The National Alliance for Partnerships in Equity (NAPE) is accepting proposals for its annual National Summit for Educational Equity.
About the Summit
In order to impact persistent inequities in our educational systems that lead to inequitable workplaces, we must apply targeted and intentional approaches to our practices and policies, as well as change some of our belief systems, behaviors and mindsets. We can avoid the common pitfalls that take us down the same old paths – resulting in huge human and financial costs due to harmful school and workplace climates – when we learn from one another. At this year’s Summit, we hope to provide a space for the sharing of wisdom by practitioners, researchers, and, most importantly, the students and families we serve. When we center, elevate, and authentically integrate student and family voice, we strengthen our understanding of the historical context that reflects the often erased histories and lived realities of those most marginalized by our current systems and structures.
The National Summit for Educational Equity brings together administrators, teachers/instructors, counselors, and educational leaders to focus on the individual, institutional, and systems-level work that is required to identify and remove barriers to access and opportunity; foster equitable learning environments; and increase and support pathways to an equitable workforce. The conference offers learning and community building opportunities through workshops, interactive learning sessions, and networking events to strengthen our equity lens and build our capacity to advocate and organize for change within our communities. We know that equity isn’t a destination but an unwavering commitment to a journey of learning and growth.
To address these realities in an authentic and thoughtful way, NAPE is requesting proposals for the 2022 summit that align to any of the following five strands. The submission deadline is January 14, 2022.
Promoting STEM & CTE
Ensuring all students have access to high quality CTE/STEM education is essential to achieving economic justice for marginalized communities. This strand will focus on the ways in which students develop their perceptions of careers, their exposure to CTE/STEM programs and careers, and the marketing and promotional activities we can use to inform students and families about the opportunities available to them. We will look at the enormous impact that bias in school counseling and other areas can have on which careers students choose – and effective strategies we can use to promote CTE & STEM education for all students, especially the most underrepresented.
Topics may include: Innovative policies, practices, and programs that are effective in increasing access and equity in CTE and STEM for underrepresented groups, innovative career exploration programs, summer bridge programs for underrepresented students in STEM, and topics addressing recruitment and promotion within CTE/STEM programs.
Equitable Learning Environments
Creating equitable learning environments requires us to move beyond concepts such as diversity and inclusion and towards equity and justice. Equitable learning environments allow members of marginalized groups to experience true belonging and co-authorship of their education – and where every student can thrive.
In the context of the COVID-19 pandemic, ensuring equitable access and opportunity has been particularly challenging. This strand will focus on effective strategies, mechanisms, and approaches that educators can use to strengthen their responsive teaching skills, such as implementing curriculum and pedagogical practices that utilize students’ cultural backgrounds and community knowledge.
Topics may include: culturally responsive teaching, anti-racist teaching and curriculum, critical pedagogy, transformative justice, innovative work-based learning practices, and practices to elevate student voice.
Community and Employer Partnerships
How are education and industry effectively developing policies, programs, and services to ensure a diverse workforce? Fostering a diverse workforce requires educators and industry leaders to consistently work towards adopting and practicing an anti-oppressive lens in their work and organizational climate. This requires a life-time commitment to internal reflection, behavior change, and accountability. By strengthening partnerships between educational institutions, employers, and community organizations, we can create systems that transfer power and support to marginalized individuals, families, and communities.
Topics may include: equitable youth apprenticeship models and practices, best practices in bridging school and workforce systems, disrupting dominant culture in the workplace, and creating healthy systems of institutional accountability that are relevant to educators, intermediaries, and workforce professionals.
An equity lens shows us that institutions are not neutral, and inequitable outcomes strongly predicted by group membership are signs of biased mechanisms. Educators, administrators, and industry leaders must become change agents in their institutions and communities to disrupt and transform these systems. This involves applying targeted and intentional approaches to our practices and policies, as well as examining our belief systems, behaviors and mindsets.
Topics may include: centering Black, Indigenous, and People of Color in leadership, anti-oppressive leadership, leading for racial, gender, LGBTQIA+, and disability justice, becoming an advocate for systems level change and accountability, strategies for community and relationship-building, equity-mindedness as part of a life-long practice of self-awareness and conscious leadership.
Subject matter may address federal initiatives focusing on closing the skills gap; federal funding and appropriations for secondary and post-secondary programs, career and technical education (CTE), recognized Apprenticeship programs, STEM, AI and Automation and the Future of Work; equity policies and strategies pertaining to gender, race, ethnicity, disability, underrepresented populations, veterans, re-entry and ESL; Legislative focus may include (but not limited to) HEA, WIOA, Title IX, TANF, Dual Credit/Enrollment, Equal Pay, civil rights and social justice initiatives.
This conference is designed for educators, workforce development professionals, and advocates dedicated to removing barriers to equitable opportunity in education and the workforce. Proposals should be drafted to address the following audiences: secondary/postsecondary educators, career and technical education and workforce development professionals, researchers, administrators, counselors, data specialists, business representatives, and/or nonprofit staff.
All submissions must include the following information. Incomplete submissions will not be considered. The submission deadline is January 14, 2022. Notification letters will be sent to the primary presenter via email by February 15, 2022. Selected presenters will have two weeks to accept the invitation.
Name, job title, organization, address, city, state, zip, phone, email, additional information will be collected via the conference app from those who are selected.
DESCRIPTION OF PRESENTATION
- Title of Presentation
- Conference strand
- Type of presentation: Live Workshop – Presenters engage participants in an interactive 1-hour virtual workshop. Interactive Presentation – Presenters engage participants in a live Q & A session while they view a pre-recorded presentation.
- Population(s) that your presentation will focus on: Single Parents, Individuals with Disabilities, Older Workers, Out-of-work Individuals, Youth, Individuals Pursuing Nontraditional Careers, English Learners, Underrepresented Groups in STEM, Economically Disadvantaged, Veterans or Military Personnel, Adult Learners, Specific Ethnic/Racial Population, Homeless Individuals, Other.
- Intended audience for your presentation and your expectations about their level of experience with your topic.
- Abstract (max. 500 characters including spaces) that describes your presentation. The abstract will be used for the program guide. NAPE reserves the right to edit the abstract.
- Full description (max. 10,000 characters including spaces) of the proposed presentation. Because successful presenters will meet the criteria noted in the ‘proposal tips and guidelines’ section, please include explanations to each in your description.
Presenters must be available on Tuesday (4/26), Wednesday – Public Policy only (4/27), or Thursday (4/28).
PROPOSAL TIPS AND GUIDELINES
Workshops are 60 minutes in length. Successful presenters:
- have firsthand experience with their topic and understand their audience;
- provide practical-application-focused information;
- engage participants with the use of interactive platform features;
- provide useful handouts for workshop attendees;
- present effective strategies focused on one or more special populations or other underrepresented groups; and
- align with the theme of the conference.
AUDIOVISUAL NEEDS AND HANDOUTS
All presentations will take place within the conference platform and session handouts will be posted to the platform for participants to access. Presenters must have a high speed internet connection, computer, high quality web camera, and a headset with speaker and microphone, and be comfortable managing the presentation remotely. Presenters must have competency with presenting in a virtual setting and commit to presenting from a place with a stable and adequate internet connection.
Presenters must register for the Summit and must cover all expenses associated. Summit fees for all current students selected to present will be waived. For more information, visit nsee.info. For more information about the proposal process or the Summit, visit napesummit.org, call (717) 407-5118, or email email@example.com.