2017 CUE Summer Educator Forum: Grades PreK-5
Culturally Responsive Education in Grades PreK-5
June 20-21 / 8:30 a.m. - 4:30 p.m.
Greenway Professional Development Center
1400 Crucible Street
Pittsburgh, Pa. 15205
The CUE Summer Educator Forum (CUESEF) is a professional learning experience designed for educators of students in grades Pre-K through 5. This dynamic forum will strengthen educators' skills in culturally responsive instructional practices, and will feature workshops with experts Terry Husband and Susi Long. Light breakfast, lunch, and complimentary books will be provided for all participating educators. We're also offering 15 Act 48 credits to all eligible particpants. Registration is $35 and on a first-come, first-served basis. We are developing a payment portal and will send out a link prior to the conference.
We're offering 15 PA Act 48 credits for educators who complete a series of pre-conference readings and participate in the entire forum. Scholarships are available, as we don't want any educators to miss out on this valuable professional development opportunity. For scholarship information, e-mail Dr. Erika Gold Kestenberg.
Registration for CUESEF will close on June 16.
For more information, contact firstname.lastname@example.org.
We’ve found that participants benefit the most from examples and conversations specific to the grade levels they teach, so we have divided PreK-5 registrants into two groups (PreK-2, 3-5) based on the age range of children you indicated you work with. You can find the readings and reflection questions for your group on our website. If you aren't sure which group you're in, get in touch with us and we'll let you know!
All educators seeking Act 48 credits should:
- Read the chapter written by Gloria Ladson-Billings (2011)
- Write out a response to the following reflection question:
- Ladson-Billings argues that culturally relevant pedagogy is less about “what to do” and more about “how to be” in the classroom. What does she mean by this?
CUESEF PreK-2 participants should:
- Should teachers in grades P-3 teach children about the harsh realities of race and racism in U.S. society in their classrooms? Why or why not?
- Given your respective teaching/administrative contexts, what are some challenges (perceived or otherwise) to teaching children in grades P-3 about race and racism in critical ways? Please explain.
CUESEF 3-5 participants should:
- Read Long, Anderson, Clark, & McCraw (2008) and Long, Volk, Baines & Tisdale (2013).
- Reflect on implications for your own classroom as you answer write responses to these questions:
- What biases do you hear about children, families, communities, languages, faiths, ethnicities, ways of being family, etc. as you make your way through the day in and out of school (in the teachers' lounge, school hallways, in special needs or discipline-related meetings, the grocery store, doctors' office, and other communities spaces, etc.)?
- What do you think about current curricula in terms of messages sent about who and what matters? What is normalized and what is tokenized, invisibilized, marginalized? Who and what histories/languages/heritage/ways of being family/gender/gender identification, etc. dominate and which do not? What impact does this have on students most marginalized? What impact does this have on students whose race, ethnicity, history, heritage, family structures dominate?
- Take a look around your classroom (materials, walls, books, teaching practices), down the halls of your school, around the school's office (the first place families are greeted). Based on your answers to the first two questions and your reading of these texts, what can you celebrate about your teaching and your school and what changes would you recommend?
- Finally, who are three students you worry about the most, children you struggle to understand, children who are typically seen as not performing up to grade level, as "difficult," "struggling." Describe each in a paragraph that focuses only on what you love and admire about the student and her/his family, community, and background. Include the knowledge, skills, and expertise each child brings to your classroom.
Dr. Terry Husband, Associate Professor of Early Childhood and Elementary Literacy at Illinois State University
Terry Husband earned his M.A. and Ph.D. in early childhood and multicultural education from the Ohio State University. He currently teaches undergraduate and graduate levels courses in literacy education, student diversity in P-12 contexts, multicultural education, and theories of teaching and learning. He also serves as the Professional Development School Liaison between the early childhood education program at ISU and the local school districts in Normal, Illinois. While serving in this role, he collaborates with mentor teachers to design and oversee meaningful and extensive clinical and student teaching experiences for pre-service teachers.
His research interests involve critical literacy in early childhood classrooms, racial representation in children’s literature, and literacy development among diverse student populations -- more specifically how teachers teach children in P-5 classrooms about race and racism in ways that are both critical and developmentally appropriate. He is also interested in how teachers best respond to the literacy strengths, needs, and interests of African American males and other diverse student populations in P-5 classrooms. He has published three books related to these topics: How am I supposed to talk about that? Enacting anti-racist pedagogy in early childhood classrooms; Read and Succeed: Practices to support reading skills in African American boys; and But I don’t see color: The perils, practices and possibilities of anti-racist education. His fourth book, Effective Literacy Strategies for Students in Early Childhood and Elementary Classrooms, will be published later this summer.
Dr. Susi Long, Professor, Department of Instruction and Teacher Education at University of South Carolina
Susi Long's research focuses on culturally relevant and equity pedagogies that challenge and replace unjust practices in elementary and early childhood literacy and teacher education, and is the author of numerous books on these topics. Dr. Long teaches courses in literacy methods, culturally relevant pedagogies, linguistic pluralism, language acquisition in diverse communities, and critical qualitative methodologies. She was a classroom teacher of students in kindergarten through eighth grade, a past Chair of the Board of Trustees of the National Council of Teachers Research Foundation, a 1997 NCTE Promising Researcher, and the 2013 Early Childhood Education Assembly’s Early Literacy Educator of the Year. She co-founded the Assembly’s Professional Dyads and Culturally Relevant Teaching project supporting teacher-teacher educator partners in generating anti-bias and culturally relevant practices in early childhood.