2025 DEIJB Conference Resource Page
Friday, April 25, 2025 | 7:30AM - 4:00PM | Penn Charter | 3000 West School House Ln, Philadelphia, 19144
Welcome! Here you will find all the information and details you will need for the day.
Click on the tabs below.
Please note:
*Name tags must be worn and visible at all times throughout the day.
*Absolutely no audio recording, video recording, or photography is permitted.
WiFi Information:
Network Name: MCRC
Password: Advis2025 (case sensitive)
Arrival and Check In
- Be sure to enter campus at the main entrance: 3000 West School House Lane, Phila., PA
- Check in will be held in there, in the Main Building.
Maps
Surveys
At the end of the day, please take a moment to provide feedback on the day's events.
Agenda
7:30-8:15 AM Check-In and Breakfast
Main Building/Cafeteria
8:15-8:30 AM Welcome
David L. Kurtz Center for the Performing Arts
8:30-9:15 AM MCRC @ 35 Panel: Stories of Purpose, Power, & Progress
David L. Kurtz Center for the Performing Arts
9:15-10:30 AM Opening Keynote: Eva Vega
David L. Kurtz Center for the Performing Arts
10:30-10:45 AM Break
10:45-11:45 AM Concurrent Workshops: The Work Today
Various Locations-Please see session descriptions for locations
Alternate Option 10:45 AM-12:45 PM Head of School & Board Chair/Clerk Brunch and Visionary Service Awards Grummere Library
11:45 AM-1:00 PM Lunch (grab & go)
Main Building Cafeteria & Old Gym
1:00-2:30 PM Concurrent Workshops: Looking Forward
Various Locations-Please see session description for locations
Alternate Option A Strategic Look at the Head of School & DEI Director Partnership Main Building Board Room
2:30-2:45 PM - Break
2:45-4:00 PM - The Kit Reath Closing Keynote: Michael Reath & Dr. George James
David L. Kurtz Center for the Performing Arts
MCRC @ 35 — Stories of Purpose, Power, & Progress
Legacy, Strength, and Vision: Honoring the Past, Grounding the Present, and Shaping the Future of Equity in Education
8:30-9:15 AM | David L. Kurtz Center for the Performing Arts
Celebrating the 35 years of MCRC’s unwavering commitment to equity and justice in education, this panel brings together four foundational voices who helped shape the early vision and enduring impact of equity work in independent schools. Through personal stories and collective reflection, the panelists will revisit the moments, people, and movements that gave rise to MCRC, explore how the work has evolved over time, and reflect on the challenges and breakthroughs that have marked the journey. Together, we’ll honor the past, find strength in the present, and commit to the values and vision that continue to guide our path forward.
| Randolph L. Carter | Sherry T. Coleman | Darryl J. Ford | Blair Stambaugh |
About the Panelists:
Randolph L. Carter has been a leading voice in equity and justice in education for over four decades. As the founding director of the Eastern Educational Resource Collaborative (East Ed), Randolph has supported hundreds of schools, districts, and organizations in building more inclusive, responsive communities. His work focuses on empowering educators to meet the needs of students of color, gender-diverse youth, families in poverty, and those with disabilities.
From 2000 to the present, Randolph has designed and led conferences, student leadership programs, and professional development initiatives across the country. He co-founded Teaching While White, created job fairs for hiring diverse educators, and developed equity tools now used by practitioners nationwide.
Earlier in his career, Randolph served as the first Director of Diversity at the National Association of Independent Schools (NAIS). There, he expanded the People of Color Conference (POCC), founded the Student Diversity Leadership Conference (SDLC), and guided hundreds of schools in building lasting DEI strategies. He also led public education efforts during the anti-apartheid movement through the American Friends Service Committee, working closely with communities across the U.S.
A former teacher, administrator, and advisor, Randolph brings both national perspective and deep local engagement to his work. He has taught in Seattle Public Schools, consulted with Portland Public Schools and Reynolds School District, and supported Waldorf and Montessori schools across the Northwest. He also integrates mindfulness and meditation practices into his approach to equity leadership.
Randolph holds degrees from the University of Washington and Harvard University, and has completed doctoral studies in diversity-responsive pedagogy at Fielding Graduate University. His writing has appeared in The Journal of Negro Education, Multicultural Perspectives, and several NAIS publications.
With a career rooted in courage, compassion, and a clear call for systemic change, Randolph continues to be a trusted guide for educators seeking to transform their communities through equity and purpose.
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Sherry Coleman is a seasoned educational leader and social justice advocate. Her career has spanned decades of work in independent and public schools, higher education, and non-profit communities. She recently retired as a Managing Director at a leading executive search firm. She now works with schools and organizations as a consultant through a lens of equity and inclusion.
Her work in independent schools began as a classroom teacher and assistant director of admission. From there, she moved on to recruitment and search work. She has supported, placed, coached, and guided numerous teachers, mid-career administrators, senior administrators, Heads of School, and Trustees. Sherry understands the challenges and opportunities faced by the most senior managers in schools, especially regarding hiring, retention, supporting diversity, equity, inclusion, and belonging (DEIB), and other strategic initiatives. Currently, she is focusing on her work as an advisor, coach, and strategist with individual clients, schools, and organizations.
Sherry was the founding director of the Independent School Consortium (ISC) of Greater Philadelphia in 1994. ISC began as a three-year DeWitt Wallace Readers’ Digest grant with five schools, grew to include over 20 schools, and became a trusted source of support for administrators and faculty of color for over 17 years. ISC was an organizational resource focused on recruiting and retaining faculty and administrators of color. ISC became a sustaining and vital link to many successful educators of color in independent schools. Many of those placements are still in education. This initiative led to work for two national executive search firms. She has worked with various school types and many constituent groups and students. Sherry has built an extensive and diverse network of contacts throughout the country and abroad and is well-respected in the education community.
There, she began working with Blair Stambaugh and Kit Reath at the founding of the Multicultural Resource Center (MCRC). Philadelphia became the guiding light for what was possible in independent schools through the work of MCRC and ISC. The road was long and challenging, but they weathered the storms, celebrated the victories, and made a difference in independent school education.
Sherry has received several awards and acknowledgments for her work in DEIBJ. She is actively involved in national and community organizations and has been a trustee for independent charter schools, non-profits, regional associations, and higher education councils.
She holds a doctoral degree from the University of Pennsylvania, a master’s degree from West Chester University, and a bachelor’s degree from Cheyney University, the first Historically Black College and University (HBCU).
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Darryl J. Ford has been a steadfast supporter of MCRC throughout his distinguished career, notably during his tenure at William Penn Charter School in Philadelphia, where he served as both Middle School Director and later as Head of School. In these roles, he championed the mission of MCRC by hosting key programs, serving on its board, and playing a critical role in facilitating the merger between MCRC and ADVIS.
Bringing more than three decades of leadership in independent schools, Darryl now focuses on supporting and mentoring educational leaders nationwide. As an experienced executive coach and leadership advisor, he specializes in guiding schools and organizations through periods of transition, training emerging leaders, and advancing institutional efforts in equity, excellence, and innovation.From 2007 to 2023, Darryl served as Head of School at William Penn Charter School. Under his leadership, the school completed a $135 million capital campaign, executed a transformative campus master plan, and developed a forward-looking strategic vision that enriched student life and empowered faculty and staff.
Prior to that, Darryl led Penn Charter’s Middle School for a decade and previously served as Head and Executive Director of St. Gregory’s Episcopal School in Chicago, a low-tuition school for boys.
Darryl’s impact extends into higher education. He served for 10 years on the Villanova University Board of Trustees, contributing to major strategic initiatives, including Villanova’s elevation to R2 research status and the expansion of its doctoral programs. He also played an active role in the university’s DEIB efforts as a member of the Aequitas Committee. He currently teaches in the School Leadership Program at the University of Pennsylvania’s Graduate School of Education, where he lectures on symbolic leadership and essential leadership frameworks.
A dedicated leader in educational governance, Darryl serves on the boards of Wilmington Friends School, AIM Academy, Cliveden of the National Trust, and the Foundation Board of Wissahickon Charter School. His previous board service includes the Friends Council on Education, the Association of Delaware Valley Independent Schools (ADVIS), Steppingstone Scholars, and the Pennsylvania Association of Independent Schools’ Commission on Accreditation.
Throughout his career, Darryl has mentored leaders, led accreditation teams, and spoken widely across K–12 and higher education settings.
A proud graduate of Friends Select School, Darryl holds a B.A. in Honors Liberal Arts and a B.S. in Social Studies Education from Villanova University, as well as an M.A. and Ph.D. in Educational Administration and Policy Studies from the University of Chicago.
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The Keynotes
Morning Keynote: Eva Vega
9:15-10:30 AM | David L. Kurtz Center for the Performing Arts
Making Meaningful Movement in the Age of DEIB Resistance
As DEIB (Diversity, Equity, Inclusion, and Belonging) initiatives face increasing pushback, organizations and advocates face more significant challenges to meaningful, sustainable change. This climate demands a new level of resilience, adaptability, and innovative strategy to ensure DEIB work remains impactful, grounded, and resistant to the pressures that threaten to undermine it.
This workshop is designed to equip DEIB practitioners, leaders, and advocates with the tools and techniques to navigate and reimagine focus as we ride this wave. Participants will reflect on personal and professional growth areas to maintain the lengthening arc of change through leveraging trauma-informed and pro-community skills development.
About the Speaker:
Eva Vega is an anti-bias, anti-racist educator and diversity, equity and inclusion specialist with 20 years of professional experience creating change in schools, universities, nonprofit organizations and the corporate world.
Eva creates DEI educational content tools and training resources, and leads group education through facilitated dialogue, interactive workshops and performance driven keynotes. Melding wellness with equity, emotional intelligence with practical skills building, Eva aspires to better prepare participants to take on the everyday work of personal and professional practices to heal the world.
Eva is a vivacious introvert who engages in greenspaces for energy, creativity and soul healing by gardening, hiking, and year-round walking meditation in her suburban neighborhood in Rutherford, NJ.
Eva received a Master’s Degree in Sociology from the New School for Social Research and is a Certified Professional Coach.
Kit Reath Closing Keynote: Dr. George James
2:45-4:00 PM | David L. Kurtz Center for the Performing Arts
I Give Myself Permission
I Give Myself Permission is Dr. George James' signature talk that will help uncover the multiple layers that keep us from giving ourselves permission, understand the burdens that weigh us down, provide tools to help each person start or continue practicing self care and lastly encourage each person to release any limits they have by giving themselves permission.
About the Speaker:
Dr. George James, LMFT, MBA and CEO of George Talks, is a renowned counselor and assistant professor at Thomas Jefferson University. He specializes in helping individuals with relationship struggles and personal development, serving a diverse clientele including professionals, couples, and young adults. Dr. James holds degrees in psychology, family therapy, business administration, and clinical psychology, and is recognized for his leadership and community service. In his personal life, he is a dedicated husband and father to two children.
Morning Workshops: The Work Today
10:45-11:45 AM | Please see session descriptions for locations
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Location: MS 213
presented by:
- Sydney Brouse, Admissions Counselor
- Christopher Burnett, 5th Grade Teacher
- Lindsay Franklin, Assistant Director of Lower School
- Brooke Giles, Pre-K Coordinator & Studio Teacher
- Kaila Mu’min, Associate Director of Lower School Admissions
- John Zurcher, Director of Financial Aid & Assistant Director of Admissions
- Jessica Stusnick-Czyzewski, Literacy Coordinator
This Roundtable Discussion will engage members of independent schools to think critically about how their admissions process, student transition, and student retention support diverse students at each point of the process. The discussion will be facilitated by various members of our Penn Charter Lower School Community who can speak to each of these critical enrollment steps. The ADVIS’s principle of "[advocating] for the unique and exceptional value of member schools and promote public awareness, understanding of and respect for independent education" resonates with this session as we advocate not only for the individuality of our schools, but the individuality of the diverse experience of each of our prospective and current students. How are we as an independent school community supporting this statement and furthering the work of supporting students.
Roundtable members will begin the conversation and engage attendees to share strategies with each other. The goal of the session is for attendees to think holistically about their schools’ admissions processes and practices in relation to supporting diversity. Attendees will leave the session with new ideas gathered from the conversation on process, transition, and retention of diverse applicants and families.
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Location: MS 111
presented by:
Fran de la Torre-Shu, Upper School Learning Specialist, Westtown School
Advising and supporting student affinity groups can be a complex process. Students in the process of developing their identities come with different levels of confidence and competence when it comes to group work and participating in a community. As an affinity group faculty advisor in the Upper School division, participants will discuss considerations for stages of student affinity group work, from forming a new group through performing as an established group. The presenter shares identity with the students in the affinity groups and will also discuss considerations for advising from this position. This is a working session where wisdom will come from all corners of the room; the presenter is not the topic expert in this collaborative session.
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Location: MS 104
presented by: Michelle Podulka, Faculty, Abington Friends School
Research shows that when we account for mitigating factors, such as SES, children show up in kindergarten with the same math readiness, regardless of race. Why then are there so few black students in our advanced math classes? What are best math practices and how might we adapt what we use in the classroom to proactively promote equity as opposed to just responding when we see students struggle? During this session I will share my research and layout three definitive areas of work: the teacher, pedagogy, and curriculum and what we are doing to address these areas. This will be part workshop and part conversation, as I don't pretend to have all the information and know that our own work is still continuing.
Location: MS 114
presented by:
- Laurie Piette, Head of Middle School, The Episcopal Academy
- Erica Snowden, Executive Director of Diversity Equity and Inclusion,
The Episcopal Academy
The art of having civil conversations, even with those with whom we disagree, is not lost, however the skills involved need to be taught explicitly. We designed lessons and delivered them across the Middle School during advisory meetings. We will share the process we used to generate buy-in when creating our program and invite others to share how their schools approached this topic. Participants will sample some of the lessons we designed and will engage in civil dialogue around a current issue.
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Location: MS 113
presented by
- Dr. Zarah Adams, Germantown Friends School
- Naveena Bembry, William Penn Charter School
- Duane Michelle Sims, Associate Director of Advancement, Germantown Friends School
Representatives from two Quaker schools, Germantown Friends School and William Penn Charter School, will share an overview of their experiences creating a variety of affinity groups, particularly with Lower School students. In this session, we will:
- Address the positive impact that affinity group spaces can have within a school community.
- Offer practical steps and tools for school community members who wish to start or restart affinity groups in their schools.
- Provide a space to ask questions and share wonderings about affinity groups.
- Build connections and networking opportunities between colleagues across different schools who are interested in affinity group work.
This session is for any member of a school community – including faculty, staff, and administrators. These topics may be of interest to colleagues who work in advancement/development/alumni relations, communications/marketing, SEL/counseling, and admissions.
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Location: US 227
presented by:
- Joaquim Hamilton, Associate Director of College Counseling, Germantown Academy
- Joanna Upmeyer, Associate Director of College Guidance, Abington Friends School
In response to the recent SCOTUS decision banning affirmative action, this workshop focuses on equipping teachers and college counselors with effective strategies for writing letters of recommendation that address topics related to identity and context within the new parameters set for evaluating race in admissions. Participants will learn how to navigate the complexities of discussing identity while adhering to the evolving guidelines, ensuring their letters provide a nuanced and inclusive perspective on students' backgrounds. Through interactive discussions and practical exercises, educators will gain insights into how to highlight students' strengths, achievements, and unique experiences. By mastering inclusive letter writing techniques, educators can contribute to a more holistic and equitable admissions process that values students' identities and contributions. This workshop aims to empower educators to support students from diverse backgrounds in their college application journey within the changing landscape of admissions criteria.
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Location: US 135
presented by: JohnDerek Daniels, STEM Instructor, Church Farm School
Join us for an immersive session that explores the transformative potential of Extended Reality (XR) technologies in promoting Diversity, Equity, and Inclusion (DEI) and revolutionizing educational resources. This hands-on workshop delves deep into the world of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) applications, showcasing how these cutting-edge technologies can be leveraged to create inclusive environments and dynamic learning experiences.
Participants will have the opportunity to experience a variety of tools and resources firsthand, with access to XR hardware showcasing both current and developing resources. Discover the incredible possibilities of these emerging technologies, such as immersive learning experiences that transport students to different times, places, and cultures, making education more holistic and engaging. XR can simulate scenarios that allow individuals to walk in others' shoes, fostering deeper understanding and empathy critical for DEI initiatives, while also creating environments and resources accessible to all, regardless of physical or cognitive limitations, to ensure equitable learning opportunities.
Engage in interactive activities that enable you to brainstorm and collaborate on innovative XR projects addressing real-world challenges. Experience how these technologies can break down barriers, foster empathy, and facilitate richer educational experiences. Gain practical insights and leave with a toolkit of strategies to implement XR at your institution. Whether you are a seasoned expert or a complete newbie, this session will lay the foundation to harness the power of these technologies for impactful projects that drive diversity and learning forward.
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Location: MS 214
Presenters:
- Courtney Saunders, Humanities Department Chair, Church Farm School
- Kevin Ramirez, 10th Grade History Teacher, Church Farm School
This workshop focuses on creating inclusive humanities curricula through intentional strategies. Inclusivity requires more than adding new texts; it involves reexamining language, cultural context, and analysis methods to foster deeper learning.
Teachers will begin by evaluating their current reading lists and identifying representation gaps. By working with familiar materials, educators can make meaningful updates tailored to their classrooms. We'll offer actionable suggestions for inclusive texts and guide teachers in curating balanced reading lists that reflect diverse voices and perspectives. The session introduces a framework for responsible cultural analysis, highlighting seven key practices: Do's (contextualize, analyze, de-compartmentalize) and Don'ts (exoticize, fetishize, chastise, infantilize). These principles ensure that texts about underrepresented cultures are neither romanticized nor diminished, preserving the authenticity and agency of characters. Teachers will practice building lessons using this framework, focusing on how to integrate new perspectives responsibly.
Finally, the workshop addresses implementation. We'll explore strategies to introduce curriculum shifts to schools, provide language for discussing changes with peers, and share best practices for handling resistance. Reform is often the first step toward meaningful progress, and this workshop equips teachers with the tools to create lasting change. By the end, participants will leave with a plan to revise their curricula, an understanding of how to analyze texts responsibly, and strategies for fostering a classroom environment where all students feel represented and valued.
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Location: MS 211
presented by:
- Sarah Oatney-Weiler, Head of Early Childhood and Lower School, Harrisburg Academy
- Ebony Hodges, Junior Kindergarten Teacher, Harrisburg Academy
In this session Harrisburg Academy administrators will share our story of starting on a journey to prioritize DEIJB in our school. We will talk about how DEIJB is a pillar of our school's strategic plan and the initiatives we have put in place centralized from our DEIJB committee made up of faculty across the divisions of the school. Initiatives include: a faculty book study, professional development sessions, a school-wide survey, an upper school multicultural club and its student-led activities throughout the school to educate others, the integration of identity-focused topics into interdisciplinary units of inquiry throughout different grade levels and the infusion of identify-focus topics into our SEL lessons.
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Location: MS 210
presented by:
- Ryann Fapohunda Beauvoir, Director of DEIB, National Cathedral Elementary School and Director, Beauvoir’s Specialists
- Dr. Kenneth D. Waters, Founder and CEO, The Distinguished Group
This workshop explores the indispensable role of partnerships between Diversity, Equity, and Inclusion (DEI) Directors and academic leaders in forging an educational legacy. Participants will uncover how collaborative efforts can lay a foundation for visionary academic environments that honor diverse histories and build forward-thinking educational practices. The session will navigate through the challenges and triumphs of establishing effective DEI partnerships within academic settings, utilizing real-life case studies and reflective practice. Attendees will engage in interactive scenarios to develop practical skills for enhancing DEI initiatives in their institutions, ensuring these efforts are seamlessly integrated into the broader academic framework and contribute to a legacy of strength and inclusive vision.
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Location: US 128
presented by:
Christy Schwartz, Science Teacher, Club Shalom Advisor, Jewish Faculty Affinity Group Sponsor, William Penn Charter School
In a world where antisemitic incidents are on the rise—particularly on academic campuses—Jewish students and faculty often face the choice of whether to hide or embrace their Jewish identity. The recent increase in antisemitism- globally, nationally, and locally- has increased anxiety and vulnerability for Jewish individuals in educational environments. This workshop will explore how Jewish students and faculty/staff can embrace their Jewish identity confidently, fostering a sense of belonging and security in spaces that may not always feel welcoming.
Through a blend of interactive conversation, article discussion, and strategy sharing, participants will learn how the visibility of Jewish identity on campus can act as a form of empowerment. Additionally, the creation of affinity groups will be explored as a vital tool for Jewish students and faculty to combat marginalization and foster belonging.
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Location: US 235
presented by:
- Dahra Williams, Consulting Psychologist, The Independence School
- Parker Slaton, Dean of Students, The Independence School
In private school settings, the assessment of ethnic minority youth often reveals challenges tied to systemic biases, cultural misunderstandings, and over pathologization of behaviors. This interactive workshop delves into these complex dynamics to equip educators, administrators, and counselors with actionable tools for equitable assessment practices.
Anchored in the conference theme of Legacy, Strength, and Vision: Navigating Our Path Ahead, this session examines how historical inequities in education may influence current assessment practices while celebrating the cultural strengths of diverse student populations. Participants will gain insights and strategies into recognizing possible areas for bias in referral patterns and psychoeducational reports, contextualizing results with cultural sensitivity, and avoiding the pitfalls of overpathologizing behaviors that may align with cultural norms. Practical exercises, such as case study analyses and group discussions, will empower attendees to apply these strategies in their schools.
Attendees will leave with a deeper understanding of the interplay between cultural context and assessment, trends in referrals, barriers to pursuing evaluations, challenges with interpretation, and the triple threat “S”s of Stigma, Skepticism, and Silence.
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Location: MS 110
presented by: Gabbie Álvarez-Spychalski, Middle School Dean of Students, The Baldwin School
Affinity groups are very common amongst upper school divisions. But are Middle School students too young for them? In this workshop we will discuss why affinity groups are critical to the racial identity development of adolescents based on William Cross’s Black American Racial Identity Development Model (other iterations of this model exist for different groups and are applicable as such). We will explore different activities and events that can occur in Middle School affinity groups and attendees will participate in one of these activities. They will walk away ready to implement concrete materials for their own Middle School affinity group. By creating these important spaces for our Middle Schoolers, we can support our students while they grapple with and grow into their racial identities.
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Location: US 127
presented by:
- Alice Bateman, Educator, William Penn Charter School
- Willem Van Beelen, 11th grader, William Penn Charter School
- Nate Keller, 11th grader, William Penn Charter School
This workshop examines the complex relationship between social media and modern masculinity. Led by teacher Alice Bateman and two male high school students, this session explores how young men are increasingly using digital platforms to shape their identities. The workshop aims to investigate online spaces that offer both connection opportunities and exposure risks to harmful ideologies. Drawing on current research and the firsthand experiences of the student presenters, the workshop addresses how social media is rapidly changing young men's perspectives on relationships, political views, and personal identity. Key topics include the influence of social media influencers, the rise of far-right ideologies, and growing misogynistic attitudes viewed online by young male users. This presentation provides valuable insights for educators and fosters constructive dialogue around trends affecting young men.
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Location: MS 202
presented by:
- Monique Bhalla Durso, 5th Grade Teacher, William Penn Charter School
- Raichl Davenport, 5th Grade Teacher, William Penn Charter School
Join Monique and Raichl as they share the power of storytelling and connecting, using Monique's sabbatical project as the springboard for this conversation about empathy. The project, bearing the same name as this session, is a photo exhibit showcasing personal stories of empathy. Hear about the research, the interviewees, and the exhibit itself. Participants will be encouraged to reflect on their own empathy journey through journaling about a familiar object or favorite image. Then, Monique and Raichl will share practical strategies for teaching and weaving empathy into the curriculum and centering marginalized voices. This vital work connects to DEIJB goals, fosters inclusivity, addresses pandemic-related social-emotional needs, aligns with Quaker values, strengthens community, and deepens connections.
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Location: MS 112
presented by: Liz Koster, Middle School Counselor, The Baldwin School
This course explores how anti-fatness impacts both individual and public health. Participants will challenge common health standards and learn about body neutrality as a way to create more inclusive practices in their personal and professional lives. The goal is to foster a broader understanding of wellness that focuses on health beyond appearance.
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Location: US 230
presented by: Latrisha Chattin, Head of Middle School/ DEIB Coordinator, Benchmark School
This session seeks to bring awareness to the various visible and invisible disabilities that individuals working in independent schools face. During this time we will discuss the accommodations that are necessary for employees with disabilities to bring their full authentic selves to work each day and feel a sense of belonging in the workplace.
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Location: US 124
presented by: Emma Cohen-Westbrooke, Chair of the Health, Wellness, and Sexuality Department, William Penn Charter School
This roundtable session will allow faculty and staff who support LGBTQ+ students at their school to come together to make connections and share experiences. LGBTQ+ student-allied adults take many forms in an institution - some formal, like a DEIJB director or an affinity club advisor - and some informal, like being an out faculty member or an adult ally who builds authentic relationships with their students. This work can be challenging, whether there is robust support for our students or very little. This roundtable will allow for some decompression as well as collective imagining of how to build the school communities our LGBTQ+ students deserve. Please bring your experiences, strengths, and the challenges you and/or your students are facing - let’s support each other in making positive change.
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Location: MS 212
presented by: Taylor Stokes, DEIB Coordinator, Merion Mercy Academy
In this session, we will acknowledge the emotional toll that DEIB work can take, especially for practitioners working in one-person/small team offices. We will discuss the unique challenges faced by these individuals, from the weight of responsibility to the isolation that often accompanies such roles. Practical strategies for self-care, boundary-setting, and cultivating resilience will be explored to help practitioners sustain their energy and passion for the work.
We will also highlight how allies can play a crucial role in supporting DEIB practitioners, offering tools to foster a culture of collective support. Allies can help prevent burnout by providing emotional backing, sharing the workload, and being advocates for DEIB initiatives across the school. This session will provide both DEIB practitioners and allies with actionable strategies to ensure sustainable practices, strengthen well-being, and enhance the impact of DEIB work within the school community.
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Location: US 126
presented by:
- Kristen Kelly, Faculty, William Penn Charter School
- Joi Lai, Director Visual Art Department, William Penn Charter School
Ethnic studies programs help students learn about our country’s complex history through interdisciplinary perspectives. Across the United States, support has been growing for the formal inclusion of Asian American Studies in high school curricula. Several states, including New Jersey, now require school districts to “provide instruction on the history and contributions of Asian Americans and Pacific Islanders”. We hope that this session will help educators explore pathways for independent schools to integrate elements of Asian American Studies into their existing curricula. We also hope to offer resources to support faculty and student initiatives related to affinity spaces, independent studies, project-based learning, and more.
During this session, we will look to Philadelphia’s Chinatown as a case study. Participants will learn more about the historical development of Chinatown communities, with a focus on the forces that have shaped Philadelphia’s Chinatown from 1970 to the present. Exploring a city neighborhood offers rich interdisciplinary opportunities - we hope to highlight how scholarly inquiry can connect to subjects ranging from English, Visual Arts, History, Chinese Language, and Civic Engagement. We hope to offer concrete suggestions for learning tools as well as opportunities for interested educators to connect with peers. Ultimately, it is our hope that by expanding the scope of Asian American studies in our curricula, our students will learn lessons about the resilience of communities of color in the United States and work to build stronger communities for themselves in the future.
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Location: US 226
presented by: Athan Biss, Coordinator of Academic Innovation and US History Faculty, The Baldwin School
This session will provide educators interested in teaching student rights with a fresh and relevant case study and an introduction to the resources and strategies based on Street Law’s groundbreaking legal education curriculum. In August of 2023, the principal of Barbers Hill High School in Texas suspended Daryl George, an 18 year-old African American student, for violating the school’s dress code. Specifically, school officials cited George’s locs as not complying with the requirement that male students should not wear their hair “in a style that would allow the hair to extend below the top of a t-shirt collar, below the eyebrows, or below the ear lobes when let down.” George filed suit, claiming the school had clearly violated the CROWN (Creating a Respectful and Open World to Natural Hair) Act as well as his Constitutional rights. In February 2024, a federal judge ruled in favor of the school district and subsequently dismissed most of George’s civil rights claims. George’s case provides a timely vehicle to teach key legal concepts like statute interpretation, while offering an introduction to First Amendment jurisprudence and the politics of hair in American culture. Participants will take on the role of the law firm hired to argue George’s case as a First Amendment issue. Drawing on the Street Law curriculum and its free resource library, educators will examine related cases (precedents) and collaborate to construct arguments to present that serves as a model for a plug-and-play lesson they can recreate in their own classrooms.
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Location: Ford Commons
presented by:
- Arelis Hamilton, Lower School Librarian, William Penn Charter School
- Lindsey Sachs, Lower School Librarian, William Penn Charter School
- Faith Ward, Director of Libraries, William Penn Charter School
In a climate of increased book banning and challenges to curricular texts, educators play a critical role in fostering intellectual freedom and the capacity to empower students to think critically about their right to read. This session is designed to provide educators with a background on book banning in the United States, practical tools and strategies from the American Library Association - Office for Intellectual Freedom, ideas and experiences that will inform how to navigate the challenges of censorship, and curricular ideas for building inclusive and meaningful reading experiences, in and outside of the Library. Participants will explore the historical and contemporary landscape of book challenges, analyzing how censorship impacts students, educators, and communities. Through hands-on activities, collaborative discussions, and review of selected texts, attendees will explore ideas for integrating and highlighting banned and challenged books into their classrooms and the broader community.
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CANCELLED
Location: US 130
presented by: Dr. Saburah Posner, Assistant Head of Lower School, The Shipley School
If seeing your identity represented in educators and leaders can help students succeed, what might this mean for LGBTQ+ students who are marginalized and more at-risk than their heterosexual peers? This session will focus on research conducted last year, which looks at the impact of our educators and administrators on LGBTQ+ students. The research focused specifically on LGBTQ+ students’ experiences in schools and if access to out LGBTQ+ educators impacted their sense of belonging and self-acceptance. Key findings and recommendations for schools will be shared in this session. Participants will come to
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understand how access to a mirror influences LGBTQ+ students’ sense of belonging and self-acceptance -
learn about LGBTQ+ students' experiences of having an out educator or administrator -
understand the impact of out educators and administrators on LGBTQ+ students
As an administrator in NAIS schools over the last 20 years, it is my hope to share this research with others so that we can do our best to help this marginalized population - both our LGBTQ+ colleagues and, more importantly, our LGBTQ+ students.
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Location: US 224
presented by: Addison Lilholt, Teacher/Computer Science & Engineering Department Chair, The Baldwin School
This session is designed to take a close look at inherent bias as it pertains to the use and development of AI (Artificial Intelligence) systems. This workshop will empower participants to create inclusive, bias-aware AI models as well as learn about mitigation strategies and historical industry context. In our short time together, attendees will build their own machine learning models for image detection to gain a better understanding of how these systems work.
Additionally, the session will explore biased outputs in large language models, showcasing prompt engineering techniques to detect and mitigate biased responses. Participants will leave equipped with tools and strategies for fostering critical conversations about bias in their institutions as it relates to AI. *Laptops with internet access required for hands-on participation.*
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Location: MS 216
presented by: Sydnie Schwarz, DEI Director, English Teacher, Spanish Teacher, Revolution School
This workshop seeks to explore the dimension of boundaries that basic training often does not name: the grey area that many young QTPOC teachers must navigate as “relatable” hires who are encouraged to serve as mirrors to marginalized students in ways that other faculty do not. While many schools hire us to better serve their student body, they also often fail to fully prepare us to navigate such a role in the community while also doing our jobs like everyone else. Thus, young QTPOC teachers at independent schools can find themselves blindsided by situations that put their mental health and professional future in jeopardy. Through collectively reflecting on our own ideas of appropriate/ inappropriate behavior and exchanging ideas and questions with one another, participants will grow our personal intentionality and philosophy about professionally navigating our schools. We also will celebrate and show love for the special opportunity that it is to be a professional and caring young teacher. Please note that this workshop does not focus on the clearly inappropriate behaviors that are typically covered in mandatory boundary training and cannot take the place of such training; rather, this workshop is supplementary.
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Afternoon Workshops: Looking Forward
1:00-2:30 PM | Please see session descriptions for locations-
HOS & DEIJB Partnership BOARDROOM
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Location: MS 210
presented by:
- Lisa Howell, Director of Marketing and Communications, Delaware Valley Friends School
- Ryan Harrison, Director of DEIJ, Delaware Valley Friends School
DEIJB practitioners in independent schools often face challenges similar to those of corporate middle managers. They are tasked with developing, promoting, and implementing significant initiatives across various departments and stakeholder groups, typically without formal authority. To drive meaningful change, they must rely on influence, collaboration, and engagement, all while navigating resistance, organizational inertia, and burnout.
What can those working in DEIJB at schools learn from successful middle managers to better lead their teams, heads of school, boards, faculty, students, and parents?
Lisa Howell and Ryan Harrison bring valuable expertise on effective strategies and tools for "Leading from the Middle," offering practical insights to help DEIJB practitioners and their supporters navigate these challenges in independent schools.
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Location: US 227
presented by:
- JohnEric Advento, Global and Domestic Placement Consultant, Strategenius
- Orpheus Crutchfield, Founder and President, Strategenius
While much attention is given to attracting diverse candidates, true inclusivity requires intentional internal structures that support and retain staff with diverse identities and experiences. In this session, we will explore strategies for not only recruiting but also fostering an environment where all employees can thrive. Through discussion and practical insights, we will examine how your school can authentically commit to equitable hiring practices, meaningful support systems, and long-term retention efforts. You will learn concrete steps to move beyond recruitment and create an environment where diverse faculty and staff feel supported, valued, and empowered to grow; gain insights into how to embed equity into hiring processes and onboarding experiences to foster long-term success for employees; explore ways to implement mentorship, affinity groups, and professional development opportunities that contribute to a sense of belonging and career advancement; and understand how leadership and institutional policies can drive lasting change by prioritizing inclusion, psychological safety, and community-building for all employees.
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Location: US 124
presented by:
- Emma Cohen, Westbrooke, Chair of the Health, Wellness, and Sexuality Department, William Penn Charter School
- Naomi DeVine, Lower School Health, Wellness, and Sexuality Educator, William Penn Charter School
- Wayne Grinwis, Lower School Health, Wellness, and Sexuality Educator, William Penn Charter School
- Hannah Horton, Middle School Health, Wellness, and Sexuality Educator, William Penn Charter School
In this session, participants will learn about the research and theories behind comprehensive sexuality education, best practices for a scope and sequence from K through 12, and will leave the workshop better prepared to expand and/or strengthen the sexuality education program at their school. Participants will engage in hands-on activities to help them reflect upon the strengths and opportunities for growth within their school community, as well as how to identify allies and prepare to advocate for changes to their program. The workshop will also allow attendees to analyze the intersections between DEIJB principles and sexuality education - a tool that can bolster the work happening in both arenas of school life. Whether you are an administrator curious about how to expand sexuality education past “puberty day” in your lower school, a seasoned health teacher looking to make connections, or a DEIJB practitioner curious about how you can partner with your health teachers more effectively, this workshop is for you.
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Location: MS 213
presented by:
- Satoia Wright, Middle School Math Teacher, and Department Chair, Friends Select School
- Desiree Harmon, Middle School Division Director, Friends Select School
- Tracy Matthews, Director of College Planning and Testing, Friends Select School
- Dorlisa Goodrich, Middle School English Teacher, Friends Select School
- Dr. Alexis Rylander Bennett, Senior Director of Academics, Boys' Latin of Philadelphia
- Dr. William Hayes, CEO, Boys' Latin of Philadelphia
Transitions between public and private schools—or even between private schools—can be pivotal and challenging moments for students and families, particularly for students of color. This panel will bring together diverse voices, including administrators from both public and private schools, teachers, and parents, to explore strategies for cultivating success and safety during these transitions. A central focus will be how educators and families can collaborate to address systemic barriers, promote cultural responsiveness, and center equity throughout the transition process. Participants will discuss the unique challenges students of color face, from cultural shifts to academic expectations, and share innovative practices that support inclusion, equity, and belonging. Through open dialogue and collaborative activities, panelists will address how schools can better prepare students for transitions, build bridges between systems, and create a supportive community that prioritizes every child's academic and emotional success.
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Location: MS 216
presented by: Stella Mask, MS/US Learning Resources Coordinator, Wilmington Friends School
With growing access to diagnosis and a better understanding of neurodivergent neurotypes, creating neuroaffirming classrooms is essential to creating inclusive school communities. Neuroaffirming practices align with the social model of disability, recognizing variations in ability and neurotype as natural expressions of human diversity rather than issues needing correction. This approach promotes inclusion, equity, and the celebration of differences within educational settings, fostering environments where all students can thrive.
This workshop begins with an exploration of neurodiversity. Participants will reframe neurological variations—such as autism, ADHD, and dyslexia—as valuable aspects of the human experience while rejecting the harmful “superpower” narrative or inspirational “othering” often associated with disability. Emphasis will be placed on understanding support as a universal human need.
The session will then provide a brief overview of “What are Neuroaffirming Practices?”, highlighting current studies on the impacts of these practices and how they are integrated into culturally responsive teaching.
In the "Why Are Neuroaffirming Practices Important?" section, research findings will illustrate how these practices reduce bullying and isolation while enhancing academic performance for both neurodivergent and neurotypical students. The session will underscore the connection between neuroaffirming practices and culturally responsive teaching.
Participants will engage in group discussions and activities to reflect on real-life examples of inaccessibility in non-neuroaffirming classrooms. They will work on prompts centered around the following themes:
1. Using Neuroaffirming Language
2. Creating a Neuroaffirming Environment
3. Listening to Neurodivergent Students
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Location: US 235
presented by:
- Cory Moy, Chinese Language & Cultural Competency Teacher, William Penn Charter School
- Jaysen Rosario, Music Teacher, Lower School DEIB Coordinator, William Penn Charter School
- Janique Timmons, Lower School Director, Greene Hill School
Leaving one’s identity at the independent school door is common, and entails stripping one’s linguistic identity for many PoC. By applying translation theory to DEIB work, we explore how PoC manage "equivalence" and "cultural translation" to balance identity within PWIs. Learn from the curated, authentic stories of faculty, staff, and administrators of Asian, Black & Latine backgrounds as well as prominent linguistics research. This workshop unveils translations for common schoolhouse code switches, their impact, and how we measure the degree to which we share our identity. By examining what authenticity means to us and connecting shared experiences, you can bring these translations back to your school and build institutional cultural competency.
From this unique perspective, we can see that the everyday existence of PoC in independent schools, while exhausting, showcases impressive skill. For those who are new to linguistic diversity, this should be an extremely novel topic. All participants can gain core competencies and substantial knowledge on intercultural communication, making for more inclusive school environments that are more effective in educating and community building.
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Location: US 128
presented by:
- Amber Berry, Vice President of AI & Strategy, Middle States Association
- Garet Libbey, Executive Leadership Coach and Consultant, Garet Libbey Consulting
Ready to lead the change in educational hiring? Join us and harness AI as a transformative tool to drive equitable outcomes and elevate your school’s success.
In this dynamic session, you will:- Identify Bias: Discover how AI-driven hiring can unintentionally reinforce inequities—and learn strategies to counteract them.
- Enhance Every Step: Use AI to craft inclusive job descriptions, screen candidates, and evaluate interviews with precision.
- Engage Actively: Participate in real-world examples and interactive activities that reveal AI’s benefits, limitations, and practical applications.
- Implement Responsibly: Practice actionable steps to integrate AI ethically, boost team collaboration, and promote transparency in your talent management.
*Laptop Suggested*
This workshop isn’t just about technology—it’s about building fairer, smarter, and more efficient hiring processes that align with your school’s culture and values. Imagine a recruitment process where every candidate is evaluated with objectivity, ensuring your team reflects the rich diversity of your community.space
Location: MS 110
presented by: Darien Headen, Associate Head of School, Greene Street Friends School
This workshop highlights the historical and systemic oppression faced by Black girls in schools, elucidating the impact this has on their educational experiences and academic outcomes. It discusses how schools are a manifestation and a microcosm of society and how Black girls experience much of the same oppression in schools as Black women face in society. The presentation explores the intersections of race, gender, and class, illustrating how Black girls are disproportionately affected by biased treatment and marginalization in schools. It highlights the importance of school policies and practices that affirm, uplift, and dignify Black girls by disrupting hyper-punitive discipline systems. Moreover, it aims to illuminate the importance of creating inclusive school environments that center Black girls' sense of belonging and positive self-development.
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Location: MS 212
presented by: Taylor Stokes, DEIB Coordinator, Merion Mercy Academy
In this session, we will explore practical strategies to foster psychological safety in diverse high school settings. We’ll focus on how teachers and student leaders can create an inclusive and supportive environment for all students, particularly across different cultural identities. By understanding and applying these concepts, educators, and peers can build a school culture where every student feels respected, valued, and safe to express themselves and take positive interpersonal risks.
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Location: US 126
presented by: Joy Lai, Visual Arts & Design Department Chair, William Penn Charter School and members of the William Penn Charter School Visual Arts & Design Department
What does it mean to be an identity-conscious art educator? How do we build a more inclusive art room? What pedagogical strategies and curricular decisions can we engage in to further DEIJB work as identity-conscious art educators?
We will engage in self reflection, one-on-one sharing, small group discussions, and share out by division/interest around some of these questions:
1. How can we respectfully introduce cultures and projects that are not our own?
2. How can we engage in culturally appropriate art-making that honors cultural ownership in art education?
3. How can we counter oppressive practices and structures in the art classroom?
4. How do we honor the diversity of our students?
5. How do we engage with our community authentically?
6. How can the teaching of contemporary art support our goals as identity-conscious art educators?
We will share reflections, questions, stories, experiences, and resources.
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KESA (Knowing, Enduring, Service and Action): Building our Momentum for Leading while Black and Male
Location: MS 211
presented by:
- Dr. Phillip A. Smith, Assistant Professor, Fordham University
- Norman Bayard, Upper School Dean of Students, Friends Select School
- Mikael Yisrael, Director of Equity, Justice, & Engagement, Abington Friends School
- Bartley Jeannoute, Middle School English Teacher, Springside Chestnut Hill Academy
- Charlyn Henderson, Doctoral Student, Teachers College, Columbia University
In this presentation a group of Black educational leaders—with expertise in independent schools; university research and scholarship; professional practice; professional development facilitation; and education leadership – community partnerships & collaboration share their strategies and approach to the formation of KESA (Knowing and Enduring through Service and Action), a group dedicated to supporting the leadership, and leadership development of current and aspiring Black male independent school leaders and heads of school. The presenters share more on KESA’s efforts to create, build momentum for regional and national leadership consortia for Black male school leaders. The research and work provide opportunity for deep, thoughtful, intentional collective dialogue and community, and to [re]visualize the essence of Black male school leader[ship], leadership development, and support.
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Location: US 230
presented by:
- LaShundra McCook, Director of Diversity, Equity, Inclusion and Belonging, AIM Academy
- Antonio Williams, Associate Head of School, Revolution School
- Kelly Yiadom, Director of Equity, Justice and Belonging, The Westtown School
- Dr. Eddie Moore Jr, Founder and Director, America & Moore
- Rossana Zapf, Associate Head of School, Buckingham Friends School
- Carolyn Jones Berry, Director of DEI, The Baldwin School
In this interactive panel, LaShundra McCook will moderate a conversation with current and former DEI directors in independent schools. Beginning with a journey of how they got into equity focused work, the conversation will explore technical aspects of DEI work and how their work has changed over time. They will also share how they find joy and care for themselves in a climate growing more resistant to DEI work. Panelists who have moved out of DEI roles, will share how their work in DEI prepared them for, and influences their current positions.
Location: MS 112
presented by:
- Tricia Ebarvia, Director of Diversity, Equity, and Inclusion, Greene Street Friends School
- Dr. Sonja Cherry-Paul, Author and Founder, Red Clay Educators
Literacy instruction is a critical area of focus for creating humanizing, liberatory spaces where all students thrive. Abolitionist pedagogy, Black critical theory, culturally relevant and sustaining pedagogies, queer theory, critical dis/abilities pedagogies and antiracist teaching centers the experiences of students who continue to be marginalized in classrooms in schools in order to restore their humanity and procure educational freedom.
This workshop addresses two overarching questions: What does a liberation as stance entail in PreK-12 ELA classrooms? What are the critical questions we need to consider in order to teach toward liberation? Research emphasizes students having access to literacy instruction where they are able to appreciate their own culture and “make connections between their community, national, and global identities (Ladson-Billings, 2009, p. 38) as well as educators and students developing a liberatory consciousness “to theorize about issues of equity and social justice, to analyze events related to equity and social justice, and to act in responsible ways to transform society” (Love, 2010). We take an inclusive, intersectional approach to provide literacy toolkits that offer a vision of liberation in classrooms, schools and students’ lives. Sharing from their scholarship work around the teaching of reading and writing toward freedom, the presenters will offer both immediate practical strategies as well as larger frameworks that can transform literacy practices in ways that center students' identities and communities.
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Location: US 135
presented by: Eva Kay Noone, Performing Arts and Visual Arts & Design Faculty, William Penn Charter School
This roundtable discussion will explore the complex dynamics of racism in theater, specifically focusing on casting practices and the selection of shows. As theater continues to be a powerful platform for storytelling, it also reflects and perpetuates societal structures of inequality, particularly in the representation of race. Participants will examine the barriers faced by actors of color in securing roles, the challenges of diversifying traditional theater canon, and the implications of casting choices on the narratives and voices that dominate the stage. The conversation will engage with questions about systemic bias in casting processes, the impact of "colorblind" casting, and the responsibility of theater departments to embrace diverse stories and perspectives. Through critical dialogue and resources, the roundtable aims to provoke deeper reflection on how theater can evolve into a more inclusive and equitable space for our students as well as our audiences, highlighting the role of intentionality and accountability in shaping the future of our shows. Participants are encouraged to bring any show selection or casting materials they use to the discussion. This is not required for participation.
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Location: MS 214
presented by:
- Stephanie Greco, Learning Specialist and Instructional Coach, Sacred Heart Academy Bryn Mawr
- Symone James Abiola, Director of Diversity, Equity, Inclusion, and Belonging, Sacred Heart Academy Bryn Mawr
“I don’t know how to help them.” Many educators have felt or heard this sentiment when trying to figure out how to support a student in need. With the ever-changing landscape of student needs and challenges to diversity, equity, and inclusion, it is critical that we support schools in viewing and approaching neurodiversity through a lens of inclusion and equity. With or without a diagnosis, many students in today’s schools demonstrate struggles with academics and executive functioning, as well as social/emotional needs and behaviors. Each of these areas should not be ignored but supported to foster an empowered and confident student. In this session, participants will understand the broad definition of neurodiversity and share strategies to support their classroom and school community. Participants will be equipped with resources and ideas to utilize in their own school setting to meet the needs of all learners. Time for reflection will be valued to question, answer, and think aloud in a collaborative space. The more we–educators, students, families, and all stakeholders–can engage in collaborative learning to empower and prepare students for the path forward, the brighter our futures will be.
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Location: MS 130
presented by: Bradley James Davies, Author, Speaker
With campus constituents falling across all spectrums of thought, belief, and background, school communities are complex and diverse places. To be successful in this context, school leaders must be among the best listeners in the room. In this hands-on workshop and deep dive, participants will learn and practice listening strategies and approaches championed by professional, certified leadership coaches. As a result, leaders will emerge equipped with an understanding of a skill set strong enough to transform any school, home, or relationship. From engaging with upset parents to addressing faculty concerns to caring for students in crisis to navigating the current, polarizing political environment, with next-level listening skills at the ready, participants will be equipped to lead via high-quality listening, thereby modeling civil discourse for all campus constituencies and cultivating communities where deeper understanding and compassion are the norm, not the exception.
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Location: US 228
presented by: Kate Hunter, Coordinator of Counseling and Wellbeing and Upper School Counselor, The Baldwin School
The MOST challenging people struggle with irrational thinking, emotional dysregulation, and impulse control. It’s harder than ever to maintain collegial relationships and avoid misunderstandings. The result? Rising tensions, strained dynamics, and conflicts that can tear down school culture rather than build it up.
Participants will :-
develop skills for instant relief from tense interpersonal interactions, transferrable tools for students, and tips to manage unmanageable people in our lives.
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learn how and when to effectively share a personal story, utilize grounding techniques, create boundaries, elect an Accountabilibuddy, and model attunement in and out of the classroom.
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learn to manage their strongest emotional responses and how to create and maintain healthy boundaries.
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learn to balance supporting students within the classroom with emotional issues and also teach them academic content.
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learn how to utilize attunement techniques to build connections with students and colleagues.
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Location: MS 114
presented by:
- Angeliqué Israel, Director of Alumni Engagement, The Episcopal Academy
- Erica Snowden, Executive Director of the Office of Diversity, Equity, and Inclusion, The Episcopal Academy
- Ayinde Tate, Director of Diversity, Equity, and Inclusion, The Episcopal Academy
Re-engaging alumni of color is crucial to establishing a network of love and support, bridging the gap between past and current generations. Join us in an Alumni of Color Engagement Think Tank, where you will hear about a few of our successes and growth opportunities such as the AOC Advisory Council, Board work, Alumni Weekend Brunch, and the 50th Anniversary of Black Graduates. Come prepared to share your own wins and areas for improvement with colleagues who are both starting and looking to improve on these initiatives. Through dynamic discussions and collaborative brainstorming, delve into strategies to address institutional trauma and enhance DEI programming. Join us as we seek to empower alumni of color to thrive, fostering inclusivity and belonging within our institution's legacy.
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Location: Meeting Room
presented by: Briana Beverly, MS, LPC, NCC, Lotus Life Total Wellness, Inc.
This session will inspire attendees to think critically about wellness as a tool for social change, equipping them with innovative practices to embed holistic care into their leadership and community-building efforts. Together, we will explore the answer that is truly everything—wellness as a path to sustainable inclusion and collective growth.
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Location: US 127
presented by: Brandon Jacobs, Carney Sandoe and Associates
Whether it is your first or your tenth time, starting and looking for the next opportunity can be hard. Telling YOUR story of what makes you a cultural add for schools and communities is critical to being able to take the next step in your process. In this session, we will discuss best practices for how to design your resume, create the ideal cover letter, and show your best self during an interview. The presenters will both present and interact with participants on ways to break down the three phases of the hiring process and address skills to make your candidacy speak for itself. You will walk away with samples and skills to enhance every level of your interview process and you prepare yourself for the next step in your career.
Location: Ford Commons
presented by: Dr. Ali Michael, Researcher, Educator and Storyteller
The last five years have seen unprecedented attacks on DEI programs across the country and in many of our schools. While the attacks were focused on outdated caricatures of an imagined DEI monster, the impact on actual diversity, equity, inclusion, justice, belonging, and community has suffered. This workshop will offer strategies for envisioning DEI programs that answer many of the questions that those attacks brought up. Together we will re-imagine what diversity, equity, and inclusion could look like in our diverse, multiracial society and schools, as we work to meet this moment in 2025.
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Board Chair & Head of School Brunch
10:45 AM-12:45 PM | Grummere Library
Keynote Speaker
Bradley James Davies
presents
Next Level Listening: How to Be the Best Listener in the Room
In today’s independent schools, where campus constituents span a broad spectrum of thought, belief, and background, school leaders need more than just vision—they need to be the best listeners in the room.
In this hands-on address, we’ll explore how high-quality listening is not just a skill but a leadership superpower.
Participants will learn and practice listening strategies and approaches championed by professional, certified leadership coaches. As a result, leaders will emerge equipped with an understanding of a skill set strong enough to transform any school, home, or relationship. From engaging with upset parents to addressing faculty concerns to caring for students in crisis to navigating the current, polarizing political environment, with next-level listening skills at the ready, participants will be equipped to lead via high-quality listening, thereby modeling civil discourse for all campus constituencies and cultivating communities, where deeper understanding and compassion are the norm, not the exception.
Bradley James Davies is an award-winning, best-selling author, speaker, and coach with over 25 years of corporate and nonprofit leadership experience (from consulting to international development to education to driving the Oscar Mayer Wienermobile!). Davies is also the founder of Falkor, a leadership and life consultancy dedicated to helping clients lead better, live better, and love better.
As an ICF-certified (PCC) leadership coach trained at Georgetown University, Davies clients span all sectors, from technology and entertainment to government and education, and all levels of leadership, from rising stars to c-suite veterans.
A strategic listening expert and dedicated leadership wellness practitioner, Davies speaks and facilitates workshops on “Next Level Listening,” “Next Level Leadership,” and “Next Level Wellness.”
Davies’ first book, School Leadership from A to Z: How to Lead Well Without Losing Your Way, is about the ups, downs, and all-arounds of school life and leadership.
Born and raised in Minnesota to a bricklayer dad and bookworm mom, Davies calls Crested Butte, Colorado and Madrid, Spain home. Learn more about Davies at www.bradleyjamesdavies.com
Barbara Kraus-Blackney Visionary Service Award
recognizes an individual or organization, usually a volunteer, for their commitment to independent education. ADVIS celebrates the fact that our individual schools, and independent schools in general, are stronger and more viable for the gifts of talent, time, energy, and resources from those volunteers that recognize the lasting positive effects our schools have on our society. This year's recipients are We are honored to announce the 2024-25 recipients:
Dorothy Flanagan and Sandy Howze,
Founders of Stratford Friends School
In 1976, Dorothy Flanagan and Sandy Howze founded Stratford Friends School to serve bright students who needed a specialized, nurturing environment to reach their full potential. Their unwavering commitment to student success led them to develop tailored instructional approaches that met the unique needs of children with learning differences. Through their leadership, they built a school culture where educators had both the knowledge and creativity to truly understand and support their students. As a result, Stratford Friends opened doors that would have otherwise remained closed, empowering hundreds of children with the skills and confidence to pursue brighter futures.
Beyond Stratford Friends, Dorothy and Sandy recognized the broader need for schools dedicated to supporting students with learning disabilities. They actively collaborated with institutions such as Delaware Valley Friends, Quaker School at Horsham, and The Mary McDowell Friends School, providing guidance, resources, and
curriculum support. Their contributions helped shape safe, engaging, and effective learning environments for countless students beyond their own school’s walls.
Their dedication extended into their service within the broader educational and Quaker communities. As active members of the Lansdowne Friends Meeting and the Chester Quarterly Meeting, as well as PBIDA and IDA, they worked to advance best practices in education and advocacy for students with learning differences.
Dorothy and Sandy exemplify the core values of independent education—creativity, adaptability, and an unwavering focus on student needs. Their visionary leadership and collaborative spirit have not only transformed the lives of the students they served but have also uplifted educators and institutions striving to do the same. Their legacy is one of innovation, inclusion, and a steadfast belief in the potential of every child.
THANK YOU!
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