(610) 566-1088

Schedule

8:00 am Check-In – Outside Main

Continental Breakfast – Library

Book Fair – Library

Activities

  • Hike – Depart from the Pretzel House

  • Shop Project – Woodshop

  • Garden Project – Garden

8:40 am Welcome & Music by City Love – Grace Gymnasium

9:00 am Keynote with Dr. Howard Stevenson – Grace Gymnasium

10:15 – 11:15 am Morning Workshops – Main & Rawson

(see workshp descriptions for room locations)

 

11:30 am Lunch – Kitchen

Lunch will be served buffet style from the kitchen, you’re welcome to join a conversation group or sit anywhere you like on campus to eat.

Book Fair – Library

Music by City Love – Amphitheater

Activities

  • Hike – Depart from the Pretzel House

  • Shop Project – Woodshop

Conversation Groups

  • Garden Project & Conversation Group – Garden

  • Art Room – Grace

  • Music Room – Grace

1:00 – 2:00 pm Afternoon Workshops – Main & Rawson (see workshop descriptions for room locations)

2:15 pm Closing Keynote with Erica Snowden – Grace Gymnasium

3:00 pm Summit Ends

Morning Workshops

 

Taking a Closer Look: The Inclusivity Walk

(adapted from Joshua Fritts, Ed.D. at The Lab School of Washington)

Kim Schmucki, Director of Admissions & Tuition Assistance & Erin Poulson, Administrative & Advancement Associate, The School in Rose Valley

Workshop participants will assume the identities of students and families from diverse backgrounds in order to look at their schools from the viewpoints of others. Participants will actively engage in examining school environments and spaces (e.g. classrooms, libraries, materials, administrative offices, kitchen, bathrooms, common spaces, campus, etc.) from the perspective of others in order to identify opportunities to create more inclusive school communities.

Main – Room 12

 

Celebrating the Gender Identity Spectrum: Trans and Genderqueer Identity in the Classroom

Jesse Cronin-Connolly, Primary Unit Teacher (1st & 2nd Grade), The Philadelphia School

As transgender identities becomes more visible in the mainstream, many teachers are gaining an understanding of the gender identity spectrum at the same rate as their students. As teachers strive to support healthy gender development in a non judgemental way, more questions and requests for support arise. This workshop aims to inform educators about gender identity development, present ways students can critically engage with stereotypical gender expectations, and cover policy writing do’s and don’ts. Attention will be paid to practices aimed at integrating identities across the gender spectrum as opposed to practices leading to binary assimilation. As a result of attending this workshop, participants will have a better understanding of gender identity development, gain comfort

in facilitating age-appropriate discussions about transgender/gender nonconforming identities, and be able to better advocate for transgender/gender nonconforming students in their schools.

Main – Room 13

 

Diversity-Themed Lesson Planning

Dr. Susan L Metrick, Psy.D., School Psychologist & Nita Singh, Primary Circle Teacher (1st & 2nd Grades), The School in Rose Valley

Do you wonder what diversity-related understandings would be developmentally appropriate for your young students? Do you struggle to articulate the just right culminating message for your classroom about culture, gender, race, etc.? Have you found it difficult to identify what possible activities, lessons, and experiences help deliver these understandings? So have we! Please join us for a discussion as we all wrestle with these questions together. Using Backward Design as our curriculum-building tool, we will come up with some “Enduring Understandings” and “Possible Activities/Lessons” for our early elementary school classrooms. Our Primary Circle (first and second grades) teacher will share an example from her program, and our school psychologist will weigh in with relevant developmental considerations.

Rawson – Room 5

 

Using Books to Create Mirrors & Windows that Enhance an Anti-Bias Curriculum

Erica Snowden, Lower School Dean & Diversity Clerk & Julia Copeland, School Librarian & Technology Coordinator, Greene Street Friends School

In this workshop, teachers will learn and participate in activities to engage students in a read aloud to address issues around diversity, equity, and inclusion. We will discuss using picture books that create windows and mirrors to disrupt single story narratives, as well as addressing a new concept of sliding doors. Presenters will share books and prompts that fall under categories such as race, gender identity, and family structure and a tool for selecting diverse texts. We will also introduce some young adult novels that teachers can use to enhance and build their own understanding of various identities, therefore building empathy toward other perspectives that may differ from their own. The primary goals for this workshop are for teachers to approach literacy with intentionality while also diving into topics that should be addressed in safe and supportive spaces. This means choosing literature and media that is representative of all students, with an eye to pursue authors who tell authentic stories. This work is integral to the mission of GPDC because it delivers age-appropriate materials and education that support issues of difference, social justice and equity. It will also help to initiate and heighten dialogue around diverse topics while affirming and valuing the various identities of all students and educators, alike.

Rawson – Room 8

 

Never Too Young: Early Childhood Activism

Mary Beth Fedirko, Preschool Teacher & Lisa Hoke, Preschool Teacher, The Philadelphia School

Want to facilitate young students’ conversations around exclusion, race, class, gender, and other social issues? Join us for this thought-provoking, interactive workshop that will use “doll stories” to demonstrate the different roles children play in social interactions. Workshop participants will explore what it means for young students to “try on” the behaviors of a teaser, target, upstander, and bystander. Educators will learn how to design, write, and present doll story scenarios to young children in their own classrooms. There will be a discussion about ways to encourage students to identify these social roles across a diverse range of scenarios written by the workshop presenters. Workshop participants will work in small groups to create their own doll story scenario to incorporate into classroom social curriculum. Leave with developmentally appropriate teaching strategies and tools to help you to normalize conversations about often-silenced social topics.

Rawson – Room 9  

Afternoon Workshops

 

Supporting Children in Welcoming Diversity through Early Teaching of Self-Compassion

Marianne Herzog, Ph.D., Psychologist, Alumni Parent of The Miquon School

Early learning in the skills necessary to interact with others in ways that allow for understanding and, ultimately, compassion, sets the stage for the ability to behave in ways that are in line with valuing authentic diversity. The development of self-compassion, which is necessary for understanding and compassion for others, can be accomplished through learning a particular set of skills and developing these throughout the lifetime. In order to teach these skills, the teacher also needs to embark on this learning process. Mindfulness-based practices provide the way into learning these skills.

This workshop will focus on strategies for developing self-compassion leading to seeing others with more clarity, compassion, and understanding and the ability, as a teacher, to facilitate the development of these skills in your students. The workshop format will be a combination of experiential learning, discussion, and sharing of specific classroom strategies.

Main – Room 12

 

Exploring Gender Diversity with Preschool through 2nd Grade

O’Brien Carlson, Middle Circle Teacher (3rd & 4th Grades) & Silvio Navarro, Assistant Preschool Teacher, The School in Rose Valley

Join us on our journey to uncovering gender bias with 1st and 2nd graders. See how it evolved through collaboration, planning, and reflection. Workshop participants will actively engage in examining children’s literature to recognize existing gender bias’ in common texts. Participants will also learn how collaboration, planning, implementation, and reflection are crucial in introducing themes regarding diversity in your classroom.

Main – Room 13

 

Children as Citizens: Honoring and Empowering Children

Merryl Gladstone, Co-Director & Founder & Jarrod Green, Co-Director, The Children’s Community School

The Children’s Community School takes the Reggio Emilia image of the child—cooperative meaning-makers whose ideas warrant attention and respect—and applies it to socio-emotional development. This workshop provides a window into our practices supporting feelings, building community, responding to challenging behaviors, and preparing children to make positive change in their world.

Rawson – Room 4  

 

Using Literature to Reflect Diversity & Promote Social Justice

Kimberly Malcolm, Kindergarten Teacher & Colleen Albanese, Preschool Teacher, United Friends School

Current authors of literature for young children are writing about topics such as race and racial injustice, different family structures, immigration, and sexuality. This workshop will give examples of how children’s literature can be used to start discussions with young children about diversity and social justice. Activities that can be used to support these themes will also be introduced. Participants should walk away from this workshop with practical ideas to bring back to their classroom.

Rawson – Room 5  

 

Never Too Young for Justice – Developmentally Appropriate Music for Early Social Justice Awareness in Preschool-2nd Grade Students

Dwight Dunston (aka Sterling Duns), Coordinator of Equity & Justice Education & Brian Caselli Jordan, Kindergarten Teacher, Friends Central School, The Philadelphia School & City Love

In this workshop we will share a sequence of our original songs that celebrate diversity and equity, encourage conversation, and offer developmentally appropriate explanations for the symptoms of structural inequality that students begin to notice at an early age in the world around them.We will discuss how these songs can be used to open up meaningful dialogue in the classroom, become tools for affirmation, build inclusive community, and empower students to exemplify respect and equity in the face of role models demonstrating the opposite.We will discuss ways these songs can be embedded in a curriculum that builds identity awareness and paired with service learning projects to help students refine their understanding of social issues and help them recognize that they can take action to make positive change in the world around them no matter how young they may be.

Rawson – Room 9

CANCELLEDGender-Less: Creating Early Childhood Spaces that Welcome Diversity – CANCELLED

Michael Roach, Lead Teacher, The Parent Infant Center

“Do you consider yourself a boy or a girl?” This is an easy answer for some students, but not all. This workshop discusses the need for Early Childhood teachers to develop practices that welcome an exploration of gender and identity and provides suggestions for ways to be more intentionally inclusive. We will touch upon our society’s shifting and evolving understanding of gender as well as the roles that educators play in this process. We’ll discuss practical tips and materials to be used within the classroom.