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CEHD and U of M Word Marks

Urban Leadership Academy

210 Burton Hall
178 Pillsbury Drive SE
Minneapolis, MN 55455


Urban Leadership Academy 2017-2018

Make it Real: Instructional Leadership = Racial Equity

Minnesota school leaders must create an equitable and culturally responsive space for all students to learn. In order to drive change, racial equity must be at the center of instructional leadership. Join us for ULA’s 2017-2018 workshop series, to focus and reflect on what it means to be a racially equitable leader, providing expertise and vision for your district, your school, your team, your classroom.

For the past 22 years, the Urban Leadership Academy has provided programming and sustained dialogue focused on the continuous professional development of school leaders. Each workshop provides educational leaders the opportunity to explore the complexity of leading learning organizations in order to better serve students. The ULA advisory board, comprised of district leaders from our member districts, continues to build on the educational strengths and challenges explored through each thematic series.


You may register for the entire workship series using the link below or register for an individual workshop by clicking on the registration link located in each session.

Registration is CLOSED for Workshop 4 and for the Full series as we are at capacity.
Contact Diane Boatman at if you have questions.


Workshop #2: Wednesday, December 6, 2017
Race, Immigration, and Being Known in School: Teaching to Engage Identities

Location: TIES Event Center, 1667 Snelling Ave. N., St. Paul, MN 55108

Speaker: Dr. Vichet Chhuon

This presentation and workshop emphasizes schools as important sites for supporting the social and academic identities of adolescent youth. The session will examine the significance of being known, particularly for youth of color and immigrant students, and what it means for teaching and learning in classrooms. As well, participants will engage in discussions and projects that consider the ways in which teaching is inherently a relational and political activity, with implications for teacher-student relationships and identity-affirming pedagogy.

Register for Workshop #2

Vichet ChhuonDr. Vichet Chhuon is an Associate Professor in the Department of Curriculum and Instruction, Interim Chair in the Department of Chicano and Latino Studies, and Faculty in the Asian American Studies Program at the University of Minnesota. His scholarship is focused on critical issues in education including the schooling of immigrant youth and students of color and his work has appeared in leading publications including American Educational Research Journal, The Urban Review, and Journal of College Student Development. Dr. Chhuon has received Early Career Awards from the American Educational Research Association and the Association of Asian American Studies, and the Presidential Research Award from the National Association for Multicultural Education. He is currently involved in immigration justice work and efforts to increase the racial diversity in Minnesota.

Nemo Abdi Dr. Nimo Abdi is an Assistant Professor in the Department of Curriculum and Instruction at the University of Minnesota. Her research and teaching engages the intersections of race, class, gender and religion, to understand Somali youth’s experiences in schools.

Ezekiel Joubert IIIEzekiel Joubert III is a Ph.D. Candidate in the Culture and Teaching Program at the University of Minnesota. His research focuses on how Black rural youth make sense of schooling and opportunity.

Workshop #3: Thursday, February 22, 2018
Culturally Grounded Academic Interventions That Build on the Strengths of Indigenous Students

Location: TIES Event Center, 1667 Snelling Ave. N., St. Paul, MN 55108

Speaker: Dr. Stephanie Fryberg

Stephanie Fryberg, examines indigenous children’s approach to learning and how educators can create a more supportive academic environment. She addresses the “Struggling Native Student” Narrative and how we can reframe a redirect stories to free children to reach their full potential. This session will discuss the Culture Cycle that is used to promote student identity. Dr. Fryberg will also share her examination of academic self-view and Growth Mindsets and their impact on students and their motivation and learning.

Register for Workshop #3

Stephanie FrybergStephanie Fryberg, a member of the Tulalip Tribes, is jointly appointed as Associate Professor in American Indian Studies and Psychology at the University of Washington. Dr. Fryberg previously served as Associate Professor of Psychology and affiliate faculty member in American Indian Studies at the University of Arizona, and as the Director of Cultural Competency, Learning Improvement and Tulalip Community Development for the Marysville School District in Marysville, Washington. Her primary research interests focus on how social representation of race, culture, and social class influence the development of self, psychological well-being, and educational attainment. In 2011, she testified before the US Senate Committee on Indian Affairs on the topic of “Stole Identities: The impact of racist stereotypes on Indigenous people.” Dr. Fryberg translated Carol Dweck and colleagues’ individual-oriented growth mindset intervention into a communal-oriented version, which was given to students on her tribe’s reservation and led to significant improvement in students’ educational outcomes compared to the individualistic version of the intervention. She received her master’s and doctorate degrees in Social Psychology from Stanford University, where in 2011 she was inducted into its Multicultural Hall of Fame.

Workshop #4: Thursday, April 12, 2018
Instructional Leadership to Support Teacher Cultural Responsiveness in the Classroom

Location: TIES Event Center, 1667 Snelling Ave. N., St. Paul, MN 55108

Speaker: Zaretta Hammond

Most schools are experiencing growing numbers of culturally and linguistically diverse students. That means school leaders must insure that all teachers regardless of their racial or ethnic background are able to support diverse students so that they reach their maximum potential in the classroom. In this workshop, we will explore the areas of leadership school principals and teacher-leaders need to develop in order to get teachers to become more culturally and linguistically responsive. The expectation isn't that principals need to become professional developers but instead stronger instructional leaders.

Ms. Hammond will share the most high leverage components of culturally responsive teaching that get struggling students to become more independent learners. She will show leaders how to leverage staff meetings and other structures to build teacher capacity in these areas.

Register for Workshop #4

Zaretta HammondMs. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She is a former English teacher and has been consulting and providing professional development around equity, literacy, and culturally responsive teaching for the past 21 years.

She provides instructional support for teachers and instructional coaches in a variety of organizations such as the Sonoma County Office of Education, San Francisco Unified School District, Austin Independent School District’s Office of Social-Emotional Development, and Center for Reaching and Teaching the Whole Child (CRTWC).


Please contact Diane Boatman at or 612-625-9087 if you have any questions.

Revised November 17, 2017