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.
Andrew Bobowski (Memphis, TN)
Kelly De La Cruz (Polk County, FL)
“I am committed to equitable access to school choice, but I recognize that I have much to learn and seek to collaborate with others with different and/or more experience than I.”
Kristin Droege (Kansas City, MO)
“DCSC seeks and finds great colleagues and collaborators for addressing the challenges we are all facing across so many aspects of education. The Explorer program provides a chance to meet other expert educators, see new settings in which innovative approaches are happening, and apply new thinking and learning to our own challenges.”
Sean Duncan (Santa Fe, NM)
“I joined the Explorer program because I am excited to learn with and from others around the country doing similar work.”
Alisha Gripp (Kansas City, MO)
“I joined the Explorer program to continue the learning I started in UnifiEd School Launch Fellowship; I look forward to continuing to learn from some of the best practitioners in my field.”
Katie Hahn (Jersey City, NJ)
“I joined the Explorer program because I want to learn more about how to leverage school integration to develop caring critical thinkers.”
DJ Hartigan (Jersey City, NJ)
“I joined the Explorer program because I want to learn more about how schools are building diverse and integrated communities.”
Josh Hengen (Nashville, TN)
“I joined the Explorer program because I want to help bring the best practices in diverse-by-design, liberatory education from around the country to Valor College Prep and continue inspiring our diverse community to live inspired, purposeful lives.”
Kyle Kucharski (Memphis, TN)
“I joined the Explorer program because I am interested in learning how schools and leaders across the country are building strong communities that provide an excellent education for all students.”
Angelia Moore (Santa Fe, NM)
“I have joined the Explorer Program because I believe students and families deserve richer opportunities for learning that honor what they bring to their school communities.”
Tyler Rajchel (Las Vegas, NV)
“I joined the explorer program because I believe that here in the Clark County School District we can be doing things differently to better serve our most at risk students.”
Jay Renfro (Nashville, TN)
“I joined the Explorer program because I am interested in launching a nature-based school in Southeast Nashville.”
Cesserly Rice (Las Vegas, NV)
“I joined the Explorer program as a means of networking with other educators, exploring great schools, and enhancing my leadership capacity.”
Hollie Russell-West (St. Louis, MO)
Shambrion Treadwell (Las Vegas, NV)
“I joined the Explorer program because I want more for myself and my community.”
Dr. Christopher Young El (St. Louis, MO)
“I joined the Explorer program because I wanted to have an opportunity to learn from individuals who are already operating schools that are successful in educating the targeted population.”
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.
| Winter | Spring | Summer | |
|---|---|---|---|
| Exposure to exemplary models | Welcome | Excellent School Visits One, Two, Three Workshop | |
| 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 | ||
