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January 23, 2021, 05:05 PM

Windows and Mirrors: Making Queer Identities Visible in Schools

A talk by Kody Colvin (he/him/his), Sean Edwards (he/him/his) and Britnee Eng (she/her/hers)
Escalante Elementary/Salt Lake City School District/University of Utah, Provo School District & Jordan School District

Description: How do district leaders, administrators, and school leaders approach the ever-evolving obstacle of inclusion and equity? Come experience research-backed practices and approaches to tackle equity and inclusion (specific to LGBTQ identities), while developing your capacity to approach these challenges through exposure and analysis of real scenarios and case studies. Leave this session with a concrete action plan that can be taken back to your site for implementation. Participant Outcomes: ● Develop background knowledge on the theoretical frameworks and research around LGBTQ+ students and inclusion practices ● Develop the skills to evaluate and take action in regards to inclusion obstacles through research and plan development ● Develop an action plan for their organization, which includes professional learning, accountability practices, training, etc. ready for implementation Research Base: Although professional development is essential to teachers’ growth and development to better support their diverse student population, Mitton-Kukner, Kearns, and Tompkins (2014) established that teachers’ ability to support their queer students still “remains a common challenge in teacher education, worldwide” (p. 20). This professional learning session explores the current realities of LGBTQ in the United States using the Human Rights Campaign (HRC) 2018 Youth Report and the Gay, Lesbian, Straight Education Network (GLSEN) 2017 School Climate Survey as the impetus for this work. This work uses a variety of other research from (Brockenbrough, 2016; Hernandez & Fraynd, 2014; Payne & Smith, 2011, etc.) to develop a thoughtful learning experience for participants.

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