Relationships are at the core of any educational environment and can make all the difference in how we create positive school climates. Join us to ground in transformative relationship practice to engage in throughout the school year. During the session, you can expect to reflect on relationships, identify your needs, and make a plan to create more transformative relationships with people in your educational community.

By the end of the session, participants will be able to:

• Describe what transformative relationships mean for them individually
• Identify and have a list of transformative relationships in their lives
• Identify what they give to and receive from transformative relationships
• Make a plan to communicate their needs around transformative relationships
• Engage in mindfulness activities
• Identify their preferred way of receiving and giving gratitude
• Make a plan to incorporate gratitude into their day
• Identify how to use gratitude individually, peer to peer, and as administrators

Watch the session recording:

View the recording transcript 

View the session slides and resources in this Linktree

Presenter:

Yasemin Rodriguez Corzo, Associate Director, Alliance for a Healthier Generation

Bio: Yasemin Rodriguez Corzo, MA is the Associate Director on the Whole Child Health National Advisor team at the Alliance for a Healthier Generation. With a background in education in emergencies, Yasemin has 10+ years in curriculum and content design, educational and workforce programming implementation, and research. In her current role, she oversees and collaborates with a team of National Advisors to create and curate resources, design and deliver high quality professional learnings, and cultivate and maintain national and regional partnerships to bolster practices and policies in whole child health. Yasemin holds a master’s degree from Teachers College, Columbia University in International Educational Development with a focus on Peace and Human Rights Education. In addition to improving practices and systems to ensure equitable education for children across the globe, Yasemin is also passionate about travel, going for long walks, and fish tacos.

Culturally Responsive Pedagogy allows for learning to go beyond the surface level and create significant and meaningful learning experiences for all students. It moves past the “what” and into the “why” of education and allows students to have their daily experiences validated through learning. In this session, two practitioners with experience addressing the challenges of centering race and culture alongside their partners at the district and school levels will illuminate ways to overcome what can feel like overwhelming odds in this work. Through the case stories, work will be highlighted where advocacy and activism are taking place, as well as lessons learned around crowdsourcing and developing equity-centered solutions that promote culturally responsive and sustaining systems.

Watch the session recording:

View the recording transcript

View the session slides and resources in this Linktree

Presenters:

Rawlin J. Rosario, Senior Program Associate, WestEd

Rawlin J. Rosario is a Senior Program Associate for the Talent Development and Diversity team at WestEd. He delivers technical assistance; develops research and evidence-based tools and resources; and provides research and policy support with state, regional, and local education agencies to help build more equitable and culturally responsive systems.

Before joining WestEd, Rawlin was a middle school ELA teacher, instructional coach/leader, and administrator in Gaston, North Carolina; New Haven, Connecticut; and The Bronx, New York. In those roles, Rawlin was able to model outstanding culturally responsive instruction and deliver professional development to teachers and staff on instruction, systems change, classroom management, and culturally responsive practices. In addition to his experiences in K–12 spaces, Rawlin also contributed to the development and implementation of the New York State Education Department statewide framework for Culturally Responsive-Sustaining Education—the first of its kind in the nation.

In 2018, Rawlin earned his master’s degree in educational leadership, policy & advocacy from New York University Steinhardt’s School of Culture, Education and Human Development. As a first-generation college student born in the Dominican Republic and an English Language learner, Rawlin is motivated to do racial equity work because he believes in the power of creating educational systems that reflect and honor the diversity of the communities they serve. He is dedicated to dismantling racist systems of oppression to ensure our Black and Brown students can discover their best selves and contribute to their communities in the ways they see fit.

Timothy Ojetunde, School Climate Program Associate, WestEd

Timothy Ojetunde is a Program Associate at WestEd on the Resilient Healthy Schools and Communities team, focusing on school climate and data use. He supports districts and schools in centering equity and improving educational outcomes for all. Timothy’s expertise is grounded in school culture and climate, restorative practices, SEL, and trauma-informed practices, as well as diversity, equity, and inclusion.

Timothy comes to WestEd with over a decade of knowledge and experience across multiple spaces and communities having been a teacher, advisory and school culture specialist, school administrator, and DEI consultant. In his work, he has coached school administrators, presented to leaders, and facilitated sessions for hundreds of educators and learners across multiple conferences. He is extremely passionate about creating equitable outcomes and is dedicated to supporting students and adults as they grow, develop, and find success.

Timothy was born and raised in Los Angeles and is a graduate of UCLA with master’s degrees from Arizona State University and California State University, Dominguez Hills. He also enjoys music, sports, film, and television. 

This session takes you through a journey of understanding how trust and relationships through authentic collaborative leadership transforms schools into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. Through a unique model of community schools led by the Los Angeles County Office of Education (LACOE), Bassett High School shares how they have taken elements of the California Community Schools Partnership Program (CCSPP) framework to create an environment where educational partners are empowered and given a voice. Come learn about how one community school has moved to authentically engage their school community to improve student outcomes.

Watch the session recording:

View the recording transcript

View the session slides and resources in this Linktree

Presenters:

Hector Vasquez, Principal, Bassett High School, Bassett Unified School District

Hector Vasquez is an experienced, highly dedicated, bilingual (English-Spanish) administrator with a proven track record in effectively leading organizations through continuous improvement, professional training and development programs, and an unwavering focus on the achievement of excellence. He has demonstrated leadership success with diverse, multicultural environments and employs finely developed communication and listening skills to facilitate strong, collaborative relationships with colleagues, internal teams, district office staff, and community partners.

Estela Peregrina-Schubert, LACOE Community Schools Specialist, Bassett High School, Bassett Unified School District

Estela Peregrina-Schubert’s 29 years of experience in education is diverse, with specialization in alternative education and coordinating resources to support students and their families. She spent a decade serving at-promise youth as a counselor and administrator and, in this capacity, supported and inspired young people to overcome daily challenges within the juvenile justice system, with substance abuse, mental health, and staying on track for graduation. As a Community Schools Specialist for the Los Angeles County Office of Education at Bassett High School, her first year in this capacity has taught her that there is so much more impactful work to be done in education.

Estela holds advanced degrees in educational leadership and educational counseling from California State Polytechnic University, Pomona, and Azusa Pacific University. In addition to her passion for education, Estela is a mother to two amazing daughters.

Dr. Michelle Castelo Alferes, Director, Los Angeles County Office of Education, Community Schools Initiative

Dr. Michelle Castelo Alferes serves as the Los Angeles County Office of Education (LACOE) Community Schools Initiative (CSI) Director III. Dr. Castelo Alferes has over 20 years of experience in public education focused on student support services, dropout prevention, child welfare and attendance, and mental health. She has dedicated her career to empowering school communities, leveraging their strengths, and promoting social justice. Dr. Castelo Alferes is a three-time graduate of UCLA with a bachelor’s degree in Sociology, master’s in Social Work, and a doctorate in Educational Leadership.

Previously, Dr. Castelo Alferes came from the Los Angeles Unified School District (LAUSD), where she served at-promise and historically underserved student populations and school communities as a Pupil Services and Attendance (PSA) Counselor, lead PSA Counselor, Program Coordinator, and Director of Pupil Services. Most recently, Dr. Castelo Alferes served as director with LAUSD’s Student Health and Human Services division, leading the work of Human Relations, Diversity and Equity, Positive Behavior Interventions and Supports/Restorative Practices (PBIS/RP), and data/program evaluation. She is also a part-time Adjunct Professor in the Social Work program for Mount Saint Mary’s University.