Presentations and Workshops
Saturday, March 5
8:00 - 8:30 Registration & Breakfast
8:35 - 8:45 Welcome & Opening Remarks by Chris Chun and Stan Lau
8:45 - 10:15 Keynote Address by Lee Mun Wah - "An Unfinished Conversation"
10:15 -10:45 Coffee Break
10:50 - 11:50 Breakout Session 1
11:55 - 12:55 Lunch
1:00 - 2:00 Breakout Session 2
2:05 - 3:05 Affinity Space
3:10 - 4:10 Breakout Session 3
4:15 - 4:30 Closing & Looking Ahead
4:45 - 5:45 Happy Hour
6:00 Dinner on Your Own
Sunday, March 6
8:00 - 8:30 Registration & Breakfast
8:30 - 9:30 Closing Keynote by Katherine Dinh
9:30 - 10:30 Unconference
10:30 - 11:55 Affinity Space
12 - 12:15 Closing Remarks
12:15 - 1:00 Lunch
Breakout Session 1 (10:50-11:50)
Leadership Panel on Opportunities and Challenges for Asian Educators
Sumant Bhat
Lucinda Lee Katz
Prasant Nukalapati
Guybe Slangen
Moderated by Chris Chun and Stan Lau
Cross Cultural Facilitation Skills for Educators, Administrators & Staff
Lee Mun Wah
Facilitating a group with many cross-cultural perspectives and experiences requires a keen understanding and thorough knowledge of how cultural differences can impact group dynamics, relationships and one's sense of safety. In this unique training, each participant will be guided through a series of exercises and mindful techniques that will enhance their understanding of the impact of culture on relationships, conflictual cultural situations, as well as how to develop a deeper and more authentic sense of community and openness within diverse groups. Participants will explore their perceptions and attitudes about diversity issues through the use of films, books, vignettes and personal stories. They will learn to:
Asian Privilege and Our Place in the Diversity Dialogue
Cheryl Ting
What space do Asians occupy in the race dialogue? We are labeled the “model minority” and generalized as high achievers, who work hard to excel in our academic and professional communities. We have “assimilated” into white mainstream culture, and in some instances have supposedly overcome our white counterparts in terms of high paid professions and monetary success. This generalization is a tool of racial hierarchy and oppression. It implies Asians’ inferiority to white culture, while at the same time negates our connection to other minorities' experiences of racism, compartmentalizes our experience/identity as people of color, and homogenizes the Asian experience, denying us the ability to look critically at the variance of needs within our community. In this session, we will explore both the privileges and the consequences that Asians experience. Participants will gain resources to take back to their communities to continue the complex conversation of Asian identity and privilege.
Breakout Session 2 (1:00-2:00)
Minority Majority: How Multiracial Asian Students Navigate Identity in Independent Schools
Noah Cho
At many independent schools, the fastest growing group in regards to racial self-identification identifies as Multiracial. Within that group, students who identify bi- or multiracial Asians are a significant cohort with an ever-increasing number. As schools, how do we address the needs of students who often find themselves navigating several worlds, not only at school, but at home as well? How do students who see themselves as whole people deal with the various facets of their racial identity when they don’t simply fit into one category? This workshop explores these questions and more though literature, media, and from the “I” perspective of Multiracial Asian-Americans.
Navigating Microaggressions: When We Receive, Witness, or Do
Rosetta Lee
Often, when we try to address microagressions, we face defensiveness, silence of allies, or frustration. We mean well, but we get so focused on our good intentions that it gets in the way of learning and growth. This workshop will be focused on how we might be more effective in addressing microaggressions in our daily lives. Participants will: 1) Gain a better understanding of microaggressions, what they are, and why it's important to address them 2) Examine the barriers to authentic conversations after injury 3) Practice practical strategies for conversations To achieve this goal, there will be a mixture of presentation, small group conversations, and large group share-outs.
Asian-American High School Student Panel
Students will speak about their experiences, as they have lived through them, as students and beings at the schools they have attended, in the neighborhoods which they have resided, and the different spaces that they have encountered through other activities in the Bay area. Our aim is for educators to also hear where students are coming from and how they are navigating spaces within school communities and outside of them as well.
Breakout Session 3 (3:10-4:10)
Leading While Asian: Adding Our Voice to Race Conversations
Rosetta Lee
This workshop is designed to address the fact that there are a dearth of API voices in racial equity work. Often, we are either left out of the conversation altogether, our struggles are minimized, or we are used as a wedge between other People of Color and White folks ("There is no racism - look at the successful Asians!" "How come we don't talk about Asian Privilege?"). Furthermore, there are some API folks who for cultural reasons or for having achieved a measure of success feel that they have nothing to contribute to or benefit from racial equity work. Participants will: 1) Gain a greater understanding of the dynamics that keep our voices from the table 2) Examine the internal pressures that keep us from engaging in the conversation 3) Learn the opportunities contained in our participation in diversity, inclusion, equity, and cultural competency work I hope to achieve this through presentation, small group conversation, and large group share-outs.
Rebranding Microaggressions: Otherizing and Marginalization
Nina Sethi
The word "microaggression" can be misleading and cause marginalization to be diminished and misunderstood. This workshop seeks to rebrand microaggressions as "otherizing" to directly express the impact and action of microaggressions in a clear and detailed way. Participants will experience and learn about activities, language, and steps to take when they encounter microaggressions in the workplace (directed at themselves and/or others). We will discuss strategies for responding to microagressions, educating students and colleagues about them, and understanding and explaining the implications of marginalization within a community. Attendees will participate in practical exercises that can be used with students or faculty as part of this learning and leave with ideas, language, and activities to use in their own school communities.
"Remodeling the Myth": The Role of Asian Educators in Creating Spaces for Asian Students In Schools
Laura Yee
What role can Asian educators play in today’s schools, and how can we create spaces in schools to counter the model minority narrative while supporting Asian students? Participants will leave information that debunks many of the minority model myth’s monocultural assumptions. In addition, we will workshop specific ways for participants to analyze their schools and classrooms in order to identify opportunities for provide affirming spaces for students through affinity spaces and both formal and hidden curricula.
8:00 - 8:30 Registration & Breakfast
8:35 - 8:45 Welcome & Opening Remarks by Chris Chun and Stan Lau
8:45 - 10:15 Keynote Address by Lee Mun Wah - "An Unfinished Conversation"
10:15 -10:45 Coffee Break
10:50 - 11:50 Breakout Session 1
11:55 - 12:55 Lunch
1:00 - 2:00 Breakout Session 2
2:05 - 3:05 Affinity Space
3:10 - 4:10 Breakout Session 3
4:15 - 4:30 Closing & Looking Ahead
4:45 - 5:45 Happy Hour
6:00 Dinner on Your Own
Sunday, March 6
8:00 - 8:30 Registration & Breakfast
8:30 - 9:30 Closing Keynote by Katherine Dinh
9:30 - 10:30 Unconference
10:30 - 11:55 Affinity Space
12 - 12:15 Closing Remarks
12:15 - 1:00 Lunch
Breakout Session 1 (10:50-11:50)
Leadership Panel on Opportunities and Challenges for Asian Educators
Sumant Bhat
Lucinda Lee Katz
Prasant Nukalapati
Guybe Slangen
Moderated by Chris Chun and Stan Lau
Cross Cultural Facilitation Skills for Educators, Administrators & Staff
Lee Mun Wah
Facilitating a group with many cross-cultural perspectives and experiences requires a keen understanding and thorough knowledge of how cultural differences can impact group dynamics, relationships and one's sense of safety. In this unique training, each participant will be guided through a series of exercises and mindful techniques that will enhance their understanding of the impact of culture on relationships, conflictual cultural situations, as well as how to develop a deeper and more authentic sense of community and openness within diverse groups. Participants will explore their perceptions and attitudes about diversity issues through the use of films, books, vignettes and personal stories. They will learn to:
- Listen and respond from a Buddhist & Eastern Approach
- Notice the Impact and Intent of all our communications and actions and make use of that knowledge to create a sense of community
- Discover the importance of curiosity as a mediation and learning tool
- Make use of non-verbal communications cross-culturally
- Use Mindful Techniques to de-escalate a conflict within minutes
- Utilize 26 Culturally -Sensitive Questions that create safety & trust
Asian Privilege and Our Place in the Diversity Dialogue
Cheryl Ting
What space do Asians occupy in the race dialogue? We are labeled the “model minority” and generalized as high achievers, who work hard to excel in our academic and professional communities. We have “assimilated” into white mainstream culture, and in some instances have supposedly overcome our white counterparts in terms of high paid professions and monetary success. This generalization is a tool of racial hierarchy and oppression. It implies Asians’ inferiority to white culture, while at the same time negates our connection to other minorities' experiences of racism, compartmentalizes our experience/identity as people of color, and homogenizes the Asian experience, denying us the ability to look critically at the variance of needs within our community. In this session, we will explore both the privileges and the consequences that Asians experience. Participants will gain resources to take back to their communities to continue the complex conversation of Asian identity and privilege.
Breakout Session 2 (1:00-2:00)
Minority Majority: How Multiracial Asian Students Navigate Identity in Independent Schools
Noah Cho
At many independent schools, the fastest growing group in regards to racial self-identification identifies as Multiracial. Within that group, students who identify bi- or multiracial Asians are a significant cohort with an ever-increasing number. As schools, how do we address the needs of students who often find themselves navigating several worlds, not only at school, but at home as well? How do students who see themselves as whole people deal with the various facets of their racial identity when they don’t simply fit into one category? This workshop explores these questions and more though literature, media, and from the “I” perspective of Multiracial Asian-Americans.
Navigating Microaggressions: When We Receive, Witness, or Do
Rosetta Lee
Often, when we try to address microagressions, we face defensiveness, silence of allies, or frustration. We mean well, but we get so focused on our good intentions that it gets in the way of learning and growth. This workshop will be focused on how we might be more effective in addressing microaggressions in our daily lives. Participants will: 1) Gain a better understanding of microaggressions, what they are, and why it's important to address them 2) Examine the barriers to authentic conversations after injury 3) Practice practical strategies for conversations To achieve this goal, there will be a mixture of presentation, small group conversations, and large group share-outs.
Asian-American High School Student Panel
Students will speak about their experiences, as they have lived through them, as students and beings at the schools they have attended, in the neighborhoods which they have resided, and the different spaces that they have encountered through other activities in the Bay area. Our aim is for educators to also hear where students are coming from and how they are navigating spaces within school communities and outside of them as well.
Breakout Session 3 (3:10-4:10)
Leading While Asian: Adding Our Voice to Race Conversations
Rosetta Lee
This workshop is designed to address the fact that there are a dearth of API voices in racial equity work. Often, we are either left out of the conversation altogether, our struggles are minimized, or we are used as a wedge between other People of Color and White folks ("There is no racism - look at the successful Asians!" "How come we don't talk about Asian Privilege?"). Furthermore, there are some API folks who for cultural reasons or for having achieved a measure of success feel that they have nothing to contribute to or benefit from racial equity work. Participants will: 1) Gain a greater understanding of the dynamics that keep our voices from the table 2) Examine the internal pressures that keep us from engaging in the conversation 3) Learn the opportunities contained in our participation in diversity, inclusion, equity, and cultural competency work I hope to achieve this through presentation, small group conversation, and large group share-outs.
Rebranding Microaggressions: Otherizing and Marginalization
Nina Sethi
The word "microaggression" can be misleading and cause marginalization to be diminished and misunderstood. This workshop seeks to rebrand microaggressions as "otherizing" to directly express the impact and action of microaggressions in a clear and detailed way. Participants will experience and learn about activities, language, and steps to take when they encounter microaggressions in the workplace (directed at themselves and/or others). We will discuss strategies for responding to microagressions, educating students and colleagues about them, and understanding and explaining the implications of marginalization within a community. Attendees will participate in practical exercises that can be used with students or faculty as part of this learning and leave with ideas, language, and activities to use in their own school communities.
"Remodeling the Myth": The Role of Asian Educators in Creating Spaces for Asian Students In Schools
Laura Yee
What role can Asian educators play in today’s schools, and how can we create spaces in schools to counter the model minority narrative while supporting Asian students? Participants will leave information that debunks many of the minority model myth’s monocultural assumptions. In addition, we will workshop specific ways for participants to analyze their schools and classrooms in order to identify opportunities for provide affirming spaces for students through affinity spaces and both formal and hidden curricula.
Presenters
Sumant Bhat
Sumant Bhat is in his second year as the Head of Middle School at St. Anne’s Episcopal School, a PS-8 school in Denver, Colorado. In addition to his work on curriculum and programming, he leads diversity training and growth for all faculty and staff at St. Anne’s and leads the school’s Multiculturalism and Inclusion Committee. Prior to St. Anne’s, Sumant worked at three other independent schools as a teacher, advisor, coach, department chair, dean of middle school, international trip coordinator and in admissions. Sumant holds a B.A in Economics and Psychology from Williams College and a MA in Educational Leadership from the Klingenstein Program at Columbia University.
Sumant Bhat is in his second year as the Head of Middle School at St. Anne’s Episcopal School, a PS-8 school in Denver, Colorado. In addition to his work on curriculum and programming, he leads diversity training and growth for all faculty and staff at St. Anne’s and leads the school’s Multiculturalism and Inclusion Committee. Prior to St. Anne’s, Sumant worked at three other independent schools as a teacher, advisor, coach, department chair, dean of middle school, international trip coordinator and in admissions. Sumant holds a B.A in Economics and Psychology from Williams College and a MA in Educational Leadership from the Klingenstein Program at Columbia University.
Noah Cho
Noah is a 7th and 8th grade English teacher and the 8th Grade Dean at Marin Country Day School in Corte Madera, CA. At MCDS, Noah has been involved in constantly revamping and revising the curriculum of both the 7th and 8th grade English classes in order to ensure that the types of literature that his students are reading, writing, and thinking about are inclusive and diverse. Noah is also a member of the faculty of the Student Diversity Leadership Conference, a national conference that serves over 1,600 high school students from national independent high schools. In addition, Noah's writing has appeared in NPR's CodeSwitch, Hyphen Magazine, and The Toast.
Noah is a 7th and 8th grade English teacher and the 8th Grade Dean at Marin Country Day School in Corte Madera, CA. At MCDS, Noah has been involved in constantly revamping and revising the curriculum of both the 7th and 8th grade English classes in order to ensure that the types of literature that his students are reading, writing, and thinking about are inclusive and diverse. Noah is also a member of the faculty of the Student Diversity Leadership Conference, a national conference that serves over 1,600 high school students from national independent high schools. In addition, Noah's writing has appeared in NPR's CodeSwitch, Hyphen Magazine, and The Toast.
Chris Chun
Chris is in her 12th year teaching 8th-grade English at Black Pine Circle School in Berkeley, California. There, she is the Diversity Co-coordinator as well as the teacher sponsor for the Diversity Club and the Black Student Union. She is the co-moderator for the API-Chai mailing list, a forum for Asian/Pacific Islander activist educators in independent schools. Between grading essays, practicing the circus arts, and following the sport of competitive eating, Chris is delusionally confident that she has enough time on her hands to help reboot AsEA.
Chris is in her 12th year teaching 8th-grade English at Black Pine Circle School in Berkeley, California. There, she is the Diversity Co-coordinator as well as the teacher sponsor for the Diversity Club and the Black Student Union. She is the co-moderator for the API-Chai mailing list, a forum for Asian/Pacific Islander activist educators in independent schools. Between grading essays, practicing the circus arts, and following the sport of competitive eating, Chris is delusionally confident that she has enough time on her hands to help reboot AsEA.
Katherine Dinh
Since 2007, Katherine has been Head of Prospect Sierra School, a K-8 school of 475 students in El Cerrito, California, and recently, she was appointed as chair of the National Association of Independent Schools (NAIS) Board of Trustees. She has worked at four other NAIS schools as a teacher, dorm parent, coach, department chair, and division head in diverse geographic regions: Virginia, Pennsylvania, Delaware, and New Orleans. Besides working in a variety of independent school settings, including boarding, day, co-ed, single-sex, large and small schools, she was also co-founder of a public charter school in Boston in 1997. Katherine holds a B.A. in English from the University of Virginia and a M.Ed. in International Education from Harvard.
Since 2007, Katherine has been Head of Prospect Sierra School, a K-8 school of 475 students in El Cerrito, California, and recently, she was appointed as chair of the National Association of Independent Schools (NAIS) Board of Trustees. She has worked at four other NAIS schools as a teacher, dorm parent, coach, department chair, and division head in diverse geographic regions: Virginia, Pennsylvania, Delaware, and New Orleans. Besides working in a variety of independent school settings, including boarding, day, co-ed, single-sex, large and small schools, she was also co-founder of a public charter school in Boston in 1997. Katherine holds a B.A. in English from the University of Virginia and a M.Ed. in International Education from Harvard.
Lucinda Lee Katz
Recognized as a leader in the field of education, Dr. Lucinda Lee Katz currently serves as the Head of Marin Country Day School in Corte Madera, California. Prior to her work at MCDS she worked with Mayor Daley in Chicago as the Chief Education Officer, and served as Director and Principal of the University of Chicago Laboratory Schools from 1986 to 2002. Lucinda began her career with the National Teacher Corps Program working with low-income schools in San Francisco. She taught in the San Francisco Public Schools as the first Chinese bilingual bicultural teacher from 1968 to 1972. As a professor and lecturer at Erikson Institute, University of Illinois, and the University of Chicago for 25 years, Lucinda completed research and writings in mathematics teaching and learning, curriculum development, and family and cultural studies. She serves on many education-related and cultural boards and has been a keynote and panelist speaker for many organizations, including multiple guest appearances on Oprah. She also wrote and consulted on three films: There’s Math in Deviled Eggs, Respecting Diversity in the Classroom, and a PBS special, Boys Will Be Men.
Recognized as a leader in the field of education, Dr. Lucinda Lee Katz currently serves as the Head of Marin Country Day School in Corte Madera, California. Prior to her work at MCDS she worked with Mayor Daley in Chicago as the Chief Education Officer, and served as Director and Principal of the University of Chicago Laboratory Schools from 1986 to 2002. Lucinda began her career with the National Teacher Corps Program working with low-income schools in San Francisco. She taught in the San Francisco Public Schools as the first Chinese bilingual bicultural teacher from 1968 to 1972. As a professor and lecturer at Erikson Institute, University of Illinois, and the University of Chicago for 25 years, Lucinda completed research and writings in mathematics teaching and learning, curriculum development, and family and cultural studies. She serves on many education-related and cultural boards and has been a keynote and panelist speaker for many organizations, including multiple guest appearances on Oprah. She also wrote and consulted on three films: There’s Math in Deviled Eggs, Respecting Diversity in the Classroom, and a PBS special, Boys Will Be Men.
Stan Lau
Originally from the East Coast, Stan is an English teacher at San Francisco University High School (UHS). He teaches 9th grade English as well as various electives ranging from "Ethics & Argument" to "Things Fall Apart," a survey course on post-colonial fiction, to 11th and 12th graders. When Stan attended the AsEA conference in 2008, he was surprised and elated: he met other educators who looked like him and who also understood some of the issues and questions that he had about teaching, learning, and navigating predominantly White spaces. For him, the AsEA conference is a place to (re)connect, recharge, and restore oneself as an educator--both in practice and for the soul.
Originally from the East Coast, Stan is an English teacher at San Francisco University High School (UHS). He teaches 9th grade English as well as various electives ranging from "Ethics & Argument" to "Things Fall Apart," a survey course on post-colonial fiction, to 11th and 12th graders. When Stan attended the AsEA conference in 2008, he was surprised and elated: he met other educators who looked like him and who also understood some of the issues and questions that he had about teaching, learning, and navigating predominantly White spaces. For him, the AsEA conference is a place to (re)connect, recharge, and restore oneself as an educator--both in practice and for the soul.
Prasant Nukalapati
Prasant Nukalapati is the Founding Director of the Willie Brown Jr. Middle School (SFUSD) Beacon Center, the newest site for the San Francisco Beacon Initiative--a consortium committed to out of school time learning under the community schools model. Before taking his current position, he was the Deputy Executive Director at Parents Education Network (PEN) a nonprofit committed to supporting the academic and life success of students with learning differences. Prior to this role, Prasant was the Northwest Regional Program Manager for the A Better Chance program, a national education access program committed to developing the next generation of leaders of color by helping them access opportunities in independent schools. Prasant taught history in independent schools for 9 years and was the founder in 2003 of the API-CHAI listserve for Asian/Pacific Islander educators in independent schools. In 2005 he was a member of the founding team that created the Asian Educator Aliance (AsEA) conference. Prasant is a volunteer kayak guide with Environmental Travel Companions (ETC) a organization committed to taking people with disabilities and underserved youth into the outdoors.
Prasant Nukalapati is the Founding Director of the Willie Brown Jr. Middle School (SFUSD) Beacon Center, the newest site for the San Francisco Beacon Initiative--a consortium committed to out of school time learning under the community schools model. Before taking his current position, he was the Deputy Executive Director at Parents Education Network (PEN) a nonprofit committed to supporting the academic and life success of students with learning differences. Prior to this role, Prasant was the Northwest Regional Program Manager for the A Better Chance program, a national education access program committed to developing the next generation of leaders of color by helping them access opportunities in independent schools. Prasant taught history in independent schools for 9 years and was the founder in 2003 of the API-CHAI listserve for Asian/Pacific Islander educators in independent schools. In 2005 he was a member of the founding team that created the Asian Educator Aliance (AsEA) conference. Prasant is a volunteer kayak guide with Environmental Travel Companions (ETC) a organization committed to taking people with disabilities and underserved youth into the outdoors.
Lee Mun Wah
Lee Mun Wah is an internationally renowned Chinese American documentary filmmaker, author, poet, Asian folkteller, educator, community therapist and master diversity trainer. For more than 25 years he was a resource specialist and counselor in the San Francisco Unified School District. He later became a consultant to private schools, working with students that had severe learning and behavioral issues. Lee Mun Wah is now the Executive Director of Stirfry Seminars & Consulting, a diversity training company that provides educational tools and workshops on issues pertaining to cross-cultural communication and awareness, mindful facilitation, and conflict mediation techniques. Thousands of people from government and social service agencies, corporations and educational institutions have taken Lee Mun Wah’s workshops and partnered with Stirfry Seminars & Consulting on their diversity initiatives.
Lee Mun Wah is an internationally renowned Chinese American documentary filmmaker, author, poet, Asian folkteller, educator, community therapist and master diversity trainer. For more than 25 years he was a resource specialist and counselor in the San Francisco Unified School District. He later became a consultant to private schools, working with students that had severe learning and behavioral issues. Lee Mun Wah is now the Executive Director of Stirfry Seminars & Consulting, a diversity training company that provides educational tools and workshops on issues pertaining to cross-cultural communication and awareness, mindful facilitation, and conflict mediation techniques. Thousands of people from government and social service agencies, corporations and educational institutions have taken Lee Mun Wah’s workshops and partnered with Stirfry Seminars & Consulting on their diversity initiatives.
Rosetta Lee
Rosetta Lee is an experienced educator and diversity consultant whose passion and expertise ranges from science and ethics for middle school students, gender equity in STEM education, cross-cultural communication, gender bias, relational aggression, identity development, anti-bullying, brain and learning, and more. She is driven toward empowering youth to make a better future for themselves and their communities, and at the same time working with adults to help create inclusive communities that will help empower youth of all races, ethnic origins, genders, abilities, sexual orientations, and other identities.
Rosetta Lee is an experienced educator and diversity consultant whose passion and expertise ranges from science and ethics for middle school students, gender equity in STEM education, cross-cultural communication, gender bias, relational aggression, identity development, anti-bullying, brain and learning, and more. She is driven toward empowering youth to make a better future for themselves and their communities, and at the same time working with adults to help create inclusive communities that will help empower youth of all races, ethnic origins, genders, abilities, sexual orientations, and other identities.
Nina Sethi
Nina Sethi is currently a fifth grade homeroom teacher at Sheridan School in Washington, D.C. She is a graduate of Dartmouth College, and she holds a degree in psychology and a certificate in elementary teacher education. She received her Masters of Arts in Teaching English to Speakers of Other Languages from Teachers College at Columbia University. Nina has taught students of a variety of ages in both public and independent schools in New York, Chicago, Berlin, and New Delhi.
Nina Sethi is currently a fifth grade homeroom teacher at Sheridan School in Washington, D.C. She is a graduate of Dartmouth College, and she holds a degree in psychology and a certificate in elementary teacher education. She received her Masters of Arts in Teaching English to Speakers of Other Languages from Teachers College at Columbia University. Nina has taught students of a variety of ages in both public and independent schools in New York, Chicago, Berlin, and New Delhi.
Guybe Slangen
Guybe comes from an international family of educators—his father (from Belgium) was a professor for nearly three decades and his mother (from the Philippines) taught in public schools for many years. Guybe joined SFFS in 2009 from the Head-Royce School where he was the Dean of Students. Prior to that he worked at independent schools in both Colorado and New York. Whether leading students to China on summer trips or taking them to serve meals at homeless shelters, Guybe believes strongly that learning has the greatest impact through experience. At Friends, his work centers around building and sustaining strong relationships between the school and the greater community. He also manages grade-level trips and supports diversity and service efforts throughout the school. Guybe is a graduate of Dickinson College and completed his Master’s in Educational Leadership at Columbia University’s Teachers College. He has served on the boards of the Northern California POCIS (People of Color in Independent Schools), the Asian Educators Alliance, and presented workshops nationally on the topics of leadership, diversity, and community engagement. Guybe lives in Oakland with his partner Susan and their daughter Livi.
Guybe comes from an international family of educators—his father (from Belgium) was a professor for nearly three decades and his mother (from the Philippines) taught in public schools for many years. Guybe joined SFFS in 2009 from the Head-Royce School where he was the Dean of Students. Prior to that he worked at independent schools in both Colorado and New York. Whether leading students to China on summer trips or taking them to serve meals at homeless shelters, Guybe believes strongly that learning has the greatest impact through experience. At Friends, his work centers around building and sustaining strong relationships between the school and the greater community. He also manages grade-level trips and supports diversity and service efforts throughout the school. Guybe is a graduate of Dickinson College and completed his Master’s in Educational Leadership at Columbia University’s Teachers College. He has served on the boards of the Northern California POCIS (People of Color in Independent Schools), the Asian Educators Alliance, and presented workshops nationally on the topics of leadership, diversity, and community engagement. Guybe lives in Oakland with his partner Susan and their daughter Livi.
Cheryl Ting
Cheryl Ting has over 20 years of experience in education, 16 of which were in the classroom, designing and teaching literature and writing courses from grades 7 through the post-secondary level. She taught at both Lick-Wilmerding High School in San Francisco and the Bentley School in Oakland and Lafayette, before coming to Redwood Day School. During her tenure in these programs, she held various positions: English teacher, department chair, dean of multicultural affairs, 11th grade dean, director of admissions, affinity group advisor, and diversity club advisor. While working at Lick, Cheryl was selected to participate in the Klingenstein Summer Institute. She also taught middle school humanities in Aim High, a summer academic enrichment program for public school students. Her love of teaching and learning, and curriculum work has persevered, even as she has transitioned out of teaching and into administration. Cheryl graduated from UC Santa Cruz with a B.A. in World Literature, and has completed graduate work in Comparative Literature and Cultural Studies at the University of Minnesota.
Laura Yee
Laura S. Yee is Principal of the Lower School at Georgetown Day School, an independent, co-educational social justice-oriented school in Washington, D.C. She earned a Ph.D. at the University of Maryland College Park, in the Department of Teaching and Learning, Policy and Leadership’s Minority and Urban Education Program where her focus was on teacher education and professional development. She earned her M.Ed. in Special Education from the University of Virginia, M.A.T. in Elementary Education at American University and completed undergraduate work at Middlebury College in Theatre and Art History. Her research examines the role of diversity and equity in teachers’ vision and practice, enactment of culturally relevant thinking and practices, and the preparation of culturally relevant, equity-centered teachers.
Cheryl Ting has over 20 years of experience in education, 16 of which were in the classroom, designing and teaching literature and writing courses from grades 7 through the post-secondary level. She taught at both Lick-Wilmerding High School in San Francisco and the Bentley School in Oakland and Lafayette, before coming to Redwood Day School. During her tenure in these programs, she held various positions: English teacher, department chair, dean of multicultural affairs, 11th grade dean, director of admissions, affinity group advisor, and diversity club advisor. While working at Lick, Cheryl was selected to participate in the Klingenstein Summer Institute. She also taught middle school humanities in Aim High, a summer academic enrichment program for public school students. Her love of teaching and learning, and curriculum work has persevered, even as she has transitioned out of teaching and into administration. Cheryl graduated from UC Santa Cruz with a B.A. in World Literature, and has completed graduate work in Comparative Literature and Cultural Studies at the University of Minnesota.
Laura Yee
Laura S. Yee is Principal of the Lower School at Georgetown Day School, an independent, co-educational social justice-oriented school in Washington, D.C. She earned a Ph.D. at the University of Maryland College Park, in the Department of Teaching and Learning, Policy and Leadership’s Minority and Urban Education Program where her focus was on teacher education and professional development. She earned her M.Ed. in Special Education from the University of Virginia, M.A.T. in Elementary Education at American University and completed undergraduate work at Middlebury College in Theatre and Art History. Her research examines the role of diversity and equity in teachers’ vision and practice, enactment of culturally relevant thinking and practices, and the preparation of culturally relevant, equity-centered teachers.
