if you hear a little bit of an accent as I speak it is because I’m standing here
I speak it is because I’m standing here
I speak it is because I’m standing here speaking a foreign language the fact
speaking a foreign language the fact
speaking a foreign language the fact that I am on this stage with the ability
that I am on this stage with the ability
that I am on this stage with the ability to speak English as well as my first
to speak English as well as my first
to speak English as well as my first languages Ukrainian and Russian is
languages Ukrainian and Russian is
languages Ukrainian and Russian is certainly a testament to my parents
certainly a testament to my parents
certainly a testament to my parents investments and sacrifices for my
investments and sacrifices for my
investments and sacrifices for my education well and my own hard work but
education well and my own hard work but
education well and my own hard work but that’s only a part of a story like the
that’s only a part of a story like the
that’s only a part of a story like the life-changing outcomes we hope to see
life-changing outcomes we hope to see
life-changing outcomes we hope to see for students in the education system my
for students in the education system my
for students in the education system my linguistic prowess and my life
linguistic prowess and my life
linguistic prowess and my life trajectory were people dependent it took
trajectory were people dependent it took
trajectory were people dependent it took their investments from and interactions
their investments from and interactions
their investments from and interactions with the right people to set my life on
with the right people to set my life on
with the right people to set my life on a different course
I grew up in eastern Ukraine in a mining
I grew up in eastern Ukraine in a mining city knowing to be the longest city in
city knowing to be the longest city in
city knowing to be the longest city in Europe
Europe
Europe my parents had dreams that I would
my parents had dreams that I would
my parents had dreams that I would experience parts of the world they could
experience parts of the world they could
experience parts of the world they could only imagine
only imagine
only imagine so since young age I aspire to travel
so since young age I aspire to travel
so since young age I aspire to travel abroad to become an exchange student my
abroad to become an exchange student my
abroad to become an exchange student my parents weren’t bored that is why they
parents weren’t bored that is why they
parents weren’t bored that is why they sacrificed all the disposable cash they
sacrificed all the disposable cash they
sacrificed all the disposable cash they had to have me working with an English
had to have me working with an English
had to have me working with an English language shooter and also put me in as
language shooter and also put me in as
language shooter and also put me in as special school to study foreign
special school to study foreign
special school to study foreign languages but it took a random encounter
languages but it took a random encounter
languages but it took a random encounter with someone determined to expand
with someone determined to expand
with someone determined to expand opportunity for my goals to actually be
opportunity for my goals to actually be
opportunity for my goals to actually be achieved one day on a routine trip to a
achieved one day on a routine trip to a
achieved one day on a routine trip to a market my mother ran into my former
market my mother ran into my former
market my mother ran into my former biology teacher after a long
biology teacher after a long
biology teacher after a long conversation my teacher casually
conversation my teacher casually
conversation my teacher casually inquired if I was participating in the
inquired if I was participating in the
inquired if I was participating in the first testing round for the Future
first testing round for the Future
first testing round for the Future Leaders exchange program a flex program
Leaders exchange program a flex program
Leaders exchange program a flex program what first round I mean we knew of the
what first round I mean we knew of the
what first round I mean we knew of the Flex program but we had no idea how to
Flex program but we had no idea how to
Flex program but we had no idea how to engage in the process so the teacher
engage in the process so the teacher
engage in the process so the teacher told my mom that the following day at 8
told my mom that the following day at 8
told my mom that the following day at 8 a.m. in a city 150 miles away from where
a.m. in a city 150 miles away from where
a.m. in a city 150 miles away from where we lived
we lived
we lived the first test to get selected for the
the first test to get selected for the
the first test to get selected for the program would take place not to be
program would take place not to be
program would take place not to be deterred she came home we packed our
deterred she came home we packed our
deterred she came home we packed our things up and tuka hopes on a train ride
things up and tuka hopes on a train ride
things up and tuka hopes on a train ride that very evening to make sure we were
that very evening to make sure we were
that very evening to make sure we were in time for the test that story had a
in time for the test that story had a
in time for the test that story had a happy ending
happy ending
happy ending I did get selected as a finalist in the
I did get selected as a finalist in the
I did get selected as a finalist in the program and I did receive the funding to
program and I did receive the funding to
program and I did receive the funding to travel to the United States to spend one
travel to the United States to spend one
travel to the United States to spend one year studying at a public school in
year studying at a public school in
year studying at a public school in kokomo County in Indiana and even though
kokomo County in Indiana and even though
kokomo County in Indiana and even though the huge corn fields and all the people
the huge corn fields and all the people
the huge corn fields and all the people who could not pronounce my name tatiana
was not quite what I expected my travels
was not quite what I expected my travels abroad to look like that experience as
abroad to look like that experience as
abroad to look like that experience as an exchange student set my life on a
an exchange student set my life on a
an exchange student set my life on a different course it is also they
different course it is also they
different course it is also they experience that reminds me of the power
experience that reminds me of the power
experience that reminds me of the power of people in education the well-intended
of people in education the well-intended
of people in education the well-intended people who dedicate their lives to
people who dedicate their lives to
people who dedicate their lives to children have power to expand
children have power to expand
children have power to expand opportunity for students and to change
opportunity for students and to change
opportunity for students and to change their life trajectories in very positive
their life trajectories in very positive
their life trajectories in very positive ways but these same well-intentioned
ways but these same well-intentioned
ways but these same well-intentioned people also wield a dangerous power we
people also wield a dangerous power we
people also wield a dangerous power we hate to discuss in our conversations in
hate to discuss in our conversations in
hate to discuss in our conversations in education they have ability to close
education they have ability to close
education they have ability to close doors and pick winners and choosers and
doors and pick winners and choosers and
doors and pick winners and choosers and the winners and losers and and and and
the winners and losers and and and and
the winners and losers and and and and and kill dreams and her chances that
and kill dreams and her chances that
and kill dreams and her chances that students will fulfill potential I have
students will fulfill potential I have
students will fulfill potential I have seen this people problem at play
seen this people problem at play
seen this people problem at play countless times in my work with hundreds
countless times in my work with hundreds
countless times in my work with hundreds of students over the past decade in 2009
of students over the past decade in 2009
of students over the past decade in 2009 while in graduate school my husband and
while in graduate school my husband and
while in graduate school my husband and I founded team sharp an organization on
I founded team sharp an organization on
I founded team sharp an organization on a mission to prepare exceptional
a mission to prepare exceptional
a mission to prepare exceptional african-american and Latino youth to
african-american and Latino youth to
african-american and Latino youth to thrive at our nation’s top colleges and
thrive at our nation’s top colleges and
thrive at our nation’s top colleges and beyond we knew that this work will be
beyond we knew that this work will be
beyond we knew that this work will be challenging that it will be status quo
challenging that it will be status quo
challenging that it will be status quo break and work you see it is it is it is
break and work you see it is it is it is
break and work you see it is it is it is not by accident that low-income students
not by accident that low-income students
not by accident that low-income students and students of color are seriously
and students of color are seriously
and students of color are seriously underrepresented at our nation’s most
underrepresented at our nation’s most
underrepresented at our nation’s most selective colleges we anticipated to
selective colleges we anticipated to
selective colleges we anticipated to have an encounter problems that we
have an encounter problems that we
have an encounter problems that we typically will discuss in education
typically will discuss in education
typically will discuss in education how do we inspire unmotivated students
how do we inspire unmotivated students
how do we inspire unmotivated students to work hard and to one better how do we
to work hard and to one better how do we
to work hard and to one better how do we get parents to be involved and be
get parents to be involved and be
get parents to be involved and be partners with us in our work how do we
partners with us in our work how do we
partners with us in our work how do we build students and parents awareness
build students and parents awareness
build students and parents awareness about higher education how do we close
about higher education how do we close
about higher education how do we close college readiness gaps and while these
college readiness gaps and while these
college readiness gaps and while these are challenges these are not the most
are challenges these are not the most
are challenges these are not the most insidious problems that we encountered
insidious problems that we encountered
insidious problems that we encountered the students we worked with and the
the students we worked with and the
the students we worked with and the parents were on board so much so that
parents were on board so much so that
parents were on board so much so that teacher of scholars spent every Saturday
teacher of scholars spent every Saturday
teacher of scholars spent every Saturday full-day all throughout the school year
full-day all throughout the school year
full-day all throughout the school year participating in intensive teen sharpe
participating in intensive teen sharpe
participating in intensive teen sharpe sessions their parents would participate
sessions their parents would participate
sessions their parents would participate also on Saturdays and workshops to
also on Saturdays and workshops to
also on Saturdays and workshops to expand their understanding of the
expand their understanding of the
expand their understanding of the college admissions process during breaks
college admissions process during breaks
college admissions process during breaks after school students would join us for
after school students would join us for
after school students would join us for study / losses to catch up on work and
study / losses to catch up on work and
study / losses to catch up on work and get ahead and these efforts and
get ahead and these efforts and
get ahead and these efforts and sacrifices work as 95% of our schoolers
sacrifices work as 95% of our schoolers
sacrifices work as 95% of our schoolers scholars do get admitted into one of the
scholars do get admitted into one of the
scholars do get admitted into one of the top colleges in our country but the
top colleges in our country but the
top colleges in our country but the grand challenge that we did not
grand challenge that we did not
grand challenge that we did not anticipate was the well-meaning adults
anticipate was the well-meaning adults
anticipate was the well-meaning adults who unbeknownst to them stand in the way
who unbeknownst to them stand in the way
who unbeknownst to them stand in the way of opportunity one of our earliest
of opportunity one of our earliest
of opportunity one of our earliest examples was an encounter in
examples was an encounter in
examples was an encounter in Philadelphia with a high-ranking
Philadelphia with a high-ranking
Philadelphia with a high-ranking official whose job it was to increase
official whose job it was to increase
official whose job it was to increase college enrollment rates for children in
college enrollment rates for children in
college enrollment rates for children in Philadelphia
Philadelphia
Philadelphia we were in our second year of teen sharp
we were in our second year of teen sharp
we were in our second year of teen sharp and spent a lot of time sharing with
and spent a lot of time sharing with
and spent a lot of time sharing with parents information about our fledgling
parents information about our fledgling
parents information about our fledgling program at that point we only had one
program at that point we only had one
program at that point we only had one program site and it was located in the
program site and it was located in the
program site and it was located in the city of Camden in New Jersey just a five
city of Camden in New Jersey just a five
city of Camden in New Jersey just a five minute ride from Center City
minute ride from Center City
minute ride from Center City Philadelphia
Philadelphia
Philadelphia we learned that there would be a
we learned that there would be a
we learned that there would be a citywide fair of after-school and
citywide fair of after-school and
citywide fair of after-school and enrichment Pro
enrichment Pro
enrichment Pro grams for Philadelphia families and we
grams for Philadelphia families and we
grams for Philadelphia families and we figured that would be a perfect
figured that would be a perfect
figured that would be a perfect opportunity for us to connect with
opportunity for us to connect with
opportunity for us to connect with Philadelphia parents and recruit
Philadelphia parents and recruit
Philadelphia parents and recruit students so we got in touch with an
students so we got in touch with an
students so we got in touch with an event coordinator a high-ranking
event coordinator a high-ranking
event coordinator a high-ranking official to confirm our participation in
official to confirm our participation in
official to confirm our participation in in the event and requesting a table to
in the event and requesting a table to
in the event and requesting a table to be reserved 14 sharp the response that
be reserved 14 sharp the response that
be reserved 14 sharp the response that we received was disheartening but it was
we received was disheartening but it was
we received was disheartening but it was also revealing she was not going to let
also revealing she was not going to let
also revealing she was not going to let us participate in her event simply
us participate in her event simply
us participate in her event simply because we were not based exactly in the
because we were not based exactly in the
because we were not based exactly in the city here is what she said I think it
city here is what she said I think it
city here is what she said I think it would not be a great use of your time to
would not be a great use of your time to
would not be a great use of your time to participate we have a hard time getting
participate we have a hard time getting
participate we have a hard time getting parents to come out to meetings etc so
parents to come out to meetings etc so
parents to come out to meetings etc so I’m not sure they would be willing to
I’m not sure they would be willing to
I’m not sure they would be willing to come across the bridge for a program for
come across the bridge for a program for
come across the bridge for a program for their kids
their kids
their kids most are working parents with little
most are working parents with little
most are working parents with little extra time I hope you understand and
extra time I hope you understand and
extra time I hope you understand and appreciate your consideration so I have
appreciate your consideration so I have
appreciate your consideration so I have to reread this several times
was our simple request to make
was our simple request to make information accessible to parents in
information accessible to parents in
information accessible to parents in Philadelphia at an event in Philadelphia
Philadelphia at an event in Philadelphia
Philadelphia at an event in Philadelphia getting rejected was she really blogging
getting rejected was she really blogging
getting rejected was she really blogging an opportunity for students because of
an opportunity for students because of
an opportunity for students because of her poor understanding of the lengths to
her poor understanding of the lengths to
her poor understanding of the lengths to which parents go for their kids well she
which parents go for their kids well she
which parents go for their kids well she was we never were allowed to promote our
was we never were allowed to promote our
was we never were allowed to promote our program at her event but I’m happy to
program at her event but I’m happy to
program at her event but I’m happy to share that she was really wrong 50
share that she was really wrong 50
share that she was really wrong 50 percent of our families who
percent of our families who
percent of our families who participative Emily’s who participate in
participative Emily’s who participate in
participative Emily’s who participate in our program at that site do come across
our program at that site do come across
our program at that site do come across the bridge she thought a bridge too far
the bridge she thought a bridge too far
the bridge she thought a bridge too far I want to say I would love to say that
I want to say I would love to say that
I want to say I would love to say that this is an outlier case that these
this is an outlier case that these
this is an outlier case that these experiences are rare but they’re not our
experiences are rare but they’re not our
experiences are rare but they’re not our students experience this every day we
students experience this every day we
students experience this every day we have seen well-intentioned educators
have seen well-intentioned educators
have seen well-intentioned educators block a student’s access to advanced
block a student’s access to advanced
block a student’s access to advanced level classes available at their schools
level classes available at their schools
level classes available at their schools and just like the case with our
and just like the case with our
and just like the case with our Philadelphia encounter the reasons they
Philadelphia encounter the reasons they
Philadelphia encounter the reasons they provide a seemingly good reasons a study
provide a seemingly good reasons a study
provide a seemingly good reasons a study out of Vanderbilt University shows that
out of Vanderbilt University shows that
out of Vanderbilt University shows that black and Latino students are far less
black and Latino students are far less
black and Latino students are far less likely than their peers to get assigned
likely than their peers to get assigned
likely than their peers to get assigned to gifted and talented programs these
to gifted and talented programs these
to gifted and talented programs these are also the same studies that tell us
are also the same studies that tell us
are also the same studies that tell us that educators of color are more likely
that educators of color are more likely
that educators of color are more likely to recommend students of color for
to recommend students of color for
to recommend students of color for gifted and talented programs that white
gifted and talented programs that white
gifted and talented programs that white educators we have seen well intended
educators we have seen well intended
educators we have seen well intended educators label our students deem them
educators label our students deem them
educators label our students deem them unfit for college while these same
unfit for college while these same
unfit for college while these same students would thrive in our program and
students would thrive in our program and
students would thrive in our program and now attend some of the best universities
now attend some of the best universities
now attend some of the best universities research shows that students of color
research shows that students of color
research shows that students of color get labeled for special education at
get labeled for special education at
get labeled for special education at much higher rates
much higher rates
much higher rates the boys of colleges
the boys of colleges
the boys of colleges suspended at much higher rates we have
suspended at much higher rates we have
suspended at much higher rates we have seen good leaders school leaders and
seen good leaders school leaders and
seen good leaders school leaders and teachers kill a student’s projects and
teachers kill a student’s projects and
teachers kill a student’s projects and initiatives to spread the word among
initiatives to spread the word among
initiatives to spread the word among their peers about college axis because
their peers about college axis because
their peers about college axis because they did not believe our students would
they did not believe our students would
they did not believe our students would deliver or simply did not deem those
deliver or simply did not deem those
deliver or simply did not deem those sort of initiatives to be important we
sort of initiatives to be important we
sort of initiatives to be important we have seen good-hearted but LLL inform
have seen good-hearted but LLL inform
have seen good-hearted but LLL inform educators provide wrong information to
educators provide wrong information to
educators provide wrong information to our students set low expectations and
our students set low expectations and
our students set low expectations and turn away good opportunities for our
turn away good opportunities for our
turn away good opportunities for our kids I’m sounding an alarm not to malign
kids I’m sounding an alarm not to malign
kids I’m sounding an alarm not to malign such an honorable profession I sound an
such an honorable profession I sound an
such an honorable profession I sound an alarm because they know that neither I
alarm because they know that neither I
alarm because they know that neither I know any educator is immune to becoming
know any educator is immune to becoming
know any educator is immune to becoming just that very sort of educator it is
just that very sort of educator it is
just that very sort of educator it is quite possible to love children to want
quite possible to love children to want
quite possible to love children to want the best for your students to work hard
the best for your students to work hard
the best for your students to work hard to be passionate about what you do and
to be passionate about what you do and
to be passionate about what you do and still stand in the way of opportunity
still stand in the way of opportunity
still stand in the way of opportunity for students so how do we move forward
for students so how do we move forward
for students so how do we move forward in the face of our fell ability as
in the face of our fell ability as
in the face of our fell ability as educators well first we need to
educators well first we need to
educators well first we need to recognize we have a problem
second we need to recognize that as
second we need to recognize that as saintly and sacrificial as we are we too
saintly and sacrificial as we are we too
saintly and sacrificial as we are we too are often the problem we need to
are often the problem we need to
are often the problem we need to recognize that all the teaching
recognize that all the teaching
recognize that all the teaching techniques and accolades and and
techniques and accolades and and
techniques and accolades and and professional status will not insulate us
professional status will not insulate us
professional status will not insulate us from inherent biases and perceptions
from inherent biases and perceptions
from inherent biases and perceptions that contain to work with our students
that contain to work with our students
that contain to work with our students we need to regularly consider our egos
we need to regularly consider our egos
we need to regularly consider our egos and our privilege which can stand in a
and our privilege which can stand in a
and our privilege which can stand in a way of our desire to serve students we
way of our desire to serve students we
way of our desire to serve students we need to be aware of our power to block
need to be aware of our power to block
need to be aware of our power to block to miss inform to close doors and to
to miss inform to close doors and to
to miss inform to close doors and to kill passions as much as we are aware of
kill passions as much as we are aware of
kill passions as much as we are aware of our power to transform we need to move
our power to transform we need to move
our power to transform we need to move beyond educating our students with good
beyond educating our students with good
beyond educating our students with good intentions to educating them with love
intentions to educating them with love
intentions to educating them with love the kind of love and belief and expect
the kind of love and belief and expect
the kind of love and belief and expect patience that we would instill in our
patience that we would instill in our
patience that we would instill in our very own children but we need to do to
very own children but we need to do to
very own children but we need to do to tread carefully and with humility given
tread carefully and with humility given
tread carefully and with humility given that precious and daunting
that precious and daunting
that precious and daunting responsibility in front of us
”
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