The opposite of implicit bias is explicit equity. In order to close the opportunity/achievement gap, educators must examine daily choices that promote explicit equity practices of engaging both educator and student in the creation of school and classroom cultures where all will thrive.
Learn about the Phi Delta Kappa (PDK) Prospective Educator Scholarship Program
If you have questions about this year's conference, please contact Ben Ibale or Yvonne O’Neill.
This conference is for WEA members only
| Online | $40 |
| At the Door | $50 |
| SWEA Members | $20 |
Need lodging? Four Points Hotel in Des Moines, WA is offering special WEA rate. Make Reservation.
Four Points Sheraton
22406 Pacific Hwy S
Des Moines WA
(253) 642-0100
Dr. Muhammad is one of the most sought after educational consultants in North America. He currently serves as the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools all over the world. He served as a practitioner for nearly twenty years. Dr. Muhammad served as a middle school teacher, assistant principal, middle school principal, and high school principal. His tenure as a practitioner has earned him several awards as both a teacher and a principal. He is recognized as one of the field’s leading experts in the areas of school culture and organizational climate.
Dr. Muhammad is also a best selling author of the books Time for Change: The Four Essential Skills of a Transformational School Leader and Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change.
In this course, participants develop an understanding of [1] how our beliefs, values, and experiences inform implicit biases related to race and ethnicity and [2] how our implicit biases and behaviors impact others (students, colleagues, families, etc.). Participants examine how implicit bias and microaggressions can impact the success of students regardless of the positive intent of adults or other students for the purpose of closing the opportunity gap and improving student achievement.
During the other portion of this course, participants focus on gender and the intersectionality of implicit bias and -isms that lead to microaggressions and inhibit success in the classroom and the workplace. Participants also work on solutions to address the multiple oppressions that students may be facing in the classroom and community for the purpose of improving student achievement.
This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).
In this course, participants are introduced to implicit bias research, resources, and concepts, including microaggressions and micro-insults. During the other portion of this course, participants develop an understanding of [1] how our beliefs, values, and experiences inform implicit biases related to LGBTQ issues and [2] how our implicit biases and behaviors impact others (students, colleagues, families, etc.). Because student success is dependent on a sense of belonging, participants work on strategies to make the classroom and school system more inclusive. Participants will learn how to help provide students form the LGBTQ community a safe environment to learn with the goal of increasing student engagement and academic success.
This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).
This training helps educators become more culturally responsive and improve their classroom engagement with students from diverse backgrounds, social groups and cultures through meaningful, caring adult relationships.
This training helps educators become more culturally responsive and improve their classroom engagement with students from diverse backgrounds, social groups and cultures through meaningful, caring adult relationships.
This training helps educators develop culturally responsive classroom management practices to ensure that students experience a positive, consistent, safe and equitable classroom. Participants learn strategies to appreciate and appropriately integrate their students’ culture and family backgrounds into the into the classroom culture for the purpose of increasing student success in every classroom.
This training helps educators explore culturally responsive classroom interaction practices to ensure that students experience a positive, consistent, safe and equitable classroom. Participants will learn to facilitate classroom interactions that appropriately integrate their students’ culture and family backgrounds.
This training helps educators integrate culturally responsive behavior interventions practices into their classroom. Participants build on concepts from earlier courses in the Culturally Responsive Strategies series to learn to implement behavior intervention strategies that respect all students.
The de-escalation training is designed to empower certificated staff, para-educators, and other school staff to address student agitation and escalating behavior and to calm and refocus the behavior back to student learning and time on task. The course teaches educators to understand that behavior is a form of communication and as a result, identify the aspects of escalating behavior, address the escalation, and select the correct response options. Participants will be provided with practical strategies, ideas, resources, and tools to better engage with students during times of escalation. This course is specifically designed for all staff members who will see the connection to behavior management components in their instructional framework.
This training meets the professional and continuing elementary and secondary certificate renewal requirement for TPEP (RCW 28A.410.278).
