SALEEM SHAH

Diversity, Equity, and Inclusion Course

The world is diverse; it is made up of people who have different backgrounds, traditions, and beliefs. Diversity, equity, and inclusion (DEI) creates a culture where every individual is acknowledged and supported, regardless of their differing background. It helps us to recognize the value in diverse voices, as well as other individual differences, such as gender, race, religion, ethnicity, or sexual orientation. Ultimately, a diverse workplace will lead to better innovation and success. Through inclusive language and leadership, everyone is encouraged to evolve both personally and professionally.

Many organizations are working towards fostering a workplace culture that is committed to DEI practices and ensuring that every voice is heard. The Diversity, Equity, and Inclusion course will provide participants with the tools to recognize social biases, respond to microaggressions, as well as provide resources to create a safe and welcoming work environment. With strong team commitment and courage, we can create a sense of belonging for everyone.

Workshop Objectives:

· Define diversity, equity, and inclusion

• Explore the dimensions of diversity
• Recognize common social biases and discover ways to overcome microaggressions
• Determine effective communication strategies
• Identify the components of inclusive leadership
• Recognize ways to prioritize DEI in the workplace
• Identify workplace policies and best efforts to foster an inclusive culture
• Successfully encourage respect and belonging

• Education consultants and school management services with proposals, products, services and methods to overcome: alienation, insecurity, and poor self-image; functional illiteracy and joblessness; disruptive behavior, drug abuse, life abuse; a syndrome of hopelessness and dependence; a proven system to help restore faith in and hope for the future

• ABS is an education management organization that provides administrative and management support services, and handles the day-to-day management of charter schools. Selected as principal due to proven leadership skills to guide the launch team through the critical first stages of starting a first year charter school. Managed staff and faculty of 25
• Northwest Charter Academy 350 student enrollment K-12

• Concurrently served as principal for C.I. Wilson Middle School; South Mountain College Preparatory School; and Phoenix College Preparatory High School. 600+ combined student enrollment. Managed staff and faculty of 152

• From Kindergarten level promoted to principal

• Provided comprehensive tests for Math & English - grades 1-12 to determine strengths and weaknesses of student prospects

• Administrator for a $3 million budget pre-employment skills training & adult basic literacy education program under City of New York Human Resources Administration (HRA) performance-based contract. Program was noted and publicly acclaimed for raising reading & math scores 2+ grade levels in 6-8 weeks among adult functional illiterates

• Facilitated adult basic literacy, GED preparation, and pre-employment training skills for call center & customer service positions. Conducted workshops for stress management and visualization techniques for faculty and students

• Developed engaging training materials to enhance participant learning experiences.
• Facilitated interactive workshops to promote skill development and team collaboration.
• Assessed learner progress through evaluations and feedback mechanisms.
• Implemented new training techniques based on adult learning principles.

• Developed individualized learning plans to enhance student engagement and academic performance.
• Facilitated group coaching sessions to foster collaboration and shared learning among participants.
• Implemented feedback mechanisms to assess program effectiveness and participant satisfaction.
• Mentored novice coaches, providing guidance on best practices and professional development opportunities.

• Analyzed learning outcomes data to identify areas for curriculum improvement and strategic adjustments.
• Collaborated with educational stakeholders to align coaching strategies with institutional goals and initiatives.
• Designed workshops focused on innovative teaching techniques and instructional strategies for educators.

• In four six-week programs Center for Accelerated Learning (CAL) increased the reading and math scores of 140 Black and Hispanic adults on public assistance.
• • Almost two-thirds (61.9 percent) of the students in one reading program advanced 2 grade levels in six weeks.
• • Over one-half (54.5 percent) of students in another reading program advanced 3 grade levels in six weeks.
• • The average advancement of students in one reading program was 2.9 grades in six weeks.
• • One-half (50 percent) of the students in one math program advanced two grade levels in six weeks, and slightly over one-third (37.5 percent) of the students in another math program advanced 3 grade levels in six weeks.
• • The average math advancement for the students in one math program was 1.9 grades in six weeks.
• Excerpted from:
• “Preemployment Job Search Project.” Final Report to the Commissioner, - Human Resources Administration, City of New York, July 1986

• Developed tailored learning programs to enhance student engagement and retention.
• Facilitated workshops and training sessions to improve instructional methods for educators.
• Collaborated with stakeholders to assess educational needs and align program objectives.
• Analyzed feedback data to refine curriculum design and delivery strategies.

• Led cross-functional teams to develop strategic solutions for client challenges.
• Analyzed market trends to inform client decision-making and enhance business performance.
• Facilitated workshops to identify process improvements and optimize operational efficiency.
• Designed and implemented training programs to elevate team capabilities and foster growth.

FEMA EMERGENCY MANAGEMENT/DISASTER PLANNING FOR SCHOOLS ['SIEMS] - Consultant

The primary role of schools in emergency organization is the care and shelter of students. Schools are to provide shelter, meals, and health care until students are released to a previously authorized adult. a secondary role of schools is to provide a location for care and shelter of the general public. Immediate priorities are evacuation, search and rescue, treating the injured, responding to fires, shut off utilities if necessary, care for students, and release students to parents.

• Developed and implemented curriculum enhancements to improve student engagement and comprehension.
• Mentored junior educators, fostering professional development and collaborative teaching strategies.
• Evaluated student performance data to inform instructional adjustments and individualized learning plans.
• Facilitated workshops for staff on innovative teaching methods and classroom management techniques.

HUMAN RIGHTS EDUCATION
The Story of Human Rights
• Writing Assignment
Pose this scenario: Imagine a world where no one respected the rights of others, and people did not show common courtesy to one another. Would you be free in such a world?
Instruct students to write three paragraphs or more on why we have to care about others and treat others with respect if we want to stay free and equal ourselves. What happens to our rights and freedoms when we don’t respect others, even strangers? Have them include in their essay an example of how they can help someone they know or someone they meet to experience equal rights. For example, they can allow someone to talk about an idea without criticizing the person or they can help a younger child have his proper share of food.