Curriculum and Pedagogy

As we move into the second day of the conference, we want to ensure educators have the opportunity to gain new knowledge and think practically about their classrooms and content areas, all through the lens of anti-racist and culturally relevant pedagogy. Spanning various subjects and grade levels, sessions will offer practical methods useful to educators from elementary to secondary levels, and across content areas.

Wednesday, August 6th, 9:10-10:40 AM

Beyond the Book: Culturally Relevant Bibliotherapy in the Classroom

In this interactive workshop, Emely Rumble, LCSW and bibliotherapist, draws from her experience as a school social worker to explore how literature can be used as a culturally relevant and emotionally responsive tool in ELA classrooms. Participants will learn how to integrate bibliotherapy practices—such as reflective journaling, story-based discussions, and trauma-informed reading prompts—into existing curricula to support students’ social-emotional growth. The session highlights strategies for selecting diverse texts that resonate with students’ lived experiences while fostering healing, agency, and connection. Educators will leave with practical tools to make reading not just a skill-building exercise, but a transformative experience.

Participants  of this session will receive a copy of Emely Rumble’s book, Bibliotherapy in the Bronx.

LiterapyNYC

Presenter(s): Emely Rumble

  • Emely Rumble, LCSW, is a licensed clinical social worker and former school social worker with over 14 years of experience supporting students, families, and educators in public schools. She is the founder of Literapy NYC and a nationally recognized bibliotherapist who uses literature as a healing tool in both clinical and classroom settings. Emely specializes in integrating culturally responsive texts into social-emotional learning, with a focus on trauma-informed care, neurodiversity, and the social model of disability. Her work bridges mental health and education, helping schools create emotionally relevant learning spaces where students feel seen and supported. Emely’s work has been featured in Parents Magazine, School Library Journal, The New York Times, CNN Health, Dazed, and Therapy for Black Girls. Her debut book, Bibliotherapy in the Bronx (Row House, 2025), explores the power of story in therapeutic practice and honors the resilience of school communities.

Dialectical Self-Discovery: Advancing Antiracism Through Dialectical Journaling

In this workshop, participants will explore dialectical journaling as a powerful, analytical, skill-building process that centers student voice.The workshop will explore the pedagogical history of dialectical journaling, how to use the tool to engage with a range of texts, and how to leverage the process to cultivate an anti-racist environment for student inquiry and engagement. Participants will practice journaling and explore how to differentiate the tool for their students. Experience how dialectical journaling fosters inclusivity, socio-emotional learning, and literary academic mastery.

The Pulitzer Center for Crisis Reporting Chicago Public Schools

Presenter(s): Heather Renée Ingram

  • Heather Renée Ingram is a creative and committed English Language Arts educator. As such, this lifelong learner is charged with supporting students as they blossom into analytical and articulate readers and writers. Because her students are at such a pivotal point in their young lives, she recognizes that her role is especially important. Thus, in an effort to groom conscientious, global citizens, Mrs. Ingram utilizes textual and non-textual resources that represent a broad cross-section of identity markers (i.e. cultural, socio-economic, gender, sexuality, political, etc.), regardless of the particular course. Heather Ingram is currently a High School English Teacher on Chicago’s south side, as well as a Pulitzer Center Teaching Fellow and Fund for Teachers grantee. She has also served as a Curriculum Consultant for organizations such as the National Park Service, The Whitney Plantation, and Historic Hudson Valley.

From Burnout to Breakthrough: Spiritual and Healing-Centered Tools for 2025

Presenter(s): Mychal Mills & Rodney Salomon

In a world where the emotional toll on educators is heavier than ever, how can we lead and live from a place of wholeness? This session offers a rejuvenating space for school psychologists, social workers, and educators to explore healing-centered frameworks rooted in spirituality, somatic awareness, and collective care. Participants will engage in reflective dialogue, grounding practices, and practical tools that support a shift from burnout to breakthrough. Drawing on the KYDS framework of Embodiment, Transformation, and Awakening, we will co-create a space for restoration and realignment in these turbulent times.

Konscious Youth Development & Service

  • Mychal Mills and Rodney Salomon are the co-founders of Konscious Youth Development & Service (KYDS), a New Jersey-based nonprofit transforming youth, schools, and communities through holistic practices. Their work blends mindfulness, trauma-informed & healing-centered practices, and culturally rooted spirituality to cultivate environments of healing and growth. With over two decades of experience leading workshops for educators, social workers, and youth, Mychal and Rodney embody a mission of inner transformation and community liberation. Their unique facilitation style integrates breathwork, movement, restorative practices, and somatic practices to support participants in becoming whole-hearted leaders in their work and lives.

  • Mychal Mills and Rodney Salomon are the co-founders of Konscious Youth Development & Service (KYDS), a New Jersey-based nonprofit transforming youth, schools, and communities through holistic practices. Their work blends mindfulness, trauma-informed & healing-centered practices, and culturally rooted spirituality to cultivate environments of healing and growth. With over two decades of experience leading workshops for educators, social workers, and youth, Mychal and Rodney embody a mission of inner transformation and community liberation. Their unique facilitation style integrates breathwork, movement, restorative practices, and somatic practices to support participants in becoming whole-hearted leaders in their work and lives.

Reenvisioning Science and STEM Pedagogy and Curriculum

Presenter(s): Dr. Erica Watson

We will explore how to incorporate anti-racist, anti-eugenic, and pro-equity pedagogical practices and lesson components into classrooms, labs, and curriculum.

Anti-Racist Teaching and Learning Collective

  • Dr. Watson is an educator, a scientist, and a clinical nutritionist with almost 2 decades of experience in various classrooms, from science, STEM, and public health, to medicine and curriculum/pedagogy. Dr. Watson has a unique passion for witting and reviewing curriculum She feels honored to work with teachers and hopes to spread the message of "empathy and equity first" to any interested educator. Dr. Watson enjoys learning, cooking, eating, hiking, and most of all, spending time with her family.

Reframing History Using Art

Presenter(s): Erin Michaud

This session explores how educators can use art history and art-making practices to critically engage students with America’s complex history. Participants will examine historical and contemporary artworks that challenge dominant narratives and spotlight marginalized voices. This session is ideal for educators seeking to integrate culturally relevant pedagogy, foster critical thinking, and create inclusive art lessons and practices that reflect the diverse histories of their students.

New Haven Public Schools NHFT 933

  • Erin Michaud (she/they) is a Visual Arts teacher at Cooperative Arts and Humanities High School in New Haven. With 25 years of service in New Haven Public Schools, she has taught students of all ages as both an art teacher and a magnet curriculum coach. Erin serves as the GSA advisor at Coop High School and is an active member of the New Haven LGBTQ+ Youth Taskforce. This volunteer group of advocates works to create an affirming community and empower all LGBTQ+ youth in New Haven by providing resources and support to help them lead healthy, open, safe, and meaningful lives.

Seeds of Change: Anti-Bias/Anti-Racist Teaching Strategies in Early Elementary Classrooms

Presenter(s): Dr. Cierra Kaler-Jones

In this interactive session, early childhood and elementary educators will explore foundational practices for implementing anti-bias and anti-racist education in pre-K–4 classrooms. We’ll unpack the four goals of anti-bias education—identity, diversity, justice, and action—and connect them to strategies for classroom routines, storytelling, and play-based learning. Participants will engage with real-world scenarios, reflect on their own experiences, and leave with concrete tools to create inclusive, joyful, and justice-centered learning environments.

Rethinking Schools

  • Cierra Kaler-Jones, Ph.D. (she/her) is a teaching artist, cultural organizer, researcher, and the first-ever Executive Director of Rethinking Schools, the nation's leading grassroots publisher for racial and social justice in education. She is also on the leadership team of the Zinn Education Project and a steering committee member of Black Lives Matter at School. For over a decade, Cierra has learned alongside preschoolers, K-12 students, college students, and adults. With her roots in dance and arts education, she has taught classes on U.S. history, public policy, storytelling, digital media, and social change & leadership. Her heart's work includes facilitating a community-based program that collaborates with Black girls to use arts and research to advocate for education justice. She earned her Ph.D. in education from the University of Maryland – College, in which she explored how Black girls use arts-based practices as mechanisms for identity construction and resistance.

Student Voice and Agency in Math Classrooms

Presenter(s): Ernesto S. Tabajonda

How can we create classroom environments that empower students to design, self-select, and explore their own math-related questions to enhance understanding and cultivate student agency? In this workshop, teachers will experience the facilitation process that will allow students' voices and learning to flourish over time by adapting the Question Formulation Technique (QFT). Teachers will receive support in planning and developing their class question focus as they begin integrating QFT into their instructional practice. Teachers will leave this workshop with instructional practices that empower immigrant students to engage in direct or indirect social action projects within their communities.

International Community High School

  • Ernesto Tabajonda believes that students are always capable of learning and succeeding, regardless of their background or previous test scores. 

    Ernesto has earned an M.A. in Secondary Mathematics Education from CUNY - The City College of New York, an M.S. in Instructional Technology from the New York Institute of Technology, and a Bachelor of Secondary Education, Major in Secondary Mathematics Education, as well as an M.A. in Teaching from the Philippine Normal University. Ernesto also holds an Advanced Certificate in Teaching English to Speakers of Other Languages from St. John's University and an Advanced Certificate in School Building Leadership, School District Leadership, and Students with Disabilities from The College of Saint Rose - Center for Integrated Teacher Education.

    Ernesto S. Tabajonda is a three-time Master Teacher Fellow from Math for America, he was awarded the 2018 Academic High School Excellence in Education Award from the United Federation of Teachers, was a 2014 Fund for Teachers Fellow, 2022 FFT - Lead Fellow in Innovation Circle Grant, 2017 NYCPS - Affinity Teacher Leader Fellow, 2022 Internationals Network for Public Schools - Aspiring School Leaders Fellow, and was recently awarded the 2024 - Aspiring Assistant Principal Fellowship (formerly Wallace Foundation School Leadership) from the NYC Public Schools - Office of Leadership and a recipient of the 2024-2025 Big Apple Award and Fellowship from the New York City Public Schools.