Educators throughout Arizona are encouraged to register now for the Kyrene Fall Equity Institute on Saturday, Nov. 7.
The Kyrene Equity Institute will include sessions on personalized learning, a keynote by Dr. Daniel D. Liou of Arizona State University’s Mary Lou Fulton College of Education on how to demand academic rigor in a culturally diverse learning environment, and tools to assess academic rigor.
- How to demand academic rigor from all learners
- Why low performance students benefit from rigorous academic instruction
- How to utilize technology in assessing for academic rigor
During his keynote address, Dr. Daniel D. Liou will offer practical solutions for best practice in demanding academic rigor especially in a culturally diverse learning community. Although structural education reforms have been designed to bridge the racial opportunity gap and improve academic achievement, there may be intervening factors, such as teacher expectations, that interfere with the success of these programs and policy initiatives.
This keynote presentation focuses on a research study that examined student and teacher perspectives on a small schools structural reform, and how low-income students of diverse backgrounds experienced the change initiative within the classroom. Findings suggest that these students felt a strong sense of positive identity with their small school, despite negative public perceptions of it. Within the classroom, students continued to face persistent low academic expectations about their intellectual capacity despite well-intended school reform efforts. From the vantage point of school and classroom expectancy, reform efforts must focus on changing educators’ beliefs and sense of responsibility for student learning at all levels to create real change.
Session 1: Culturally Responsive Teaching: Demanding Academic Rigor for All
Presenter: Tara Dale
We hear all the time that teachers need to increase rigor. We know what ‘rigor’ means but how does it translate into a classroom lesson? During this breakout session, we’ll discuss the difference between lesson plans that have low rigor and those that are high in rigor. We’ll talk about specific strategies teachers can use to easily turn a low rigor lesson into a high rigor lesson. When teachers leave they will also have a list of free resources that are available to Kyrene teachers.
Session 2: Utilizing Technology Tools to Assess for Academic Rigor for All
Presenter: Eric Santos
Learn how to use free websites Socrative, Padlet, PollEverywhere, and Google add-ons to assist you in assessing for rigor. You will experience demonstrations and examples of how these tools can transform your classroom to become more responsive, personalized, and growth-oriented. Laptops and/or other mobile devices are highly recommended to allow participants to experience the tools as students would.
Debrief by Dr. Daniel Liou
Saturday, November 7 from 8:00 a.m. to 11:00 a.m. at Kyrene School District Office at 8700 S. Kyrene Road in Tempe.
7:45 a.m. – Registration
8:00 a.m. – 8:45 a.m. Keynote Address
8:45 a.m. – Two sessions and debrief
Kyrene employees can register via Schoolnet.
Non-Kyrene educators please call Teri Burdick at 480-541-1501.
Fee for non-Kyrene educators is $25.
Biography on Keynote Speaker Dr. Daniel Liou
Daniel D. Liou is as an assistant professor of Educational Leadership and Innovation in Mary Lou Fulton Teachers College at Arizona State University. Daniel serves on the editorial board of the Journal of Educational Policy, Planning and Administration, and is the 2015 recipient of the AERA Leadership in Social Justice Teaching Award. Daniel’s research focuses on the social and institutional analysis of educational pathways and inequities
across race, class, gender, and immigration. Daniel’s research centers on the institutional dynamics of academic expectations from the perspectives of the students, teachers, school leaders, and the P-20 educational pipeline. Daniel is committed to understand how these dynamics influence students’ academic success and college readiness.
In addition to his expertise in education, Daniel brings perspectives from ethnic studies, sociology, and critical race studies to his work. For the past 21 years, Daniel has worked and researched in schools in Boston, Des Moines, Los Angeles, Phoenix, and the San Francisco Bay Area. Daniel is the first in his family to graduate from high school and to attend college, and seeks to work on research and engage in teaching topics central to this experience. Daniel received his training from the University of California, Berkeley (B.A.), Harvard University (Ed.M.), University of British Columbia (Visiting Scholar), and the University of California, Los Angeles (Ph.D.).
Sponsored by the Kyrene Foundation