Breakout Session 2

10:55am - 12:10pm

Early Education

Room: 4035–102, 1st floor



Room: 4035-101, 1st floor

Agents of Transformation in Education

Rod Golden

During this workshop attendees will learn how student centered educators can be “agents of transformation” within the classroom and administratively. Attendees will witness how educators explore and identify historical trauma and how it “hinders” transformation. The session will provide strategies on how to reduce and destroy the effects for transformative student outcomes. During the session attendees can share how their personal experiences identifying trauma within the classroom have shaped their professional careers when educating students. The session will be a “collaborative learning” experience.

Middle School

Room: 4025–101, 1st floor

Road to Racial Justice Board Game

Dr. Jennifer L.S. Chandler

This session will introduce participants to the Road to Racial Justice Board Game by playing it. Racism and white privilege are addressed through critical thinking, social analysis, and team-based discussion. Road to Racial
Justice is a free, downloadable “board” game that supports and encourages cross-cultural understanding and compassionate action in order to help create a more loving and just world. Players will become more aware that racism exists in many everyday situations (interpersonal and institutional), learn why the situations are racist (stereotyping, tokenism, cultural appropriation, etc.), and acquire tools to interrupt these kinds of situations.

High School

4035–103, 1st floor

Disrupting the Normalization of Failure Ascribed to Students of Color – Starting the Conversations about the Intersectionality of Race, Culture and Education

Dr. Adama Sallu

With the unprecedented racial and cultural shift in Arizona classrooms today, the time has come to authentically engage in courageous conversations about race, culture and education. Educators are called upon to disrupt the normalization of failure for students of color and shatter the racialized achievement gap gripping our schools. Often teachers and school leaders are reluctant to start this crucial conversation and instead focus on issues that have failed to close the achievement gap. Where do we start? In this session educators will learn why courageous conversations are a critical component in our discourse at this junction in the United States. How do we support our staff in having these conversations? Do we have the courage to disrupt the narrative?

Higher Education

Room: 4045 – 1022 Southeast Meeting Room, 1st floor

Inclusion begins with I: Testing our Assumptions in a Diverse World

Dr. Mallary Tytel

We all live and work in a turbulent world. Every day we choose to act and react in certain ways, and these actions form recognizable patterns. These patterns – emerging from our behaviors, beliefs, norms, assumptions, and interdependent relationships – create our culture. We create our culture. Each of us also has chosen the field of education to make a difference in the lives of our children. When we think about the nature of what we do, we recognize we must work honestly and effectively with this curious, eager, and diverse population; doing so with respect, kindness, and encouragement.
So, how’s it going? This highly interactive workshop will challenge you to examine your own personal and professional patterns. What are the cultural assumptions and biases you carry with you into your community and teaching environments? Together we will explore the concepts of power and control, the nature of differences, and the meanings and values associated with these differences. We will also identify models for shifting the conversation to more productive and nurturing models that will carry us all forward with intention.

At the end of this presentation participants will be able to:

  • Articulate the cultural concept of “Cultural Programming” and the differences between “Us” and “Them”

  • Recognize and understand their own patterns of interaction and engagement

  • Identify ideas and suggestions for participants to leverage their own talents and gifts

  • Begin to practice models for thinking differently about power, equity, leadership, and influence within the classroom


Room: 4025 – 2002 Embark Training Room, 2nd floor

The Teamwork Puzzle

Dr. Brent Scholar

As resources continue to be limited for organizations, it is important for them to come together and collaborate on what matters most to the organization, the people within it and the community. During our time together, you will take an experiential look at how we collaborate and begin a discussion on how to overcome some of the barriers of teamwork. Please come with your ideas and an open mind to explore working together.

Healthcare Education

Room: 4025 – 2001 Journey Training Room, 2nd floor

Cultivating Peace in a Space Occupied by Traumatized Children

Ms. RJ Shannon

The workshop will take a public health approach in addressing community violence. There are models across the country that look at the risk and protective factors; prevention activities and approaches, policies; behavioral analysis predicated on childhood trauma. The goal of the workshop is to present the science and models already developed, but deliver a possible strategy that could work for school systems that move these systems from punitive outcomes to community/education development and transformation.

Healthcare Education

Room: 4025 – 2014 Phoenix Forum, 2nd floor

Strategies for Educators of Asylum Seekers

Pamela Roggeman, Ed.D and Alexandra Escobar, Ed.D

Save Our Schools Arizona is a volunteer, grassroots, non-partisan organization fighting for strong public schools for a stronger Arizona. With the 2019 Education Roadshow, SOSAZ delves into Arizona's current classroom crisis, giving a concise review of exactly how funding cuts and school privatization schemes have impacted our public schools and classrooms. The Roadshow concludes with several positive actions that citizens can take to support and advocate for public schools. Visit Save Our Schools Arizona at to get involved. As a volunteer, grassroots organization, SOSAZ needs the support and involvement of all Arizonans who believe that strong schools make a strong state.

General Audience

Room: 4025–102, 1st floor

A White Women’s Guide to Teaching Black Boys

Dr. Eddie Moore, Jr.

The workshop introduces the book, A White Women's Guide to Teaching Black Boys. It was created to support White Women to engage in concentrated, focused inquiry around their relationships with Black male students and the impact on those relationships related to issues of white supremacy, white privilege, race and racism. Using video footage from interviews with both White female teachers and Black men and boys, we facilitate an experiential workshop designed to generate new avenues of reflection and action for White Women teachers, educators and Moore.

General Audience

Room: 4035–104, 1st floor

Introduction to the Science of Mindful Education, Mindful Life (Part 1)

Uraipanyawan (Bo) Pinthong and Michael Little Crow

This workshop will actively take participants through an experience of unlocking their unconscious awareness through applying mindfulness techniques. When these same techniques become part of a daily practice, educators are better able to understand their own deeply held cognitive and emotional beliefs about equity towards students with diverse personal, cultural, and social backgrounds. Additionally, participants will hear the experience of an educator who has applied these mindfulness techniques in his own classes to overcome the negative emotions that some students have toward school and learning, by helping him to create an educational environment where students are able to focus their attention on the content rather than on anxiety and stress to significantly improve learning and academic performance. The goal of these methods are to have teachers set an example of mindful teaching where they model the use of and benefits created by using mindfulness in daily teaching, and learning activities. These improve teacher overall wellbeing as well as effectiveness in providing emotional, behavioral and instructional support to students. Studies have shown evidence for improved teacher-child relationships, classroom climate and increased students’ prosocial behavior accompanied by greater social wellness and mindful listening” (Meiklejohn et al., 2012, pg. 295).