Vermont Higher Education Collaborative Logo

Collaborating with experts to support schools and deliver professional development, ensuring the success of all students.



Our Blog

  • Subscribe to blog via Email

    Don't miss a thing! Receive updates via email. Enter your Email address:

  • Subscribe to blog via RSS

    Subscribe to this blog in your favorite RSS reader with this link: http://vthec.org/feed

We Are All Responsible

A Message from our Executive Director on Racism & Equity

The leadership and staff of the VT-HEC add our voices to the resounding chorus that has risen to express outrage, sadness, anger and dismay at the latest examples of the long-standing and systematic violence inflicted upon people of color. Black Lives Do Matter. Those of us who have benefited from white privilege may struggle to understand what living with this fear and injustice every day entails and we are humbled by our inability to fully relate to the impact of the systematic deprivation of human rights. What we do clearly recognize is our collective responsibility to confront racism wherever it exists and to join together to attack it at its foundation. We recognize that:

  • We Are All Responsible as educators to eliminate racism in our schools and to demand and actively strive toward an equitable and inclusive system of education for all.
  • We Are All Responsible as parents to raise our children with the knowledge of the injustices that exist in the world and the need for all of us to take action against them.
  • We Are All Responsible as friends and family members to demonstrate empathy in accepting human differences and show kindness and understanding to those different than ourselves.
  • We Are All Responsible as citizens to choose representatives at every level of government that share these values and demonstrate the courage to act accordingly. 
  • We Are All Responsible as individuals to stand against racism in all its forms and to take action to advance social and economic justice.

 

Over the past few years, the VT-HEC has acted on its responsibility to address inequity in education by dedicating its Mission Investment Fund to offer education opportunities to all those who work to benefit children and youth including:

  • designing workshops focused on reducing inequity related to race, immigration, poverty, gender, disability, sexual identification, and sexual preference.
  • providing a growing library of free webinars on the Equity Literacy Framework.
  • offering workshop series and courses at nominal cost focused on attacking inequity in race, poverty, immigration, and gender. 

 

In the coming years VT-HEC commits continued focus on its responsibility by offering additional learning opportunities and providing resources targeted to:

  • creating gender-affirming environments,
  • building restorative justice, 
  • addressing implicit bias and 
  • reducing the inequities related to poverty, disability, and race.

 

We embrace our responsibility and work to ensure that all students receive an equitable education that includes learning about and reducing social injustice, and systemic racism and bias. It is our hope that we can all be responsible for future generations that are more accepting of differences and demonstrate kindness to all.

 

 

 

More from Our Executive Director Re: COVID-19 Response

Goals, Plans and Appreciation

The VT-HEC Staff and Board met this week to discuss our response to the challenges created by COVID-19.  Guidance from the CDC, VT Department of Health, and the VT Agency of Education continues to be updated daily, and future communications will – from time-to-time – contradict and supersede previous recommendations and directions. We will do our best to respond to this changing landscape.

Moving forward, the VT-HEC will be guided by these goals:

  • Keep staff and participants safe.
  • Help reduce the spread of the virus.
  • Explore alternative delivery models, and modify existing ones, to deliver as much promised high-quality content as possible.
  • Keep you well informed of our changes and future plans.
  • Stay current on new development and follow state and national guidelines.
  • Continue to appreciate and work with our colleagues and greater community.

 

We will:

  • Follow guidelines from the CDC, AOE, etc., which includes advising staff and participants to stay home if symptomatic and to follow recommended hygienic practices.
  • Plan on-line delivery options for every offering where that is appropriate.
  • Explore alternatives to make revised delivery options as effective and accessible as we can.
  • Postpone certain offerings, either hoping to be able to meet live at a later date or to give us time to arrange on-line delivery of content.
  • Cancel the live-delivery option for our workshop offerings through June 15.
  • Continue to celebrate and appreciate the accomplishments and milestones of our friends, colleagues and extended family (Happy Birthday Patty and Julie)

 

Right now, I want to extend our deepest appreciation to:

  • The VT-HEC staff who are working nearly around the clock to make all this happen (Patty, Wendy, Jessa, Julie, Joy & Emma).
  • Our instructors and presenters who have been amazingly flexible and supportive. All of them willing to put in extra work to ensure the best learning experience we can manage; even those from out-of-state like Paul Gorski and Sarah Ward.
  • Many of the venues we work with that have been so very responsive and accommodating especially, The Lake Morey Resort and The Capitol Plaza.
  • Our valued students, workshop participants and colleagues who have been patient, understanding and flexible as we work to figure this out together.

 

This is an unprecedented situation for all of us and no one knows what the future will bring. As I read the statements and plans from school administrators, organization leaders, and many government officials.  I cannot help but be impressed by the dedication, thoughtfulness and general good will that is being expressed.  It gives me confidence that, if we can all be that understanding, patient and well-meaning, we can emerge from this experience in a better place than we started.

We thank you all for your continued support. I knew our 20th anniversary year would be memorable!

Dennis Kane

Executive Director

VT-HEC.org

 

Equity Series II Continues Spring 2020

Equity Literacy begins with the willingness to see what we might be conditioned not to see and with the humility to consider our collective culpability

The Vermont Higher Education Collaborative (VT-HEC) is continuing its work with renowned educator, author, and speaker Paul Gorski to present a second series on reducing inequity in our schools. After providing access to three free webinars on Paul’s dynamic introduction to the Equity Literacy Framework and two themed workshops this fall, we have scheduled two additional days this spring focused on the themes of race/racism and poverty. In addition, there is a new free webinar available capturing an interview of Taharee Jackson by Paul on the Roles and Responsibilities of White Educators. All the webinars and workshops have been supported by VT-HEC’s Mission Investment Fund.

Equity means more than hosting multicultural arts-and-crafts fairs or diversity assemblies. It begins with a willingness to see what we might be conditioned not to see and the humility to consider our and our colleagues’ culpability. It involves real conversations about racism, economic inequality, sexism, homophobia and ableism.

While each of the two days this spring will focus on a particular theme they both will utilize the concepts of the Equity Literacy Framework to help participants become more aware and effective in dealing with inequity regardless of it form or source and to apply the principles found in the framework to their own setting.

Ridding Schools of Racism: From Equity Optics to Equity Action
Presented by Taharee Jackson and Paul Gorski
March 24, 2020: DoubleTree Hilton, South Burlington, VT

Taharee Jackson holds expertise in the areas of teacher education, inclusive schooling practices and policies, and urban education reform. She is particularly interested in how members of “privileged” groups become advocates and allies for others. Watch for her forthcoming book, A Different Way to be White: Becoming Antiracist Teachers and Teacher Educators.

An Economic Justice Approach to Eliminating Socioeconomic Inequities in Schools
Presented by Paul Gorski
April 15, 2020: DoubleTree Hilton, South Burlington, VT

Paul Gorski is the founder of the Equity Literacy Institute and EdChange. For nearly 25 years he has worked with schools and districts across the United States on equity and justice issues ranging from race and racism to poverty and economic injustice. He is the co-author of Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap and Case Studies on Diversity and Social Justice Education

The VT-HEC is one of Vermont’s largest statewide providers of professional development focused on the education, health and well-being of children and youth. The VT-HEC equity series is underwritten by the VT-HEC Mission Investment Fund.  For more information: vthec.org.

VT-HEC Goes Green – First Steps

How does a small non-profit that offers professional learning opportunities throughout Vermont take steps to become carbon neutral in its operations? This is what we have been doing:

Commitment

At its meeting on December 12, 2018 the VT-HEC Board of Directors adopted a commitment to minimizing our carbon footprint with the goal of overall carbon neutrality. This statement commits the VT-HEC to assessing the effects program activities have on the environment and to explore, develop and adopt policies and practices to reduce and/or offset that impact. The statement commits the VT-HEC to seeking strategies to lessen its impact on the environment by reducing related travel, conserving energy, reducing waste generation, etc.

Collecting Data

First, we needed an idea of what our impact on the environment actually was. We have only a small office and we don’t consume or produce quantities of concrete products. So, what data did we need to estimate the environmental impact of our operations? Beginning in January 2019 we began collecting data to help us calculate the carbon footprint of the 80+ workshop offerings we were putting on in FY19. We collected data and researched:

  • how workshop participants traveled to those offerings
  • how many total miles they traveled
  • the carbon footprint our events produced at the facilities where they were held

 

What We Found

Taking the data we collected on events from January 1 to July 1 we attempted to estimate what the full year would look like for those factors.  We figured:

  • participants traveled about 130,000 miles to those offerings last year; averaging 51 miles per person per event.
  • the great majority of participants traveled to offerings driving alone in their own vehicles – the average riders per car was 1.23.
  • that data varied only slightly among the different locations of those offerings (we had only a few examples for some locations and will need more data to draw any conclusions about whether holding events in different locations is beneficial)

 

Estimating Our Carbon Footprint

Using a variety of calculators found on the internet we came up with these estimates of the carbon footprint for our workshop days.

  • 130,000 miles of travel equates to a carbon footprint of about 43 metric carbon tons.
  • the facilities we used for our workshops generated about 115 metric carbon tons in energy use, food preparation, etc. for those offerings.
  • a total impact for the year of 158 metric carbon tons for our workshop days.

 

Possible Strategies

We also asked participants if they would be willing to  use a car-pool app and if they would attend an offering that was streamed to a closer location to cut down on their miles traveled:

  • 27% of respondents said they would try a car-pool app with another 42% saying they might be willing to try it.
  • 42% said they would attend a live-streamed event and another 34% said they might. There were quite a few comments stating that they preferred coming to a live event and interacting with other participants.

 

What’s Next

  • Explore strategies, practices, etc. that have the potential to reduce and/or offset our carbon footprint:
    • Refine and expand our data collection for an entire year and looking at other areas such as printing, copying, etc.
    • Explore ride-sharing options and incentives
    • Explore carbon-offset options to achieve carbon neutrality in a manner that was consistent with VT-HEC’s mission and values
    • Explore increasing the number of live-streaming events and webinars
  • Develop, adopt and implement a plan to reduce our total carbon footprint aiming to:
    • Reduce total and average number of miles traveled.
    • Reduce the facility-related carbon footprint for our offerings.
    • Find/develop a carbon offset project that will benefit Vermont and be consistent with VT-HEC values.

We will share the results of our explorations and effort with the hope that it might be useful to others who are trying to do the same. Thanks for working with us and helping us to reach our goal.

VT-HEC Equity Series Continues this Spring


Equity Literacy begins with the willingness to see what we might be conditioned not to see and with the humility to consider our collective culpability

The Vermont Higher Education Collaborative (VT-HEC) is continuing its work with renowned educator, author, and speaker Paul Gorski to present a series on reducing inequity in our schools. After Paul’s dynamic introduction to the Equity Literacy Framework this past November we have scheduled three days this spring each focused on a specific theme: gender, race, racism and refugees and, poverty. Supported by VT-HEC’s Mission Investment Fund, these offerings will be available to all at significantly reduced pricing.

Equity means more than hosting multicultural arts-and-crafts fairs or diversity assemblies. It begins with a willingness to see what we might be conditioned not to see and the humility to consider our and our colleagues’ culpability. It involves real conversations about racism, economic inequality, sexism, homophobia and ableism.

While each of the three days this spring will focus on a particular theme they all will utilize the concepts of the Equity Literacy Framework to help participants become more aware and effective in dealing with inequity regardless of it form or source.

Confronting Gender-Based Inequity in Classrooms and Schools – March 19 Ellen Tuzzolo & Leigh Thompson – How can we expand our understanding of gender to create equitable environments for students, families and colleagues? In this fast-paced workshop, participants will examine how gender-based inequities interfere with creating authentic relationships between educators and students, and how that interference affects us, our students and our work. Using the Equity Literacy Framework, participants will consider their role in counteracting gender-based inequities, and practice recognizing and responding in a classroom context.

Whose Country Is This? Race, Racism, and Refugee Status in America – April 12 –Taharee Jackson, Ph.D.- This interactive workshop will focus on how educators and practitioners can move from actors to allies to accomplices for those who are different. Participants will leave with a full understanding of how to become powerful advocates for their students and how to practically address threats to equity in schools and society.

Reaching & Teaching Students in Poverty – Strategies for Erasing the Opportunity Gap – May 15 – Paul Gorski, Ph.D.- How would our equity efforts change if we worked toward a deeper understanding of the barriers and inequities with which our students and their families experiencing poverty contend? In this workshop we will examine these barriers and inequities, how they operate in and out of schools, and how we might perpetuate them unintentionally in our spheres of influence. We then will be prepared to discuss strategies for rooting out class bias and inequity from school policy and practice.

  • Paul Gorski is the founder of EdChange and the Equity Literacy Institute; he has 20 years of experience helping educators strengthen their equity efforts in classrooms, schools, and districts.
  • Leigh Thompson of GoBeyondDiversity.com is a consultant and facilitator supporting creative and critical exploration and dialogue about equity, diversity and inclusion.
  • Ellen Tuzzolo has been fighting for racial and social justice as a K-12 educator, youth organizer, youth program director, and trainer.
  • Taharee Jackson is an Assistant Professor of Minority and Urban Education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park.

 

The VT-HEC is one of Vermont’s largest statewide providers of professional development focused on the education, health and well-being of children and youth. The VT-HEC is working with a number of Vermont organizations, especially the VT Principals’ Association, to coordinate an array of presentations and work days focused on equity. The VT-HEC equity series is underwritten by the VT-HEC Mission Investment Fund.  For more information: vthec.org

VT-HEC brings renowned educator, author & speaker Paul Gorski to VT to Address Issues of Inequity in Schools

“Incredibly Valuable”  – Considering Issues of Inequity – In Participants Own Words 

Image result for paul gorski

Over 80 participants spent two days focusing on issues of equity in Vermont schools sponsored by the VT Higher Education Collaborative’s Mission Investment Fund. During these engaging and thought-provoking sessions, Paul Gorski explored why inequities and educational outcome disparities persist across race, class, gender, disability and other factors and what can be done to improve opportunities for all Vermont students.

Paul led often-tough discussions that required participants to consider what we might be conditioned not to see and the humility to see our own culpability. Equity means more than hosting multicultural arts-and-crafts fairs or diversity assemblies. It involves real conversations about racism, economic inequality, sexism, homophobia and ableism. The problem is not a lack of educators who appreciate and even champion diversity. The trouble lies in how so many diversity initiatives avoid or whitewash serious equity issues.

Participants appreciated Paul’s presentation, style and humor and recognized the benefit and necessity of tackling these difficult issues in order to make positive change. In their own words:

It’s always good to push us outside our comfort zone and think about other perspectives. There is soooo much to do in respect to creating a more opportunistic environment and experience for our youth. This has been a motivating experience…, I’m hoping to learn more about how to create and implement changes in our district.

I think the only way we can move forward to start with making people feel uncomfortable, identify their biases, and start responding to this… Thank you!

Can’t solve a problem we can’t name. Is Inequity so normal that I can’t identify it?

 The information was on point and allowed everyone to safely consider, in a vulnerable way, where we are in our equitable practices including the systems in place in our state, our community, our districts and our schools.

Gave me a good framework for looking for inequity in my school and the language and example to address equity. Inequity takes many forms and has many layers. The marginalized people are the experts. Privilege drives school spending and opportunities.

Paul is the founder of EdChange and the Equity Literacy Institute; he has 20 years of experience helping educators strengthen their equity efforts in classrooms, schools, and districts. Paul has worked with educators in 48 states and a dozen countries. His professional and spiritual passions lie in building movements and engaging in processes for creating equitable and just organizations, schools, and communities.

VT-HEC is working to coordinate its effort with other VT organizations, especially the Vermont Principals Association. Because of the importance of this topic, the VT-HEC is using its Mission Investment Fund to offer its series at significant cost reduction. VT-HEC will offer three additional days in spring 2019, at a cost of $35 each, focused on gender (3/19); race (4/12) and poverty with Paul (5/15). See details here.

Watch for Paul’s other presentations in VT.

 

 

Lynn Lyons – Accommodation Plans & Anxiety: What Works & What Doesn’t

Almost every accommodation plan I have ever seen for an anxiety disorder actually makes the anxiety stronger

Student abilities and challenges vary widely and we thus have an important federal statute (Section 504 of the Americans with Disabilities Act) that guarantees all children have equal access to educational opportunities. I do many trainings in Canada and they have a similar process for educational plans that are created through IPP planning. If you’ve ever heard me speak or are familiar with my approach to treating anxiety, what I’m about to say will come as no surprise: Regardless of what we call them, almost every accommodation plan I have ever seen for an anxiety disorder actually makes the anxiety stronger. I’m not exaggerating.

Why? Because schools and parents act in a loving, caring, helpful manner…and seek to provide the student with the comfort and certainty that anxiety feeds upon. Of course concerned adults want to keep anxious kids in school, but when the plan focuses on allowing a child to avoid anxiety-provoking situations, the child never learns the skills necessary to step toward challenges rather than away from them.

Think of it this way: anxious children already know how to get out of things. That’s anxiety’s main coping strategy. If the accommodation plan is based on creating escapes, avoiding challenges and keeping the classroom “safe” (which to anxiety means keeping the environment predictable and comfortable) then adults are actually making the anxiety stronger and more permanent. To manage anxiety in a new way, the child must learn how to stay in the situation and thus respond differently to the thoughts, feeling and sensations that worry and anxiety create.

When creating, updating, or reviewing an accommodation plan for anxiety, keep these
guidelines in mind:

1) All plans for anxiety should be based on teaching the skills of managing anxiety when it arrives, rather than eliminating or avoiding triggers.
2) Plans should have a “weaning off” component that moves the child toward more independence and less accommodation. And in my experience, weaning can happen quickly (weeks) once the skills are in place and everyone is working together.
3) If a plan has been in place for several months or even years with no changes in a positive direction, then the approach to the child’s anxiety disorder should be evaluated.*
4) If a plan allows a child to leave the classroom, there must be a plan for HOW the child will deal with the anxiety and return as soon as possible… and all involved adults must be aware of the plan.
5) A child will benefit greatly from an adult to coach and support her as she moves into anxiety provoking situations. That coach must be familiar with the plan that, in a nutshell, expects anxiety to arrive, externalizes it (steps back from it, talks back to it, reacts differently to it) and experiments with the anxiety by taking steps toward the anxiety rather than away from it.

I heard recently of an accommodation for a high school student with social anxiety. He was not to be called on in class and was exempt from doing presentations in front of his peers. This plan had been in place since seventh grade. This bright 17 year old was now looking ahead to college, but his plan had excused him from learning HOW to feel anxious, manage that process, and take a risk. His anxious behavior had been cemented, not challenged. I wonder how he’ll be able to get through a college course on his own.

Am I asking a lot of schools? Absolutely. I do the same of parents. But I’m only so bossy because anxiety is so treatable and I just can’t stand to watch it take charge! Everywhere I look–websites, books, internet articles, even Pinterest–I see accommodation plans that make anxiety applaud and cheer. “Make sure your anxious child has all the information ahead of time.” “Send a note home a day ahead if there’s
going to be a change in the school routine.” “Warn anxious children of fire drills and allow them to skip noisy assemblies.” “Find a safe place for the child can go until she feels comfortable and ready to return to the classroom.”Hurray! says Anxiety. Boo! says Lynn.

Please trust me when I tell you that such well-meaning and short-term solutions are the opposite of what we need to do for anxious children.

* The school, the parents, and the treating therapist must be working together with the child on the same “step into it” plan. Recommendations from a therapist or parents that accommodate the anxiety are virtually impossible for the school to contradict.

The VT-HEC is pleased to present Lynn Lyons at the Stoweflake Resort in Stowe, VT, on October 10 & 11, 2018: Interrupting the Worry Cycle: Advanced Strategies for Managing Anxious Students (& Parents!)

For more information and registration go to: vthec.org

VT-HEC Fall Focus on Special Needs

This fall VT-HEC has lined up a varied and robust schedule of professional development opportunities focused on students with disabilities, struggling learners and learners with various other challenges & needs
  • Curriculum and Instruction for Students with Autism Spectrum Disorder – Kathryn Whitaker, M.Ed. -Workshops and/or Course (10/22 & 10/23 – Montpelier) Kids with ASD can be among our most challenging but Kathryn can help you design, implement and evaluate instructional systems utilizing strategies that have worked for students with these issues.
  • Orientation to Special Education – Andrea Wasson, M.Ed. & Joy Wilcox, M.Ed. – Workshop (9/27 & 9/28 – Montpelier). Are you new to special education, new to Vermont, do you have to supervise or evaluate special educators or related service providers, or do you or your staff just need to review the basics to ensure you are all using you time wisely and focusing on the right stuff? If the answer to any of these is yes, this is the offering for you and yours.
  • Addressing Educational Benefit through the Special Education Process Jen Patenaude, M.A.  Workshops (10/17, 11/8, 12/12, 1/10 – Montpelier) This is a series every special educator should be taking to improve student progress by using the special education procedures in the most productive manner. Jen is a Vermont treasure and this offering should be required.
  • Strategies for Sustaining the Student-Centered Classroom – Carol Tomlinson, Ed.D. & Bill Rich, M.A. – Three-part WORKshop series (10/18, 12/6 & 3/20 – Montpelier). Carol literally wrote the books on differentiated instruction and Bill has been working in VT for many years focused on using what we know about the brain and learning to make education work for all kids.
  • Special Education Legal Update – Art Cernosia, Esq. – Workshop (10/25 – Montpelier) Special Education law can be deadly but Art makes it easy to take.  You’ll hear what’s new, what’s coming, what to focus on and what can take a back seat.
  • Advancing and Sustaining Equity Literacy – Paul Gorski, PH.D. – Workshops (11/1 & 11/2 –
    Montpelier). Paul founded EdChange, a coalition of educators and activists providing professional development on educational equity.  This year VT-HEC is working with the VPA and other Vermont organizations to present an array of events and learning opportunities focusing on equity. These two days will focus on the foundations of Equity Literacy and how your schools can put its principals into practice. A follow-up three days is planned of the spring focusing on different equity themes – race, poverty & gender.
  • Building Collaborative Teams/Effective Partnerships: Working with Tough Teams – Alicia Lyford, M.Ed. & Joy Wilcox, M.Ed. – Workshop and/or Course (11/5 & 11/6 – Montpelier) There are few more frustrating things than a dysfunctional team and few things better than an effective one – find out the ways to ensure yours are the latter.
  • Lights, Camera, Action! Use Built-in Tools on Your Smartphone to Create Quick and Effective Learning Opportunities for Your Students – Patty Thomas, OT and Chris Knippenberg, M.S., OTR/L, ATP – WORKshop and/or Course (10/26 – Rutland) Chris and Patty have this offering down and will help you use the tools on your phone or tablet to create a variety of learning activities to meet the specific needs of your students.
  • Tips and Tools for Early Childhood Special Educators – Judith Masson, M.Ed. -Workshops (10/4 & 11/7 – S. Burlington) Judith shares practical tools, charts, forms and practices that can be tailored to your work setting and students to help make you more efficient and effective.

 

Trauma, Anxiety & Behavior

 

And there is more on the VT-HEC Drawing Board for the spring; check back often to see the latest news & opportunities. For more information and registration go to vthec.org.

National Experts Coming to VT on: Anxiety, Student-Centered Learning, Equity, Special Education Law

Lynn Lyons; Carol Tomlinson w/Bill Rich; Art Cernosia; Paul Gorski

In addition to the many excellent Vermont presenters the VT-HEC has scheduled for the coming year we are excited to announce a number of very special offerings by experts from around the country.

  • Anxiety – Lynn Lyons – is an author, therapist and expert on anxiety in kids & families. Lynn has been featured in the NY Times Magazine, On Point/NPR, Time & Psychology Today and is the author of Anxious Kids, Anxious Parents – 7 Ways to Stop the Worry Cycle and Raise Courageous & Independent Children. Lynn will be coming to Stowe, VT on October 10 & 11 for the presentation Interrupting the Worry Cycle: Advanced Strategies for Managing Anxious Students (& Parents!). In addition, Lynn will be offering two webinars to support those who are working to implement her strategies.
  • Student-Centered Learning – Carol Tomlinson & Bill Rich – Carol literally wrote the books on differentiation with her latest being The Differentiated Classroom: Responding to the Needs of All Learners. Carol will be teaming with Vermont’s own expert on learning and the brain & proficiency-based learning for a presentation on October 18 in Montpelier, VT entitled: Strategies for Sustaining the Student-Centered Classroom. This will be the kick-off of a three-part series with Bill following-up with two additional workshops.
  • Special Education Law – Art Cernosia – National expert on special education law & issues will be returning to Vermont on October 25 for his annual Special Education Legal Update in Montpelier.
  • Equity – Paul Gorski – Paul is a prolific writer and professor at George Mason University where he founded EdChange, a coalition of educators and activists providing professional development on educational equity.  This year VT-HEC is working with the VPA and other Vermont organizations to present an array of events and learning opportunities focusing on equity. The VT-HEC Mission Investment Fund is sponsoring Paul’s 2-day presentation: Advancing and Sustaining Equity Literacy on November 1 & 2 in Montpelier.  This will be followed by three more days focused on equity themes in the spring – gender, race and poverty.

 

Additional information and registration on vthec.org.

Also, check out the many other offerings VT-HEC has planned for the year covering a wide variety of topics including; trauma, early childhood, behavior, gender, special education, teaming, autism and much more.