democratic Classroom Leadership SUMMER INSTITUTE 

“What did you say to my faculty!? They have talked about how ‘life changing’ their five days with you were. THANK YOU!  What you have done is truly amazing and I am appreciative of your willingness to invest in us. I am extremely grateful for our partnership. This is culturally responsive teaching!”
Marcus A. Campbell, Ed.D., Superintendent / Principal, Evanston Township High School, Evanston, Illinois

WORKSHOP DESCRIPTION (download brochure)
Brochure for CPS only

This interactive workshop engages educators to explore hands-on restorative strategies to build democratic classrooms for all learners. By de-centering whiteness and addressing white supremacy culture and by shifting from a “power-over” to a “power-with” framework, educators learn to co-create a learning community with their students where all can find a place of belonging. Educators learn to operationalize culturally responsive teaching resulting in students taking ownership of their learning in unprecedented ways: ELL students acquire language and content with greater facility; all students build 21st Century skills–collaboration, communication, creativity, and critical thinking. Workshop participants learn a strength-based pedagogy that recognizes agency in all kinds of students, creating a space for them to become engaged leaders in the classroom and beyond. 

WHO  
K-12 educators & administrators and college level educators of all content areas.

WHEN
In-Person: July 29 – August 2, 2024 | 8:30am – 3:30pm CST
Evanston Township High School (ETHS)
1600 Dodge Ave
Evanston, IL 60201
REGISTER NOW

In-Person: August 19 – August 23, 2024 | 8:30am – 3:30pm PST
Bellevue College
3000 Landerholm Circle SE
Bellevue, WA 98007
REGISTER NOW

CLOCK HOURS       
35 clock hours with option for up to 15 additional clock hours in further asynchronous work (per your district policies) 

COST & PARTIAL SCHOLARSHIPS
Individual: $1055 / Early Bird Rate: $975 (by March 31, 2024)
Group Rate: $975 (3+ from same institution)
Included in price:
Parking
Light Continental Breakfast & Lunch
Up to 35 Free Clock Hours (per your district policies) 

Can’t make it to either Evanston or Bellevue for the in-person event?
Our 2024 Summer Institute on Zoom is August 2024 (exact dates TBD) | 8am – 11am PST / 10am – 1pm CST

For scholarships, please email Anne at info@FullCircleLeadership.org to make a scholarship request or ask your administrator to email Anne with the amount/number of people that school can afford. Include full names of all teachers applying. We’ll email you a confidential coupon code for your online registration to issue the scholarship.   

FOR MORE INFO
please email Anne: info@fullcircleleadership.org

LEAD FACILITATORS

Chris Fontana, MA, is a parent, an anti-oppression educator, and Founder & Executive Director of Full Circle Leadership Center. He has facilitated professional development workshops for over 2,300 educators and leaders and has taught 5,000 youth over 34 years in both classroom and experiential education.  

Ganae McAlpin, MA, is a parent, Director of Equity, former History teacher, and facilitator for the second-year induction program at Evanston Township High School. Ganae is currently pursuing her Doctorate in Curriculum from DePaul University. 

Co-Facilitators may include Poonam Patel, Abdel Shakur, Corrie Cockrell MA, Steven Speight MA, BreAnna Jones, and Michelle Lyle Berry depending on the session.

Full bios & photos for all facilitators and co-facilitators here.

“After twenty-three years in the classroom, it was great to have my mind blown.”   
– Teacher, Garfield H.S. 

FOLLOW-UP 
democratic Classroom Leadership Learning Community option available which includes up to 35 clock hours of additional learning opportunities from Full Circle Leadership Center.

TAKE-AWAYS 

Structures for a Culture of Equity and Culturally-Responsive Practices
Address and discuss issues of identity, race, equity and inclusion so we can more effectively address our own biases (internalized superiority and/or oppression), resulting in students showing up as more whole human beings with their identities intact. And, raise awareness of how students can become active change agents for equity in and outside of the classroom.

Understanding behavior from Anti-Oppression Lens
Learn to understand the student’s beliefs behind the behavior in their striving to find a place of belonging. Learn the four mistaken goals of behavior and how you can turn negative behaviors (“confrontational”, “annoying”, “withdrawn”) into positive opportunities for leadership.  

Class Jobs/Roles
Share ownership of and responsibility for the class, teaching and community with students. Build a sense of belonging and purpose for each person. 

Class Agreements & Collective Accountability 
Create a process in which students collaborate to build curriculum and assessment norms, class-room environment and shared ownership of upholding those agreements with “loving accountability” for their community—moving the teacher from management and “control” to leadership and influence. Move beyond reward & punishment; learn to use restorative practices including natural & logical consequences, encouragement; i.e.: methodologies based on mutual respect (“power with” not “power over”).

Class Meetings/Restorative Circles
Establish a weekly circle to work out all “behavioral”, classroom climate issues (i.e.: opportunities for human growth and connection), to build authentic relationships (student : student and student : educator) and to become a unified team. 

Community Building on the Positive 
Create a powerful team in which all students are integral to the whole; use Theatre of the Oppressed to build group integrity, cooperation, collaboration and empathy. Enable true student leadership to emerge in classroom community. Learn how to build on the positive while downplaying mistakes and the negative. Learn how to invest in relationships and receive invaluable academic and social-emotional returns on your investment.

Culture of Critical & Systems Thinking Essential for Interdependent Cooperation
Facilitate community learning (a stake in the commons) in which students learn and practice leadership skills to address critical 21st century global issues.

Dual Language & Multi-Language Learners Immersion Strategies
Enable students to gain optimum comfort with languages by weaving community and content and integrating curriculum from students’ cultures and lived experiences. 

(Download Brochure here)

TAKE-AWAYS

Structures for Equity & Inclusion & Culturally Responsive Teaching
Address and discuss issues of identity, race & equity and inclusion so one can more effectively address one’s own biases and internalized superiority and/or oppression; students begin showing up as more whole human beings with their identities intact; raise awareness of how students can become active change agents for equity in and outside the classroom.

Class Agreements & Accountability
Create a process in which students collaborate to build curriculum and assessment norms, class-room environment and shared ownership of upholding those agreements with “loving accountability” for their community—moving the teacher from management and “control” (an illusion) to leadership and influence. THEN, move beyond reward & punishment; learn to use restorative practices including natural & logical consequences, encouragement; ie: methodologies based on mutual respect (“power with” rather than “power over”).

Class Meetings
Establish a weekly circle forum to work out all “behavioral”, classroom climate issues [ie: opportunities for growth] and to build authentic relationships (student : student and student : educator) & to become a unified team.

Community Building on the Positive
Create a powerful team in which all students are integral to the whole; use Theatre of the Oppressed to build group integrity, cooperation, collaboration and compassion. Enable true student leadership to emerge in classroom community. Learn how to build on the positive while ignoring the negative. Learn how to invest in relationships and get invaluable academic and social-emotional returns on your investment.

Class Jobs/Roles
Share ownership and responsibility of class, teaching and community with students. Build a sense of belonging for each person.

Dual Language & Multi-Lingual Learners Immersion Strategies
Enable students to gain optimum comfort with languages by entering curriculum around students’ cultures and lived experiences.

Culture of Critical & Systems Thinking Essential for Interdependent Cooperation
Facilitate community learning (a stake in the commons) in which students learn and practice leadership skills to address critical 21st century global issues.

Understanding behavior
Learn to understand the student’s belief behind the behavior in their striving to find a place of belonging. Learn the four mistaken goals of behavior and how you can turn negative behaviors (“confrontational”, “annoying”, “withdrawn”) into positive opportunities for leadership.  

Design your classes to create engaged civic leaders and global citizens.

TAKE-AWAYS

Structures for Equity & Inclusion & Culturally Responsive Teaching
Address and discuss issues of identity, race & equity and inclusion so one can more effectively address one’s own biases and internalized superiority and/or oppression; students begin showing up as more whole human beings with their identities intact; raise awareness of how students can become active change agents for equity in and outside the classroom.

Class Agreements & Accountability
Create a process in which students collaborate to build curriculum and assessment norms, class-room environment and shared ownership of upholding those agreements with “loving accountability” for their community—moving the teacher from management and “control” (an illusion) to leadership and influence. THEN, move beyond reward & punishment; learn to use restorative practices including natural & logical consequences, encouragement; ie: methodologies based on mutual respect (“power with” rather than “power over”).

Class Meetings
Establish a weekly circle forum to work out all “behavioral”, classroom climate issues [ie: opportunities for growth] and to build authentic relationships (student : student and student : educator) & to become a unified team.

Community Building on the Positive
Create a powerful team in which all students are integral to the whole; use Theatre of the Oppressed to build group integrity, cooperation, collaboration and compassion. Enable true student leadership to emerge in classroom community. Learn how to build on the positive while ignoring the negative. Learn how to invest in relationships and get invaluable academic and social-emotional returns on your investment.

Class Jobs/Roles
Share ownership and responsibility of class, teaching and community with students. Build a sense of belonging for each person.

Dual Language & ELL Immersion Strategies
Enable students to gain optimum comfort with languages by entering curriculum around students’ cultures and lived experiences.

Culture of Critical & Systems Thinking Essential for Interdependent Cooperation
Facilitate community learning (a stake in the commons) in which students learn and practice leadership skills to address critical 21st century global issues.

Understanding behavior
Learn to understand the student’s belief behind the behavior in their striving to find a place of belonging. Learn the four mistaken goals of behavior and how you can turn negative behaviors (“confrontational”, “annoying”, “withdrawn”) into positive opportunities for leadership.