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<title>CLE host and participant map - Google Fusion Tables</title>
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<b>Organization:</b> Center for Ethical Leadership<br>
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<b>CLE Description:</b> <span class="font-size-1">Weaving Strong Communities: Forming collective leadership to advance just and equitable communities</span>
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<p><strong><span class="font-size-1">Hosted by: Center for Ethical Leadership</span></strong></p>
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<p><strong><span class="font-size-1">Location: Seattle, WA</span></strong></p>
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<p><strong><span class="font-size-1">Date: May 19-22, 2011</span></strong></p>
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<p>The Community Learning Exchange (CLE) convened in Seattle WA, and guided participants in the formation and use of collective leadership to develop deeper partnerships, broaden community dialogue and engagement, and plan concrete next steps to advance local social change initiatives. The gathering offered lessons from the new <span style="text-decoration:underline">Collective Leadership Storybook: Weaving Strong Communities</span>, written by members of the CLE network. The 60 participants came from 14 different states and Puerto Rico, and represented 12 different teams or community organizations.</p>
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<p> </p>
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<p><a href="http://www.communitylearningexchange.org/photo/album/search?q=Seattle+CLE" target="_blank">View photos from the CLE</a> | <a href="http://www.communitylearningexchange.org/group/seattlecle" target="_blank">Join the Group</a> | <a href="http://api.ning.com:80/files/NvYnjXaBtITpzoU*pY5HiEJ*tJRLrY4aknnBnYI8yC6s-QogBdtmZHFqeZxpVxUeS-H1voJ*Z*Zvl0XUUZfAQOaY8VdwlB3v/SeattleCLEOrganizationsRoster.pdf">View the Organizational Roster</a> | <a href="http://www.communitylearningexchange.org/video/video/search?q=formation" target="_blank">Watch the Videos</a></p>
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Institute for Democratic Education in America (IDEA)<br>
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<b>CLE Description:</b> Institute for Democratic Education in America (IDEA), is national nonprofit
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organization whose mission is to ensure that all young people can engage
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meaningfully with their education and gain the tools to build a just,
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democratic, and sustainable world.
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IDEA envisions an educational system based on respect for human rights and
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values of freedom and responsibility, participation and collaboration, and
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equity and justice.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> New Mexico Community Foundation<br>
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<b>CLE Description:</b> The New Mexico Community Foundation (NMCF) is a statewide endowment
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building and grant-making organization that serves and invests in New
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Mexico’s communities and their greatest asset . . . people.
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As a steward of community resources, NMCF supports a quality of life that
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reflects the diverse values, traditions, beauty and dreams of New Mexico.
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Building community wealth and relationships, maximizing community
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capacity and self-reliance are at the heart of its work.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Waelder School District<br>
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<b>CLE Description:</b> Waelder Independent School District is a small, rural public school located in
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central, Texas. WISD serves 250 students from Pre-Kinder to 12th grade on
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one campus. It employees 25 teachers and a total of 46 staff members. The
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student population is composed of 78% Hispanics, 20% African Americans
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and 2% Caucasians. The school severs the students of Waelder, Texas, which
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is home to about 1000 community members.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Hawai’inuiākea School of Hawaiian Knowledge<br>
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<b>CLE Description:</b> Established at the University of Hawaiʻi at Mānoa in 2007, is the newest college on campus and the largest indigenous college in a Research I Institution. Since 2008, the School has been working to define, develop, implement, evaluate and sustain a strategic direction that is grounded in three core areas: (1) Knowledge Transmission (Learner/Student focus); (2) Knowledge Generation and Dissemination (Learner/Faculty focus; and (3) )Community Engagement (Learner/Internal & External focus). These core areas come together creating a synergy that supports the mission of Hawaiʻinuiākea to be a source, a beacon, for Hawaiian ʻike and ʻōlelo.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Michigan State University-Migrant Student Services<br>
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<b>CLE Description:</b> Migrant Student Services at Michigan State University is the hub for the
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College Assistance Migrant Program Scholars Initiative, the High School
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Equivalency Program, and the Identification and Recruitment Center. The
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mission of Migrant Students Services is; Advancing education and
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empowering students from migrant and seasonal farmworking communities
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to bring about positive change in their lives, communities, and the world.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Llano Grande Center<br>
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<b>CLE Description:</b> The Llano Grande Center works to revitalize our community through our youth. Our goals include creating access to higher education, engaging students in community change initiatives and developing leadership that respects local history and culture. We are engaged in galvanizing students and residents in developing new alliances to revitalize our communities and expand our educational horizons. We build on what is solid in our tradition while rejecting the notion that our origins should limit our expectations. Founded by a visionary group of Edcouch-Elsa graduates, Llano Grande now works with a third generation of civically-minded student leaders who are making significant contributions to their school and community.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> In Peace<br>
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<b>CLE Description:</b> Founded in 1994 by three Native Hawaiian women educators, the mission of
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INPEACE is to improve the quality of life for Native Hawaiians through
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community partnerships that provide educational opportunities and promote
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self- sufficiency. This work is focused in three key program areas: (1) Early
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Childhood; (2) Workforce Development; and (3) Cultural Land Stewardship.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Kamehameha School<br>
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<b>CLE Description:</b> Our mission is to fulfill Princess Bernice Pauahiʻs desire to create educaDonal
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opportunities to improve the capacity and well-being of people of Hawaiian
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ancestry. The Ka Pua initiative is a commitment to strengthen educational &
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community outcomes on the Leeward Coast. through three strategies: (1)
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Model P-20 Complex, (2) Education Innovation Zone, and (3) Kamehameha
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Learning Community.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Migizi Communications<br>
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<b>CLE Description:</b> <b>Migizi Communications</b>, in
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Minneapolis, Minnesota, works to strengthen Native American
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families and improves the life chances of Native American children
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living in the urban area of the Twin Cites. Many of the community
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systems do not serve Native Americans well. This is particularly
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the case with the public schools that have a long history of
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disconnect with Native American students and families.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Latinos for Community Transformation<br>
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<b>CLE Description:</b>
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Non-Profit Anti-Racism Coalition<br>
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<b>CLE Description:</b> The Non-Profit Anti-Racism Coalition (NPARC) is a coalition of non-profit organizations in King County WA committed to ending racism. We act as a forum to share information, resources and best practices, and encourage other non-profits to work together to eliminate institutional racism and understand its connection to all other Oppressions.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> University of Texas Pan American<br>
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<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
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of Texas Pan American (UTPA), a border institution comprised of 88%
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Mexican American students, represents a significant step in UTPA's
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commitment to the community in which it is located. The creation of CMAS is
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an intentional effort to engage deeply in community development, engender
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academic excellence, and work with students, faculty, and the broader
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community in ways that are culturally, historically, and politically relevant.
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Few places in the continental United States can claim the natural uniqueness,
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demographic robustness, and transcultural energy that characterize the Rio
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Grande Valley of South Texas. The Valley encases many research possibilities
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stemming from these local realities. CMAS will provide UTPA with a platform
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for discussion and exploration of the region’s realities, while also facilitating
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meaningful dialogues about Mexican American life at both micro and macro
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levels.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Lummi CEDAR Project<br>
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<b>CLE Description:</b> <b>Lummi
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CEDAR Project</b>, located at the Lummi Indian Reservation in
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Bellingham, Washington, helps young people engage in leadership
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opportunities and get involved in their community. They promote
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collective leadership across generations to advance individual and
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community well-being. The Lummi nation is part of the Coast Salish
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people. They have endured generations of discrimination and are
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working to create a more just and healthy future for the
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community.
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Seattle Foundation<br>
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<b>CLE Description:</b> As the community foundation for King County, The Seattle Foundation’s
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mission is to create a healthy community through engaged philanthropy,
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community knowledge and leadership. We inspire informed and generous
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giving to make our community—local, national and international—a vital and
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healthy place to live. In addition to supporting donors with their philanthropy,
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The Seattle Foundation also leads a countywide philanthropic agenda—A
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Healthy Community—which supports a complex fabric of issues including arts
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and culture, basic needs, economy, education, environment, health and
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wellness, and neighborhoods and communities.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Institute for Educational Leadership<br>
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<b>CLE Description:</b> The Institute for Educational Leadership has long recognized that to attain better outcomes for our young people, leaders must have the knowledge and skills to break down silos and unite people, organizations, and communities. With this principle as our driving force, IEL's work serves as the backbone of innovative efforts around the country that bring together leaders in public education, children and youth serving systems, and other community institutions to foster reform and sustained action.
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Our focus is on our most vulnerable children and youth—those who are poor, minority and/or disabled.
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<b>Organization:</b> BFCS<br>
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<b>CLE Description:</b>
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Education Trust<br>
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<b>CLE Description:</b>
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<b>Organization:</b> North Carolina NELA<br>
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<b>CLE Description:</b>
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Texas State University<br>
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<b>CLE Description:</b> The Politics of Education and Community Development: Creating Healthy Communities through Collective Leadership
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<p><strong><span class="font-size-2">Hosted by: Texas State University, San Marcos</span></strong></p>
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<p><strong><span class="font-size-2">Location: San Marcos, TX</span></strong></p>
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<p><strong><span class="font-size-2">Date: January 5-8, 2012</span></strong></p>
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<p>The CLE in San Marcos brought together twelve teams from eight states to work on their local issues in education and community development. As community teams walked the Texas State University campus and saw the statue of a young Lyndon Johnson, they shared their stories and the experiences of their communities. Just as Johnson used his stories to shape future actions, these teams imagined what they could do in their communities. To reinforce the idea that public institutions are for the people of a community, we held action-planning sessions in meeting rooms at the State Capitol in nearby Austin. At each step of the learning exchange process, the context supported the work of these teams.</p>
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<p></p>
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<p> <a href="http://www.communitylearningexchange.org/photo/album/search?q=Central">View photos from the CLE</a> | <a href="http://www.communitylearningexchange.org/group/central-texas-cle">Join the Group</a> | <a href="http://www.communitylearningexchange.org/video/video/search?q=formation" target="_blank"></a><a href="http://www.communitylearningexchange.org/video/video/search?q=Central" target="_blank">Watch the Videos</a>
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</p></div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> NMFYC<br>
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<b>CLE Description:</b>
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<b>Organization:</b> Laguna Middle School<br>
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<b>CLE Description:</b>
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Center for Ethical Leadership<br>
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<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit
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with a track record of advancing social change. We cultivate leadership for
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community change in service of the common good. Our approach is to invite
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people to reach across boundaries, build trust and lead from their core values
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to advance change. By convening diverse perspectives – especially those
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historically excluded – we are fostering healthier, more just and inclusive
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communities in our local Pacific Northwest region and across the country.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> MA'O/Kauhale<br>
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<b>CLE Description:</b> Kauhale Youth Education & Entrepreneurship Initiative or Kauhale, is a revolutionary school-community
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partnership that reawakens our kuleana (responsibility) to transform our own debilitative cultural, social, economic
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and environmental condition by proactively assuming a kauhale or village approach to raise our children. Our
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intention is to re-establish a vibrant learning context and movement in which diverse cohorts of vulnerable youth
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and their families are engaged, supported and sustained through culturally relevant, project oriented and
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entrepreneurial pedagogy and practice. “Kauhale youth in our social enterprise programs are the catalyst for
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educational and community transformation.”
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<b>Organization:</b> New Mexico Community Foundation<br>
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<b>CLE Description:</b> The New Mexico Community Foundation (NMCF) is a statewide endowment
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building and grant-making organization that serves and invests in New
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Mexico’s communities and their greatest asset . . . people.
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As a steward of community resources, NMCF supports a quality of life that
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reflects the diverse values, traditions, beauty and dreams of New Mexico.
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Building community wealth and relationships, maximizing community
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capacity and self-reliance are at the heart of its work.
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</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> NPP Wisconsin<br>
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<b>CLE Description:</b>
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</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
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<b>Organization:</b> Llanno Grande<br>
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<b>CLE Description:</b> Collective Leadership and Systems Change: Examining Poverty, Practice and Policy
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<p><span class="font-size-2"><strong>Hosted by: <a href="http://www.lupenet.org/" target="_blank">LUPE</a> (La Union del Pueblo Entero) and <a href="http://www.llanogrande.org" target="_blank">Llano Grande Center</a></strong></span></p>
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<p><strong><span class="font-size-2">Location: South Texas (San Juan & Edcouch, TX)<br></span></strong></p>
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<p><strong><span class="font-size-2">Date: <b>April 15-18, 2010</b></span></strong></p>
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<p>This learning exchange helped participants understand how systems interconnect to impact people, families, and communities. Participants were immersed in the policy issues of the south Texas border through a series of policy site visits [link to field trip descriptions], where participants traveled to private homes to engage in house meetings, while others went to schools and other locations to talk about dual language programs, digital storytelling, and laws and policies that impact vulnerable children and families. They examined such issues as undocumented student access to higher education, street lights in colonias, inclusion of Cesar Chavez in history texts approved by Texas board of education, etc. The process of policy was demystified as participants learned how to “disrupt the system” with their stories and experiences. Teams from Hawaii, Brooklyn, Michigan, and Texas worked on shaping their own agendas for change in their communities.<br>
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<a href="http://api.ning.com:80/files/OjPFwX-MrOMBbmr2ZQ1qa3L3bQIcKJ1Yu0A4a1W7QeHJAjgbfdzjnZduDaA74b2lr0doX1x92I9qFS36M**ZKG4JWIV28Igv/CLE_SouthTexasBrochure.pdf">View the brochure</a> | <a href="http://api.ning.com:80/files/BT9LtWyauOBGgElC8qgE3ls9dc25muLMWMuQdfLO8vqq2E4DGfVBnIzSZ9v9MADK1EjLN1GrvCnwzYW692x2hxUHwyxC3xsk/InfoonTeamsfromS.TXCLE.pdf">View information about the participating organizations</a> | <a href="http://api.ning.com:80/files/ygKrnmzTn4AJ*Q4IvbdWHEnSShrv7lZGcdzWNWGA73AcgyaTYOLqZQ6J0rdiBPYsNGcu-RtKjsy8juQHRKOc*ejlB73GmSWV/LUPECLEpresentation.ppt">View the powerpoint slides about La Union del Pueblo Entero</a> | <a href="http://api.ning.com:80/files/WAUSmwjUB4SZTjKvb2BcsNNja0oTRFcy2igit02y5RRFfGf9u6O-M9KjRbNe5NdvJU4*MuVuI9cYyUsN33xU2CSIe*RFebkj/FARMWORKERPRAYER1page.doc">View the Farm Workers Prayer</a>
|
|||
|
|
</p></div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Cosecha Voices UTPA<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Mi Casa<br>
|
|||
|
|
<b>CLE Description:</b> Mi Casa was founded in 1976 by eight mothers who understood that education and employment were vital for women to achieve personal and economic success. For 34 years, Mi Casa has been committed to its mission of advancing economic success and helping Latino and low-income families trade poverty for lasting economic stability. Mi Casa’s overarching goal is to increase the employability, education, knowledge and life skills of the individuals they serve. The priority is to provide highly relevant and effective programs in career, business and youth and family development as well as supportive services that address each individual’s unique challenges.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Pan American<br>
|
|||
|
|
<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
|
|||
|
|
of Texas Pan American (UTPA), a border institution comprised of 88%
|
|||
|
|
Mexican American students, represents a significant step in UTPA's
|
|||
|
|
commitment to the community in which it is located. The creation of CMAS is
|
|||
|
|
an intentional effort to engage deeply in community development, engender
|
|||
|
|
academic excellence, and work with students, faculty, and the broader
|
|||
|
|
community in ways that are culturally, historically, and politically relevant.
|
|||
|
|
Few places in the continental United States can claim the natural uniqueness,
|
|||
|
|
demographic robustness, and transcultural energy that characterize the Rio
|
|||
|
|
Grande Valley of South Texas. The Valley encases many research possibilities
|
|||
|
|
stemming from these local realities. CMAS will provide UTPA with a platform
|
|||
|
|
for discussion and exploration of the region’s realities, while also facilitating
|
|||
|
|
meaningful dialogues about Mexican American life at both micro and macro
|
|||
|
|
levels.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b> National Youth Summit, Washington DC
|
|||
|
|
<p><span class="font-size-2"><strong>Hosted by: U.S. Department of Education</strong></span></p>
|
|||
|
|
<p><strong><span class="font-size-2">Location: Washington, DC<br></span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: February 24-26, 2011</span></strong></p>
|
|||
|
|
<p>The backdrop for this CLE was the <span class="link-external"><a class="external-link" href="http://www.ed.gov/college-completion/youth-summit#desc">"Voices in Action: National Youth Summit"</a></span>"Voices in Action" was the culminating event of a year-long listening tour by the Department of Education to learn from students ways to increase the college completion rate in the U.S. Our CLE network brought high school and college age students from 5 states to be part of the Summit and share lessons of storytelling and collective leadership as something that is working in our communities to improve high school graduation and college completion rates. Of the 400+ people at the "Voices in Action" summit, the only Native American and Native Hawaiian representatives were from the CLE network.</p>
|
|||
|
|
<p> </p>
|
|||
|
|
|
|||
|
|
<p><a href="http://www.communitylearningexchange.org/photo/albums/voices-in-action-national" target="_blank">View Photos from the CLE</a> | <a href="http://www.communitylearningexchange.org/video/national-youth-summit-cle" target="_blank">Watch the Video</a>
|
|||
|
|
</p></div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Education Foundation<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
|
|||
|
|
|
|||
|
|
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> CEL/Kellog<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Denver Public Schools<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> e4 Educational Consulting<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> IAIA Center for Lifelong Learning<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Waelder Independent School District<br>
|
|||
|
|
<b>CLE Description:</b> Waelder Independent School District is a small, rural public school located in
|
|||
|
|
central, Texas. WISD serves 250 students from Pre-Kinder to 12th grade on
|
|||
|
|
one campus. It employees 25 teachers and a total of 46 staff members. The
|
|||
|
|
student population is composed of 78% Hispanics, 20% African Americans
|
|||
|
|
and 2% Caucasians. The school severs the students of Waelder, Texas, which
|
|||
|
|
is home to about 1000 community members.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Hawaiinuiakea School of Hawaiian Knowledge<br>
|
|||
|
|
<b>CLE Description:</b> Established at the University of Hawaiʻi at Mānoa in 2007, is the newest college on campus and the largest indigenous college in a Research I Institution. Since 2008, the School has been working to define, develop, implement, evaluate and sustain a strategic direction that is grounded in three core areas: (1) Knowledge Transmission (Learner/Student focus); (2) Knowledge Generation and Dissemination (Learner/Faculty focus; and (3) )Community Engagement (Learner/Internal & External focus). These core areas come together creating a synergy that supports the mission of Hawaiʻinuiākea to be a source, a beacon, for Hawaiian ʻike and ʻōlelo.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Llano Grande<br>
|
|||
|
|
<b>CLE Description:</b> Collective Leadership and Systems Change: Examining Poverty, Practice and Policy
|
|||
|
|
<p><span class="font-size-2"><strong>Hosted by: <a href="http://www.lupenet.org/" target="_blank">LUPE</a> (La Union del Pueblo Entero) and <a href="http://www.llanogrande.org" target="_blank">Llano Grande Center</a></strong></span></p>
|
|||
|
|
<p><strong><span class="font-size-2">Location: South Texas (San Juan & Edcouch, TX)<br></span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: <b>April 15-18, 2010</b></span></strong></p>
|
|||
|
|
|
|||
|
|
<p>This learning exchange helped participants understand how systems interconnect to impact people, families, and communities. Participants were immersed in the policy issues of the south Texas border through a series of policy site visits [link to field trip descriptions], where participants traveled to private homes to engage in house meetings, while others went to schools and other locations to talk about dual language programs, digital storytelling, and laws and policies that impact vulnerable children and families. They examined such issues as undocumented student access to higher education, street lights in colonias, inclusion of Cesar Chavez in history texts approved by Texas board of education, etc. The process of policy was demystified as participants learned how to “disrupt the system” with their stories and experiences. Teams from Hawaii, Brooklyn, Michigan, and Texas worked on shaping their own agendas for change in their communities.<br>
|
|||
|
|
<a href="http://api.ning.com:80/files/OjPFwX-MrOMBbmr2ZQ1qa3L3bQIcKJ1Yu0A4a1W7QeHJAjgbfdzjnZduDaA74b2lr0doX1x92I9qFS36M**ZKG4JWIV28Igv/CLE_SouthTexasBrochure.pdf">View the brochure</a> | <a href="http://api.ning.com:80/files/BT9LtWyauOBGgElC8qgE3ls9dc25muLMWMuQdfLO8vqq2E4DGfVBnIzSZ9v9MADK1EjLN1GrvCnwzYW692x2hxUHwyxC3xsk/InfoonTeamsfromS.TXCLE.pdf">View information about the participating organizations</a> | <a href="http://api.ning.com:80/files/ygKrnmzTn4AJ*Q4IvbdWHEnSShrv7lZGcdzWNWGA73AcgyaTYOLqZQ6J0rdiBPYsNGcu-RtKjsy8juQHRKOc*ejlB73GmSWV/LUPECLEpresentation.ppt">View the powerpoint slides about La Union del Pueblo Entero</a> | <a href="http://api.ning.com:80/files/WAUSmwjUB4SZTjKvb2BcsNNja0oTRFcy2igit02y5RRFfGf9u6O-M9KjRbNe5NdvJU4*MuVuI9cYyUsN33xU2CSIe*RFebkj/FARMWORKERPRAYER1page.doc">View the Farm Workers Prayer</a>
|
|||
|
|
</p></div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> New Paradigm Partners<br>
|
|||
|
|
<b>CLE Description:</b> Located in Birchwood, Wisconsin, New Paradigm Partners is a consortium of school districts that work to provide innovative learning opportunities to cultivate sustainable, healthy rural communities in north central Wisconsin. They serve small communities ranging in populations from 250 up to 4,000 people in north central Wisconsin.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> South Texas<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Big Creek People in Action<br>
|
|||
|
|
<b>CLE Description:</b> Big Creek People in Action, located in War, West Virginia, serves the citizens of McDowell County. They work to promote empowered and self-sufficient people and communities that are economically vibrant, democratic, and socially just.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Hofstra University <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Institute for Educational Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Institute for Educational Leadership has long recognized that to attain better outcomes for our young people, leaders must have the knowledge and skills to break down silos and unite people, organizations, and communities. With this principle as our driving force, IEL's work serves as the backbone of innovative efforts around the country that bring together leaders in public education, children and youth serving systems, and other community institutions to foster reform and sustained action.
|
|||
|
|
Our focus is on our most vulnerable children and youth—those who are poor, minority and/or disabled.
|
|||
|
|
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> International Youth at Work<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of North Florida<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Department of Education<br>
|
|||
|
|
<b>CLE Description:</b> <span class="font-size-2"><strong>Hosted by: <a href="http://www.ldoe.org/" target="_blank">Laguna Department of Education</a></strong></span>
|
|||
|
|
<p><strong><span class="font-size-2">Location: near Albuquerque, New Mexico.</span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: March 17-20, 2009</span></strong><b><br></b></p>
|
|||
|
|
<p>This Exchange illuminated how the Laguna and Acoma pueblos have used storytelling to claim and maintain core identity through centuries of outside influence. The power of language, history and the culture of place were presented as a source of collective identity and grounding for moving forward in the 21st century – particularly through education in the schools. CLE participants experienced the spirit of Acoma culture while visiting ancient Sky City and the deep hospitality and generosity of the Laguna Pueblo during the feast day of St. Joseph. A strong theme was the importance of working across the generations to engage youth, adults and elders in partnership.</p>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> South Texas<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> InPeace<br>
|
|||
|
|
<b>CLE Description:</b> Founded in 1994 by three Native Hawaiian women educators, the mission of
|
|||
|
|
INPEACE is to improve the quality of life for Native Hawaiians through
|
|||
|
|
community partnerships that provide educational opportunities and promote
|
|||
|
|
self- sufficiency. This work is focused in three key program areas: (1) Early
|
|||
|
|
Childhood; (2) Workforce Development; and (3) Cultural Land Stewardship.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> UC Berkley<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> West Denver Prep<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Mi Casa<br>
|
|||
|
|
<b>CLE Description:</b> Mi Casa was founded in 1976 by eight mothers who understood that education and employment were vital for women to achieve personal and economic success. For 34 years, Mi Casa has been committed to its mission of advancing economic success and helping Latino and low-income families trade poverty for lasting economic stability. Mi Casa’s overarching goal is to increase the employability, education, knowledge and life skills of the individuals they serve. The priority is to provide highly relevant and effective programs in career, business and youth and family development as well as supportive services that address each individual’s unique challenges.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> International Youth at Work<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Department of Education<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> NC State University <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> North Florida<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> CEL/Kellog<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Wellness Coalition<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Migizi Communications<br>
|
|||
|
|
<b>CLE Description:</b> <b>Migizi Communications</b>, in
|
|||
|
|
Minneapolis, Minnesota, works to strengthen Native American
|
|||
|
|
families and improves the life chances of Native American children
|
|||
|
|
living in the urban area of the Twin Cites. Many of the community
|
|||
|
|
systems do not serve Native Americans well. This is particularly
|
|||
|
|
the case with the public schools that have a long history of
|
|||
|
|
disconnect with Native American students and families.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Sky City School<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas State University<br>
|
|||
|
|
<b>CLE Description:</b> Texas State University-San Marcos is a public, student-centered, doctoralgranting
|
|||
|
|
institution dedicated to excellence in serving the educational needs
|
|||
|
|
of the diverse population of Texas and the world beyond (Texas State mission
|
|||
|
|
statement). Situated between two metropolitan cities, Austin and San
|
|||
|
|
Antonio, Texas State is home to approximately 32,000 students offering a
|
|||
|
|
diverse student body with thirty-five percent of the population consisting of
|
|||
|
|
ethnic minorities. Situated within the College of Education, the Education and
|
|||
|
|
Community Leadership program is committed to preparing Educational
|
|||
|
|
Leaders who understand how to build strong schools and community
|
|||
|
|
institutions.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Institute for Educational Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Institute for Educational Leadership has long recognized that to attain better outcomes for our young people, leaders must have the knowledge and skills to break down silos and unite people, organizations, and communities. With this principle as our driving force, IEL's work serves as the backbone of innovative efforts around the country that bring together leaders in public education, children and youth serving systems, and other community institutions to foster reform and sustained action.
|
|||
|
|
Our focus is on our most vulnerable children and youth—those who are poor, minority and/or disabled.
|
|||
|
|
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Munoz Elementary <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Donna Independent School District<br>
|
|||
|
|
<b>CLE Description:</b> Donna ISD is a public school district based in Donna, TX. The region has a large influx of recent immigrants from
|
|||
|
|
Mexico and that makes a large part of the population of students in DISD, which consists of one high school, one
|
|||
|
|
9th grade campus, one credit recovery school, one alternative campus, three middle schools, and fourteen
|
|||
|
|
elementary campuses. To better meet the needs of the students, the district has opted to provide a means of
|
|||
|
|
enriched instruction through the implementation of a Dual Language bilingual program in all elementary campuses.
|
|||
|
|
It is the goal of DISD that all students not only learn English but also acquire grade level content by learning in
|
|||
|
|
their native language.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> AECF/LCW<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna-Acoma HS<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> MA'O Organic Farms<br>
|
|||
|
|
<b>CLE Description:</b> MA‘O immerses cohorts of students in reviving cultural stewardship values while growing Hawai‘i’s organic
|
|||
|
|
agriculture sector through culturally and commercially relevant farming practices, school-based organic gardening
|
|||
|
|
programs that teach contemporary agriculture science in the context of traditional Hawaiian culture, and
|
|||
|
|
entrepreneurial-agricultural-educational youth leadership training that culminates in an Associate Degree at
|
|||
|
|
Leeward Community College.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> North Carolina State University<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Hawaii<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> New Paradigm Partner <br>
|
|||
|
|
<b>CLE Description:</b> Located in Birchwood, Wisconsin, New Paradigm Partners is a consortium of school districts that work to provide innovative learning opportunities to cultivate sustainable, healthy rural communities in north central Wisconsin. They serve small communities ranging in populations from 250 up to 4,000 people in north central Wisconsin.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas Center for Education Policy<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> International Media Exchange <br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Springwood USA<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Hawaiinuiakea School of Hawaiian Knowledge<br>
|
|||
|
|
<b>CLE Description:</b> Established at the University of Hawaiʻi at Mānoa in 2007, is the newest college on campus and the largest indigenous college in a Research I Institution. Since 2008, the School has been working to define, develop, implement, evaluate and sustain a strategic direction that is grounded in three core areas: (1) Knowledge Transmission (Learner/Student focus); (2) Knowledge Generation and Dissemination (Learner/Faculty focus; and (3) )Community Engagement (Learner/Internal & External focus). These core areas come together creating a synergy that supports the mission of Hawaiʻinuiākea to be a source, a beacon, for Hawaiian ʻike and ʻōlelo.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Central Texas Team<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Edinburg Chamber of Commerce<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Searider Productions - Wai"anae High School<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> La Joya High School<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas State University - San Marcos<br>
|
|||
|
|
<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
|
|||
|
|
of Texas Pan American (UTPA), a border institution comprised of 88%
|
|||
|
|
Mexican American students, represents a significant step in UTPA's
|
|||
|
|
commitment to the community in which it is located. The creation of CMAS is
|
|||
|
|
an intentional effort to engage deeply in community development, engender
|
|||
|
|
academic excellence, and work with students, faculty, and the broader
|
|||
|
|
community in ways that are culturally, historically, and politically relevant.
|
|||
|
|
Few places in the continental United States can claim the natural uniqueness,
|
|||
|
|
demographic robustness, and transcultural energy that characterize the Rio
|
|||
|
|
Grande Valley of South Texas. The Valley encases many research possibilities
|
|||
|
|
stemming from these local realities. CMAS will provide UTPA with a platform
|
|||
|
|
for discussion and exploration of the region’s realities, while also facilitating
|
|||
|
|
meaningful dialogues about Mexican American life at both micro and macro
|
|||
|
|
levels.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Center for Ethical Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit
|
|||
|
|
with a track record of advancing social change. We cultivate leadership for
|
|||
|
|
community change in service of the common good. Our approach is to invite
|
|||
|
|
people to reach across boundaries, build trust and lead from their core values
|
|||
|
|
to advance change. By convening diverse perspectives – especially those
|
|||
|
|
historically excluded – we are fostering healthier, more just and inclusive
|
|||
|
|
communities in our local Pacific Northwest region and across the country.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> PS 24<br>
|
|||
|
|
<b>CLE Description:</b> PS 24 is a dual language school with 750 students located in a diverse neighborhood in Brooklyn, New York. The
|
|||
|
|
school provides instructions in both English and Spanish using several models of dual language instruction.
|
|||
|
|
Classroom teachers use thematic and project based learning in their approach. The school promotes high academic
|
|||
|
|
achievement in a multicultural setting for all students and prepares students for the application of real world issues.
|
|||
|
|
PS 24 promotes critical thinking and problem solving approaches integrating technology and other media. The
|
|||
|
|
school takes a comprehensive approach to dealing with social emotional issues through the collaboration with
|
|||
|
|
Morningside Center for Teaching Social Responsibility and Lutheran Medical Services. Parents are a visible part
|
|||
|
|
of the community and participate in a number of programs aimed at developing their leadership, basic education
|
|||
|
|
and ESL and parenting classes.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Austin<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Pan American<br>
|
|||
|
|
<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
|
|||
|
|
of Texas Pan American (UTPA), a border institution comprised of 88%
|
|||
|
|
Mexican American students, represents a significant step in UTPA's
|
|||
|
|
commitment to the community in which it is located. The creation of CMAS is
|
|||
|
|
an intentional effort to engage deeply in community development, engender
|
|||
|
|
academic excellence, and work with students, faculty, and the broader
|
|||
|
|
community in ways that are culturally, historically, and politically relevant.
|
|||
|
|
Few places in the continental United States can claim the natural uniqueness,
|
|||
|
|
demographic robustness, and transcultural energy that characterize the Rio
|
|||
|
|
Grande Valley of South Texas. The Valley encases many research possibilities
|
|||
|
|
stemming from these local realities. CMAS will provide UTPA with a platform
|
|||
|
|
for discussion and exploration of the region’s realities, while also facilitating
|
|||
|
|
meaningful dialogues about Mexican American life at both micro and macro
|
|||
|
|
levels.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Llano Grande<br>
|
|||
|
|
<b>CLE Description:</b> Collective Leadership and Systems Change: Examining Poverty, Practice and Policy
|
|||
|
|
<p><span class="font-size-2"><strong>Hosted by: <a href="http://www.lupenet.org/" target="_blank">LUPE</a> (La Union del Pueblo Entero) and <a href="http://www.llanogrande.org" target="_blank">Llano Grande Center</a></strong></span></p>
|
|||
|
|
<p><strong><span class="font-size-2">Location: South Texas (San Juan & Edcouch, TX)<br></span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: <b>April 15-18, 2010</b></span></strong></p>
|
|||
|
|
|
|||
|
|
<p>This learning exchange helped participants understand how systems interconnect to impact people, families, and communities. Participants were immersed in the policy issues of the south Texas border through a series of policy site visits [link to field trip descriptions], where participants traveled to private homes to engage in house meetings, while others went to schools and other locations to talk about dual language programs, digital storytelling, and laws and policies that impact vulnerable children and families. They examined such issues as undocumented student access to higher education, street lights in colonias, inclusion of Cesar Chavez in history texts approved by Texas board of education, etc. The process of policy was demystified as participants learned how to “disrupt the system” with their stories and experiences. Teams from Hawaii, Brooklyn, Michigan, and Texas worked on shaping their own agendas for change in their communities.<br>
|
|||
|
|
<a href="http://api.ning.com:80/files/OjPFwX-MrOMBbmr2ZQ1qa3L3bQIcKJ1Yu0A4a1W7QeHJAjgbfdzjnZduDaA74b2lr0doX1x92I9qFS36M**ZKG4JWIV28Igv/CLE_SouthTexasBrochure.pdf">View the brochure</a> | <a href="http://api.ning.com:80/files/BT9LtWyauOBGgElC8qgE3ls9dc25muLMWMuQdfLO8vqq2E4DGfVBnIzSZ9v9MADK1EjLN1GrvCnwzYW692x2hxUHwyxC3xsk/InfoonTeamsfromS.TXCLE.pdf">View information about the participating organizations</a> | <a href="http://api.ning.com:80/files/ygKrnmzTn4AJ*Q4IvbdWHEnSShrv7lZGcdzWNWGA73AcgyaTYOLqZQ6J0rdiBPYsNGcu-RtKjsy8juQHRKOc*ejlB73GmSWV/LUPECLEpresentation.ppt">View the powerpoint slides about La Union del Pueblo Entero</a> | <a href="http://api.ning.com:80/files/WAUSmwjUB4SZTjKvb2BcsNNja0oTRFcy2igit02y5RRFfGf9u6O-M9KjRbNe5NdvJU4*MuVuI9cYyUsN33xU2CSIe*RFebkj/FARMWORKERPRAYER1page.doc">View the Farm Workers Prayer</a>
|
|||
|
|
</p></div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> PS24<br>
|
|||
|
|
<b>CLE Description:</b> PS 24 is a dual language school with 750 students located in a diverse neighborhood in Brooklyn, New York. The
|
|||
|
|
school provides instructions in both English and Spanish using several models of dual language instruction.
|
|||
|
|
Classroom teachers use thematic and project based learning in their approach. The school promotes high academic
|
|||
|
|
achievement in a multicultural setting for all students and prepares students for the application of real world issues.
|
|||
|
|
PS 24 promotes critical thinking and problem solving approaches integrating technology and other media. The
|
|||
|
|
school takes a comprehensive approach to dealing with social emotional issues through the collaboration with
|
|||
|
|
Morningside Center for Teaching Social Responsibility and Lutheran Medical Services. Parents are a visible part
|
|||
|
|
of the community and participate in a number of programs aimed at developing their leadership, basic education
|
|||
|
|
and ESL and parenting classes.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Department of Education<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Pan American <br>
|
|||
|
|
<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
|
|||
|
|
of Texas Pan American (UTPA), a border institution comprised of 88%
|
|||
|
|
Mexican American students, represents a significant step in UTPA's
|
|||
|
|
commitment to the community in which it is located. The creation of CMAS is
|
|||
|
|
an intentional effort to engage deeply in community development, engender
|
|||
|
|
academic excellence, and work with students, faculty, and the broader
|
|||
|
|
community in ways that are culturally, historically, and politically relevant.
|
|||
|
|
Few places in the continental United States can claim the natural uniqueness,
|
|||
|
|
demographic robustness, and transcultural energy that characterize the Rio
|
|||
|
|
Grande Valley of South Texas. The Valley encases many research possibilities
|
|||
|
|
stemming from these local realities. CMAS will provide UTPA with a platform
|
|||
|
|
for discussion and exploration of the region’s realities, while also facilitating
|
|||
|
|
meaningful dialogues about Mexican American life at both micro and macro
|
|||
|
|
levels.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Citizen Action of New York<br>
|
|||
|
|
<b>CLE Description:</b> <span class="font-size-2">Building Strategies Across Race and Class: Forging Relationships for Social Change</span>
|
|||
|
|
<p><span class="font-size-2"><strong>Hosted by: <a href="http://ppefny.org/" target="_blank">Public Policy And Education Fund Of New York in Buffalo</a>, New York</strong></span></p>
|
|||
|
|
<p><strong><span class="font-size-2">Location: Buffalo, NY</span></strong></p>
|
|||
|
|
<p><span class="font-size-2"><strong>Date:</strong></span>August 6-9, 2009</p>
|
|||
|
|
<p>Community change agents learned how to incorporate proven principles of racial equity into their social change organizing efforts. It examined the roles power and race play in creating strategies. Provided methods that community leaders can use to track their own growth as well as strategies for developing the skills of others. The Buffalo hosts were particularly skilled in translating abstract social equity intentions into concrete and actionable strategies for change. Buffalo provided a powerful setting for this exploration with the Erie Canal, Underground railroad, and Colored Musicians Club. All are examples of how the local context has played a pivotal role in creating the current race and class dynamics in this US/Canadian border town.<br>
|
|||
|
|
<a href="http://clexchange.ning.com/video/video/listTagged?tag=Buffalo">View Video from the gathering</a> | <a href="http://clexchange.ning.com/events/building-strategies-across">View event brochure</a> | <a href="http://clexchange.ning.com/photo/photo/search?q=buffalo">View photos from event</a> | <a href="http://clexchange.ning.com/forum/topic/listForTag?tag=Buffalo">View forums connected to event</a>
|
|||
|
|
|
|||
|
|
</p></div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Center for Ethical Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit
|
|||
|
|
with a track record of advancing social change. We cultivate leadership for
|
|||
|
|
community change in service of the common good. Our approach is to invite
|
|||
|
|
people to reach across boundaries, build trust and lead from their core values
|
|||
|
|
to advance change. By convening diverse perspectives – especially those
|
|||
|
|
historically excluded – we are fostering healthier, more just and inclusive
|
|||
|
|
communities in our local Pacific Northwest region and across the country.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Lanno Grande<br>
|
|||
|
|
<b>CLE Description:</b> The Llano Grande Center works to revitalize our community through our youth. Our goals include creating access to higher education, engaging students in community change initiatives and developing leadership that respects local history and culture. We are engaged in galvanizing students and residents in developing new alliances to revitalize our communities and expand our educational horizons. We build on what is solid in our tradition while rejecting the notion that our origins should limit our expectations. Founded by a visionary group of Edcouch-Elsa graduates, Llano Grande now works with a third generation of civically-minded student leaders who are making significant contributions to their school and community.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas State University<br>
|
|||
|
|
<b>CLE Description:</b> Texas State University-San Marcos is a public, student-centered, doctoralgranting
|
|||
|
|
institution dedicated to excellence in serving the educational needs
|
|||
|
|
of the diverse population of Texas and the world beyond (Texas State mission
|
|||
|
|
statement). Situated between two metropolitan cities, Austin and San
|
|||
|
|
Antonio, Texas State is home to approximately 32,000 students offering a
|
|||
|
|
diverse student body with thirty-five percent of the population consisting of
|
|||
|
|
ethnic minorities. Situated within the College of Education, the Education and
|
|||
|
|
Community Leadership program is committed to preparing Educational
|
|||
|
|
Leaders who understand how to build strong schools and community
|
|||
|
|
institutions.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Roca Inc<br>
|
|||
|
|
<b>CLE Description:</b> Hosted by: <a href="http://www.rocainc.org" target="_blank">Roca inc.</a>
|
|||
|
|
<p><strong><span class="font-size-2">Location: Chelsea, Massachusetts</span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: November 6-9, 2008</span></strong></p>
|
|||
|
|
<p>This Exchange showcased how Roca’s Immigrant and Refugee Initiative (RIRI) has organized, partnered and mobilized young people and adults in the community around immigration, advocacy and policy. Participants learned how to strengthen youth and adult partnerships and to use the peacemaking circles process to promote collective leadership among community change agents. They also used the arts to build relationships and engagement. The Chelsea learning exchange spotlighted <a href="http://clexchange.ning.com/page/racial-equity">Roca’s “Know Your Rights”</a>campaign to help undocumented residents during a season of aggressive immigration enforcement raids that were splitting many families and communities.</p>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> PS24<br>
|
|||
|
|
<b>CLE Description:</b> PS 24 is a dual language school with 750 students located in a diverse neighborhood in Brooklyn, New York. The
|
|||
|
|
school provides instructions in both English and Spanish using several models of dual language instruction.
|
|||
|
|
Classroom teachers use thematic and project based learning in their approach. The school promotes high academic
|
|||
|
|
achievement in a multicultural setting for all students and prepares students for the application of real world issues.
|
|||
|
|
PS 24 promotes critical thinking and problem solving approaches integrating technology and other media. The
|
|||
|
|
school takes a comprehensive approach to dealing with social emotional issues through the collaboration with
|
|||
|
|
Morningside Center for Teaching Social Responsibility and Lutheran Medical Services. Parents are a visible part
|
|||
|
|
of the community and participate in a number of programs aimed at developing their leadership, basic education
|
|||
|
|
and ESL and parenting classes.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Llano Grande<br>
|
|||
|
|
<b>CLE Description:</b> Hosted by: <a href="http://www.llanogrande.org/" target="_blank">Llano Grande</a> Center for Research and Community Development
|
|||
|
|
|
|||
|
|
<p><strong><span class="font-size-2">Location: Edcouch/Elsa, Texas</span></strong></p>
|
|||
|
|
<p><strong><span class="font-size-2">Date: May 15-18, 2008</span></strong><b><br></b></p>
|
|||
|
|
<p>Situated in a predominantly Mexican American community on the south Texas border, this Exchange highlighted how Llano Grande uses youth adult partnerships and digital storytelling to effect change in teaching and learning. Participants learned about process of telling story, analyzing story and constructing new stories to bring about change. Featured local projects included high school students working to persuade elected officials to clean up a toxic site in the middle of a residential area, a community group overseeing construction of new schools after passing a multi-million-dollar bond issue, and community-school partnerships in surrounding communities.</p>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Middle School<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Education Foundation<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Pan-American<br>
|
|||
|
|
<b>CLE Description:</b> The proposed Center for Mexican American Studies (CMAS) at the University
|
|||
|
|
of Texas Pan American (UTPA), a border institution comprised of 88%
|
|||
|
|
Mexican American students, represents a significant step in UTPA's
|
|||
|
|
commitment to the community in which it is located. The creation of CMAS is
|
|||
|
|
an intentional effort to engage deeply in community development, engender
|
|||
|
|
academic excellence, and work with students, faculty, and the broader
|
|||
|
|
community in ways that are culturally, historically, and politically relevant.
|
|||
|
|
Few places in the continental United States can claim the natural uniqueness,
|
|||
|
|
demographic robustness, and transcultural energy that characterize the Rio
|
|||
|
|
Grande Valley of South Texas. The Valley encases many research possibilities
|
|||
|
|
stemming from these local realities. CMAS will provide UTPA with a platform
|
|||
|
|
for discussion and exploration of the region’s realities, while also facilitating
|
|||
|
|
meaningful dialogues about Mexican American life at both micro and macro
|
|||
|
|
levels.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> PS24<br>
|
|||
|
|
<b>CLE Description:</b> PS 24 is a dual language school with 750 students located in a diverse neighborhood in Brooklyn, New York. The
|
|||
|
|
school provides instructions in both English and Spanish using several models of dual language instruction.
|
|||
|
|
Classroom teachers use thematic and project based learning in their approach. The school promotes high academic
|
|||
|
|
achievement in a multicultural setting for all students and prepares students for the application of real world issues.
|
|||
|
|
PS 24 promotes critical thinking and problem solving approaches integrating technology and other media. The
|
|||
|
|
school takes a comprehensive approach to dealing with social emotional issues through the collaboration with
|
|||
|
|
Morningside Center for Teaching Social Responsibility and Lutheran Medical Services. Parents are a visible part
|
|||
|
|
of the community and participate in a number of programs aimed at developing their leadership, basic education
|
|||
|
|
and ESL and parenting classes.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Citizen Action of New York<br>
|
|||
|
|
<b>CLE Description:</b> <br>
|
|||
|
|
<a href="http://citizenactionny.org/" target="_blank"><b>Citizen
|
|||
|
|
Action of New York</b></a> is a grassroots membership organization
|
|||
|
|
that takes on big issues that are at the center of transforming
|
|||
|
|
American society – issues like:<br>
|
|||
|
|
• quality education and after-school programs for all our kids<br>
|
|||
|
|
• guaranteed quality, affordable health care • public financing of
|
|||
|
|
election campaigns<br>
|
|||
|
|
• dismantling racism and promoting racial justice<br>
|
|||
|
|
• a more progressive tax system
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Timothy Dwight School-PS 33<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Citizen Action of New York<br>
|
|||
|
|
<b>CLE Description:</b> <br>
|
|||
|
|
<a href="http://citizenactionny.org/" target="_blank"><b>Citizen
|
|||
|
|
Action of New York</b></a> is a grassroots membership organization
|
|||
|
|
that takes on big issues that are at the center of transforming
|
|||
|
|
American society – issues like:<br>
|
|||
|
|
• quality education and after-school programs for all our kids<br>
|
|||
|
|
• guaranteed quality, affordable health care • public financing of
|
|||
|
|
election campaigns<br>
|
|||
|
|
• dismantling racism and promoting racial justice<br>
|
|||
|
|
• a more progressive tax system
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas State University<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Laguna Department of Education<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Center for Ethical Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit
|
|||
|
|
with a track record of advancing social change. We cultivate leadership for
|
|||
|
|
community change in service of the common good. Our approach is to invite
|
|||
|
|
people to reach across boundaries, build trust and lead from their core values
|
|||
|
|
to advance change. By convening diverse perspectives – especially those
|
|||
|
|
historically excluded – we are fostering healthier, more just and inclusive
|
|||
|
|
communities in our local Pacific Northwest region and across the country.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Education Trust<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Center for Ethical Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit
|
|||
|
|
with a track record of advancing social change. We cultivate leadership for
|
|||
|
|
community change in service of the common good. Our approach is to invite
|
|||
|
|
people to reach across boundaries, build trust and lead from their core values
|
|||
|
|
to advance change. By convening diverse perspectives – especially those
|
|||
|
|
historically excluded – we are fostering healthier, more just and inclusive
|
|||
|
|
communities in our local Pacific Northwest region and across the country.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Cibola County Schools<br>
|
|||
|
|
<b>CLE Description:</b>
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Texas State University<br>
|
|||
|
|
<b>CLE Description:</b> Texas State University-San Marcos is a public, student-centered, doctoralgranting
|
|||
|
|
institution dedicated to excellence in serving the educational needs
|
|||
|
|
of the diverse population of Texas and the world beyond (Texas State mission
|
|||
|
|
statement). Situated between two metropolitan cities, Austin and San
|
|||
|
|
Antonio, Texas State is home to approximately 32,000 students offering a
|
|||
|
|
diverse student body with thirty-five percent of the population consisting of
|
|||
|
|
ethnic minorities. Situated within the College of Education, the Education and
|
|||
|
|
Community Leadership program is committed to preparing Educational
|
|||
|
|
Leaders who understand how to build strong schools and community
|
|||
|
|
institutions.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> PS 24<br>
|
|||
|
|
<b>CLE Description:</b> The Dual Language School for International Studies: PS 24 educates children to become global thinkers who are active responsible citizens in their local community. At PS 24 they will learn: to be life-long readers and writers, to be technologically savvy, to be bi-literate, to appreciate the Arts, to be healthy in mind and body and to think like scientists and mathematicians.
|
|||
|
|
|
|||
|
|
There are around 780 pre-kindergarten – fifth grade students. Almost 45% are English Language Learners. Around 21% have IEPs (Individual Education Plans.) Ninety-one percent of our students are latino. Almost half of our students are in dual language classrooms. In this program all subjects are taught in both English and Spanish. The classes are composed of students that are native speakers of both languages—this way they will learn their second language from peers as well as the teacher. All of our students work with an artist in residency for a semester or more.
|
|||
|
|
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> La Unión<br>
|
|||
|
|
<b>CLE Description:</b> La Unión is an organization of people of the global south working to advance the social, economic, and cultural rights of the communities where we now live and the communities we left behind. The 600 members of La Unión are predominantly from the Mixteca region of Mexico and immigrants from across Latin America. La Unión is based in the neighborhood of Sunset Park, Brooklyn; one of New York City’s largest Mexican immigrant neighborhoods.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Oakland Unified School District<br>
|
|||
|
|
<b>CLE Description:</b> Since 2010, OUSD has made explicit and systematic attempts to improve the fortunes of black males, highlighted by the creation of the Office of African-American Male Achievement (AAMA), a department devoted to fostering practices that accelerate the development of African-American boys. Many of its initiatives are designed to impact the issue which received the most scrutiny in a recent Urban Strategies report—disproportionate suspension rates for black males. A tremendous amount of work remains in this area, but OUSD has implemented a series of measures to help reverse a trend which limits the potential of not only black youth, but also the Oakland community as a whole.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of Texas Pan-American, Center For Bilingual Studies<br>
|
|||
|
|
<b>CLE Description:</b> The Center for Bilingual Studies, at the University of Texas-Pan American seeks to promote positive development of bilingual learners, meeting their multifaceted needs including educational, developmental, and sociocultural.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Institute For Educational Leadership<br>
|
|||
|
|
<b>CLE Description:</b> The Institute for Educational Leadership has long recognized that to attain better outcomes for our young people, leaders must have the knowledge and skills to break down silos and unite people, organizations, and communities. With this principle as our driving force, IEL's work serves as the backbone of innovative efforts around the country that bring together leaders in public education, children and youth serving systems, and other community institutions to foster reform and sustained action. We believe that the opportunity to learn, develop and become contributing citizens of our democracy is the birthright of all America’s children. Our focus is on our most vulnerable children and youth—those who are poor, minority and/or disabled.
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Brooklyn New School<br>
|
|||
|
|
<b>CLE Description:</b> The Brooklyn New School, PS 146, was founded in 1987 by a committee of parents and teachers who wanted to create a school
|
|||
|
|
• with a racial, ethnic and economic balance
|
|||
|
|
• where children engaged in active learning
|
|||
|
|
• where children of different skill levels work together
|
|||
|
|
• where parents are involved in their child's education
|
|||
|
|
|
|||
|
|
BNS is committed to academic and personal success for all students. We believe that children are creators of meaning in their own lives. They are naturally thoughtful and curious, and they work to gain understanding of the world they inhabit. When the adults who care for children foster this effort, children become life-long learners.
|
|||
|
|
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Manhattan New Music Project<br>
|
|||
|
|
<b>CLE Description:</b> Manhattan New Music Project has partnered with PS 24 on Blank Page to Stage (BPS), a federally funded arts in education professional development program for classroom teachers for the past 4 years.
|
|||
|
|
|
|||
|
|
Teachers, teaching artists, and students all work together to create an original musical theatre production. The goal is to teach classroom teachers to implement a multidisciplinary arts process without assistance from arts professionals. The BPS process is collaborative, experiential and integrative.
|
|||
|
|
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Morningside Center For Teaching Social Responsibility<br>
|
|||
|
|
<b>CLE Description:</b> MORNINGSIDE CENTER for Teaching Social Responsibility educates young people for hopeful and intelligent engagement with their world. A national leader in fostering social and emotional learning (SEL), Morningside Center reaches tens of thousands of educators and students each year through an array of programs that develop such skills as handling anger, being assertive, solving conflicts creatively and nonviolently, and dealing well with diversity. We help teachers make their classrooms more caring and productive. We support students in taking leadership to improve their communities - from the classroom to the world.
|
|||
|
|
</div></td></tr> <tr><td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> Hayward Unified School District<br>
|
|||
|
|
<b>CLE Description:</b> The Hayward Unified School District is comprised of 21 Elementary schools, 5 Middle schools, 3 High schools, an Alternative High School, Adult Education Center and child care center for pre-school children. We have over 20,000 students in grades K-12 who interact with teachers in Hayward Unified's classrooms each day who bring with them diverse cultures, heritages, languages, and economic conditions.
|
|||
|
|
|
|||
|
|
The district's student population is 57 percent Latino, 8 percent White, 16 percent African American, 8 percent Asian, 7 percent Filipino, 4 percent Pacific Islander and 1 percent Native American/Alaska Native.
|
|||
|
|
|
|||
|
|
Hayward Unified School District offers many educational opportunities to our students. Our alternative high school, independent study and home schooling programs support students who prefer a non-traditional setting. We provide our students with a safe learning environment, opportunity and support to attain high academic achievement and skills for our students to graduate and become contributing members of our democratic society.
|
|||
|
|
|
|||
|
|
</div></td> <td><div class="googft-card-view" style="font-family:sans-serif;width:450px;padding:4px;border:1px solid #ccc;overflow:hidden">
|
|||
|
|
<b>Organization:</b> University of North Florida<br>
|
|||
|
|
<b>CLE Description:</b> This team is comprised of a first year middle school counselor, a faculty member at Florida State College teaching courses around second language literacy, and three faculty at University of North Florida from the departments of: Foundations and Secondary Education; Leadership, School Counseling, and Sports Management; and Instructional Technology.
|
|||
|
|
|
|||
|
|
Together, we will begin to develop an interdisciplinary, inter-institutional process through which we can work more closely and effectively with English language learners (ELL) and families in Jacksonville in order to better support their development. Central to this process, our aim is to challenge ourselves to conceptualize and implement strategies that are developed in partnership with and situated within the community, honor and respect the cultural context and richness of ELL youth and families, utilize story and narrative, and are built from a foundation of collective leadership and action.
|
|||
|
|
|
|||
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<b>Organization:</b> Llano Grande Center<br>
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<b>CLE Description:</b> Llano Grande Center: The Llano Grande Center is a non-profit based in Edcouch, Texas that works to revitalize our community through our youth. Our goals include creating access to higher education, engaging students in community change initiatives and developing leadership that respects local history and culture. We are engaged in galvanizing young and old students and residents in developing new alliances to revitalize our communities and expand our educational horizons. We build on what is solid in our tradition while rejecting the notion that our origins should limit our expectations.
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<b>Organization:</b> Brooklyn School For Collaborative Studies<br>
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<b>CLE Description:</b> In a small, safe, community where every student is known, The Brooklyn School for Collaborative Studies (BCS) prepares young people in grades 6 through 12 for success in college and post-secondary careers. BCS is a member of the national network of Expeditionary Learning Schools which promotes rigorous and engaging curriculum; active, inquiry-based pedagogy; and a school culture that demands and teaches compassion and good citizenship. We believe adolescents learn best when skills are embedded in big investigations of real-world problems. In collaboration with other students, teachers, staff and parents, we equip our students with the skills and orientation necessary for responsible citizenship, so they are prepared to be life-long learners and to live successfully in our evolving world. We work to build a school where:~ all students are prepared to attend college after four years ~ there is a racial, ethnic and economic balance ~ students are engaged in inquiry-based learning ~ students of different skill levels work together ~ parents are involved in their child's education.
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<b>Organization:</b> New York Immigration Coalition<br>
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<b>CLE Description:</b> The New York Immigration Coalition, together with La Union and PS 24, are building an Immigrant Family Resource Center (FRC) at PS 24. The FRC strives to facilitate and support parent and community engagement and integration through services and advocacy for families, city agencies and institutions on immigrant related issues that impact educational outcomes.
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<b>Organization:</b> Sunset Park Promise Neighborhood<br>
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<b>CLE Description:</b> The Sunset Park Promise Neighborhood (SPPN) is an exciting, new project in the Sunset Park neighborhood of South Brooklyn. It seeks to join existing resources in the neighborhood to support children, strengthen families and create a healthy community. The SPPN is a group of organizations, schools and local government. Working together they form a pathway of support for children that follows them – “from cradle to career” – as they grow and develop. In this way, the SPPN ensures positive outcomes for the children it supports.
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<b>Organization:</b> Salish Kootenai College<br>
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<b>CLE Description:</b> Salish Kootenai College CLE/KLCC project is located in Pablo, Montana on the Flathead Indian Reservation. Our project theme is "Inspiring Future Indian Teachers and Student Leaders". Our goals are to provide cross cultural training, create and implement models for student mentorship and develop institutional capacity to build student leaders. Our primary collaborative partners include the Montana Indian Education Association, K-12 public schools, and out Teacher Education Program at SKC.
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<b>Organization:</b> Center For Ethical Leadership<br>
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<b>CLE Description:</b> The Center for Ethical Leadership, located in Seattle, is a national non-profit with a track record of advancing social change. We cultivate leadership for community change in service of the common good. Our approach is to invite people to reach across boundaries, build trust and lead from their core values to advance change. By convening diverse perspectives – especially those historically excluded – we are fostering healthier, more just and inclusive communities in our local Pacific Northwest region and across the country. We create conditions for personal and collective transformation through innovative models, programs and approaches including:
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• The Community Learning Exchange, offering in-person and virtual gatherings that build relationships and advance social change work.
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• Gracious Space, creating transformative space that supports significant change.
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• Leadership and Change Initiatives, customizing capacity building to help organizations select appropriate tools and approaches to achieve powerful results.
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<b>Organization:</b> Northeast Leadership Academy - North Carolina State University<br>
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<b>CLE Description:</b> The Northeast Leadership Academy is designed to develop 21st Century school leaders in fourteen Northeast North Carolina school districts. The Academy aims to balance theory and practice and inquiry and action. Specifically, coursework will be rigorous, instructors and mentors will be helpful and experienced, and internships will be meaningful—focused on solving real school issues. Graduates will have the knowledge, skills, and dispositions to be effective leaders of change—using data to focus on results and reflect on practice.
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<b>Organization:</b> Texas State University<br>
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<b>CLE Description:</b> Texas State University-San Marcos is a public, student-centered, doctoral-granting institution dedicated to excellence in serving the educational needs of the diverse population of Texas and the world beyond (Texas State mission statement). Situated between two metropolitan cities, Austin and San Antonio, Texas State is home to approximately 32,000 students offering a diverse student body with thirty-five percent of the population consisting of ethnic minorities. Situated within the College of Education, the Education and Community Leadership program is committed to preparing Educational Leaders who understand how to build strong schools and community institutions.
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<b>Organization:</b> Education Trust<br>
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<b>CLE Description:</b> The Education Trust promotes high academic achievement for all students at all levels—pre-kindergarten through college. Our goal is to close the gaps in opportunity and achievement that consign far too many young people—especially those from low-income families or who are black, Latino, or American Indian—to lives on the margins of the American mainstream.
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<b>Organization:</b> Migizi Communications and New Paradigm Partners<br>
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<b>CLE Description:</b> Participants learned how to cultivate collective leadership partnerships and create Gracious Space for work with public school systems that perpetuate disparities for different groups of students. Hosts demonstrated the importance of place and context by engaging local community activists in sharing cultural perspectives on equity including: Somali, Latino, African American, and rural White identities. Participants examined challenges to educational equity that they face in their communities, shared successful approaches, and developed plans for moving past those obstacles. The exchange highlighted the new media work of Native American youth regarding the media images of Native Americans, and the healing and forgiveness needed in communities of color.
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<b>Organization:</b> Highlander Center<br>
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<b>CLE Description:</b> The Role of Public Education in our Society: What is the narrative that we create going forward?
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<b>Organization:</b> Northeast Leadership Academy at North Carolina State University<br>
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<b>CLE Description:</b> The first step toward creating change within your community is looking back to understand the past. Then, armed with that knowledge and understanding, you are able to work with others to move forward and build a brighter future. This theme guided this Community Learning Exchange - “Looking Back to Move Forward": Leading for School, Family and Community Healing. Teams from around the country - from California and Texas to Florida and North Carolina - gathered at the Franklinton Center at Bricks in Whitakers, North Carolina. The Franklinton Center has deep historical significance in this part of the United States, and this location was the foundation for conversations about what the theme “Looking Back to Move Forward” truly means. Each team that participated in the CLE was a mix of different leaders, each of whom brought valuable experiences and perspectives to the weekend: School leader (principal, assistant principal, teacher, superintendent) Youth (middle or high schooler, or recent high school graduate) Community leader/activist Additional school/family/community member
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<b>Organization:</b> University of Hawaii, School of Hawaiian Knowledge<br>
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<b>CLE Description:</b> ʻAʻohe hana nui ke alo ʻia (No task is too big when done together by all) was the theme of this Learning Exchange, which we co-hosted with Engaging Communities in Education initiative. The focus was on reclaiming cultural wisdom as a source of community wellbeing. The goal was to re-imagine how systems can align more meaningfully across similar and dissimilar organizations in and across local communities, and across both geographical and philosophical boundaries. Embedded in native Hawaiian culture for the learning exchange, we used a “go to the source” model to help participants honor their our own cultures, histories, spirits, and connection to place in order to build strong relationships capable of sustaining their communities. Throughout the Learning Exchange community teams looked to the roots of culture and language to explore how to create more innovative systems to support and engage families and children. This focus provided a solid foundation upon which to support stronger infrastructure capable of building stronger and healthier families.
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An exciting mix of communities participated: the Salish/Kootenai, Lummi, Seneca, White Clay, Acoma, and Laguna tribal nations; the National Rites of Passage; Llano Grande Center; and groups from across the Hawaiian islands – Ka Honua Momona, Aha Punana Leo, Kauhale o Waini’anae, INPEACE, and Kamehameha Schools.
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