Leadership development for excellent, integrated schools
DCSC launched the UnifiED Explorer program to develop and build the bench of future school leaders. The UnifiED Explorer program will prepare leaders of charter, district, and independent schools to deliver an excellent, integrated education in their respective communities while growing the movement for integrated schools nationwide.
Hear from a current Explorer
“I joined DCSC’s UnifiED Explorer program as part of cohort three.While it’s early in my experience, I’ve been excited to visit schools outside of my area and learn from the leaders who are experiencing similar pain points. Having an equity focused lens for serving students is of particular interest and outside of the normal day to day problem solving framework used with peers. Based on what I learn in Explorers, I plan to dig deeply into our enrollment and recruitment processes to increase the enrollment of underrepresented ethnic groups in my school. I am sure the intentional work through UnifiED Explores will deepen our impact at Global Preparatory Academy in Indianapolis, IN.”
– Mariama Shaheed, Explorer with support from The Mind Trust
Announcing this year’s Explorer cohort!
| Fellow | School | Location | |
|---|---|---|---|
| Veronica Palacio | Matchbook Learning | Indianapolis, IN | |
| Ryan Gall | Victory College Prep | Indianapolis, IN | |
| Ashley Estis | Osprey Wilds | Minneapolis, MN | |
| Sami Hyde | Circle City College Prep | Indianapolis, IN | |
| Vita Johnson | Opportunity 180 | Las Vegas, NV | |
| Lori Lausche | Larchmont Charter School | Los Angeles, CA | |
| Jeff Mayo | Matchbook Learning | Indianapolis, IN | |
| Sean Moore | Matchbook Learning | Indianapolis, IN | |
| Christina Perry | Black, Latin, Asian Charter Collaborative | New York, NY | |
| Mariama Shaheed | Global Prep Academy | Indianapolis, IN |
Gina Bianchi, Lycee Francais (New Orleans)
“I look forward to learning from other leaders and their experiences about best practices in diversity, equity, and inclusion.”
Kim Connor-Davis, Lycee Francais (New Orleans)
Caroline Gifford, Washington Latin (Washington DC)
“I chose to be an Explorer this year because I believe deeply in the power and promise of racially and socioeconomically integrated schools and I want to learn more from other schools that are providing a diverse group of students with a high quality education.”
Raymond Mullings, Washington Latin (Washington DC)
“I believe children benefit greatly from intentionally diverse schools and I recognize communities are stronger when we come together in support of a shared goal. This is why I choose to be an Explorer.”
Melissa Ramirez, Nevada Rise (Las Vegas)
“I am invested in the community that I serve and I am excited to continue to build and support my school and community with the knowledge and experiences I gain from being an Explorer.”
Robin Spence, Washington Latin (Washington DC)
“I’m eager to participate in the Explorer program, which will help me to learn from and collaborate with leaders who share my belief that intentionally diverse schools not only offer students a rich educational experience, but also develop more empathetic and thoughtful students capable of working effectively across differences.”
Stephanie Wong, Red Rock Elementary (Las Vegas)
“I chose to be an Explorer to learn more about diversifying my school and including the community as we work together for our families.”
Theory of Action
Cross sector, cohort-based collaboration
Explorers participate in monthly, cross-sector, cross-region cohort calls. The cohort calls follow a dilemma protocol and provide Explorers the opportunity to collaborate and learn in a diverse environment.
Access to experts and resources
The Explorer program arms Explorers with broad access to experts and resources. Experts from across the Coalition and its partners lead all workshops and excellent school visits.
Exposure to exemplary models
Explorers are exposed to exemplary diverse-by-design models – including models of anti-bias curriculum and instruction, social-emotional-learning, and building diverse, equitable, and inclusive school communities – from across the Coalition. Explorers visit at least 12 schools during three excellent school visits across the country.
Application of learning
Explorers apply their learning at their school of employment, designing and executing a school-specific project. For example, an Explorer might redesign curriculum to incorporate Universal Design Learning, launch a staff-lead equity team, or implement restorative disciplinary practices.
UnifiED Explorer Program Timeline
| Winter | Spring | Summer | |
|---|---|---|---|
| Exposure to exemplary models | Welcome Virtual Excellent School Visits | New York City Excellent School Visits | |
| Access to experts & resources | Annual Convening | ||
| Cross-sector, cohort-based collaboration | Monthly, cross-sector, cross-region, cohort calls | ||
| Application of Learning | Explorers apply their learning at their school of employment, designing and executing a school-specific application of learning project | ||
