW
Central American immigrant students represent one of the fastest-growing populations in the American classroom. Most have experienced significant trauma in their countries of origin and on route to the United States, and many have had interrupted or limited formal education. Their experiences, particularly during the pandemic, are unique, as are their significant reserves of strength and resilience. This workshop was presented to help educators understand the obstacles these students face and ways to hone their resilience in light of new challenges.
Stephanie Carnes is a bilingual clinical social worker with expertise in trauma treatment and culturally competent practice. She is currently a doctoral candidate at SUNY Albany's School of Social Welfare, and she previously provided therapy in English and Spanish in a large public high school and a federally-funded shelter program for unaccompanied children from Central America. She is the founder of Create Cultural Competence, LLC, a New York-based educational consultancy that helps school districts and community agencies develop a nuanced understanding of the student and client populations they serve, particularly recent immigrants. In addition to a Master’s degree in clinical social work, Stephanie holds a Master’s of Law degree in International Human Rights Law.
View the recording of the full presentation here [1 hour 19 minute recording]
2020: CSI Educators Roundtable: Tips and Strategies for Teaching ELLs Using Google Classroom
Teachers working with English Language Learners joined us for a virtual roundtable discussion on using Google Classroom with ELLs. Facilitators Judith Aragon (Mt. Kisco Elementary School, Bedford) and Milagros Guzman (Peekskill Middle School) led discussions on What’s New with Google Meet, Bitmoji Virtual Classroom and Google Slides, and Organizing the Google Classroom and Differentiating Instruction. Attendees shared tips and strategies with their fellow educators.
- View the recording of the full Roundtable here (one session of each breakout room was recorded.)[46 minute recording]
- View the recording of the Bitmoji Virtual Classroom and Google Slides breakout session (J. Aragon) here. [29 minute recording]
- View the recording of the What's New with Google Meet introduction (J. Aragon) and the Organizing the Google Classroom and Differentiating Instruction session (M.Guzman) here. [18 minute recording]
2019: Achieving Excellence with Equity in Today's Schools and Communities
Keynote Speaker Ronald Ferguson, Faculty Director of the Achievement Gap Initiative at Harvard University and Senior Research Director at Tripod Education Partners, "Achieving Excellence with Equity in Today's Schools and Communities".
Tripod’s 7 Cs Framework of Effective Teaching
A Small Flock of Poems for Educators
2018: Keynote Speaker Fred Genesee, Professor Emeritus, Department of Psychology, McGill University, "Teaching and Learning Languages in School: Lessons from 50 Years of Research". Featured Speakers: Robin Danzak, Associate Professor, Department of Speech-Language Pathology, Sacred Heart University on "Writing for Real: Integrating Authentic Writing with Digital Tools for Bilingual Students" and Ruth Guirguis, Assistant Professor, Teacher Education Department, Borough of Manhattan Community College, CUNY on "Research and Teaching Strategies for ENL Teachers by ENL Teachers."
2017: Andrea Honigsfeld, Professor and Associate Dean and Director of the Doctoral Program in Educational Leadership for Diverse Learning Communities at Molloy College, "Collaboration and Co-Teaching for ELLs" and Yvonne Pratt-Johnson, Professor of Education and Chair of the Department of Education Specialties at St. John’s University.
2016: Patricia Edwards, Professor, Michigan State University, "Preparing Educators
Who Make Difference in our Diverse Communities” and María Paula Ghiso, Assistant Professor of Literacy Education, Teachers College, Columbia
University, "Learning from Immigrant Children and Families in the Literacy Curriculum."
2015: Lily Wong-Fillmore, Professor Emerita, UC Berkeley, “Language, Literacy, Learning
and Student Diversity” and Angelica Infante-Green, Associate Commissioner for Bilingual
Education and World Languages, NYSED, “English Language Learners in New York State.”
2014: MaryEllen Vogt, Professor Emerita of Education at California State University,
Long Beach, "The SIOP Model: Providing Diverse Learners with Access to Content and
Language," and David Berliner, Regents Professor Emeritus of Education at Arizona
State University, "Confronting Educational Myths and Lies with Research, Logic, and
by Shaming the Perpetrators."
2013: Debbie Zacarian, Director of the Center for English Language Education at the
Collaborative for Education Services, "Mastering Academic Language: A Framework for
Supporting Student Achievement"; and Patricia Velasco, Assistant Professor and Bilingual
Education Program Coordinator at Queens College, "Integrating Content and Language
Goals for Emergent Bilinguals."
2012: Ronald A. Berk , Professor Emeritus, Johns Hopkins University, "Humor and Multimedia
to Engage the Net Generation" and Betsy Rhymes, Associate Professor of Educational
Linguistics, Graduate School of Education, University of Pennsylvania, "Everyday Engagements
with Diversity: Communicative Repertoires and Classroom Discourse."
2011: Pedro Noguera, Peter L. Agnew Professor of Education at New York University
and Virginia Collier, Professor Emerita, George Mason University, with Wayne Thomas,
Senior Researcher: “Dual Language Education for ELLs and Immigrant Students.”
2010: Timothy Shanahan, University of Illinois at Chicago, "Reducing the Achievement
Gap for ELLs" and Marcelo Suarez-Orozco, Courtney Sale Ross University Professor at
New York University, "Globalization, Immigration and Education."
2009: Eugene Garcia, Professor of Education, Arizona State University & Vice President
of Education Partnerships, and Chair of National Task Force on Early Childhood Education
for Hispanics, "Reducing the Achievement Gap for ELL Students" and Sonia Nieto, Professor
Emerita of Language, Literacy & Culture, University of Massachusetts, "Promoting Powerful
Learning Communities for All Students: Lessons from Teachers."
2008: Richard Allington, Professor of Education from the University of Tennessee “Research-based
Principles of Why Most Poor Readers Remain Poor Readers” and James Garbarino, Professor
of Education and Maude C. Clark Chair in Humanistic Psychology at Loyola University,
“Sources of Strength and Risk for Suburban Children and Youth.”
2007: Linda Darling-Hammond, Professor of Education from Stanford University, “Changing
Students, Changing Schools: Creating Education for a New America” and Robert MacNaughton,
Superintendent of Ramapo Central School District, “Impact of World Changes on Strategic
Directions for School Districts to Prepare Students for the Global Community.”
2006: Andy Spano, Westchester County Executive, kicked off the event. David Berliner,
Regents' Professor at Arizona State, “Research and Promising Practices for Educating
Hispanic Students in the Northeast.”
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