Glenn E. Singleton Biography

Glenn Eric Singleton is a product of public elementary and independent secondary school, Singleton earned his Bachelor's degree from the University of Pennsylvania and his Master's degree from the Graduate School of Education at Stanford University. Singleton began his career as an Ivy League admission director. In 1992, he founded an educational group to more closely support families in their transitions within and between K–12 and higher education. His company later grew into its intended mission of addressing systemic issues of educational inequity by providing guidance to districts as to how to meet the needs of underserved student of color populations.

Glenn Singleton and his associates design and deliver individualized, comprehensive support for school districts in the form of leadership training, coaching and consulting. Working at all levels from the superintendent to beginning teachers, Singleton's educational group helps educators focus on heightening their awareness of institutional racism and developing effective strategies for closing the achievement gap in their schools. In 1995, Glenn Singleton developed "Beyond Diversity", a nationally recognized seminar aimed at helping administrators, teachers, students and parents identify, define and examine the powerful intersection of race and schooling. The "Beyond Diversity" seminar has provided a foundation for principal leadership development and teacher action-research work. Today, thousands of seminar participants throughout the country practice the agreements and conditions of "Courageous Conversation" as they struggle to usher in culturally proficient curriculum, instruction and assessment.

In 2003, Glenn Singleton was the recipient for the National School Public Relations Association Eugene T. Carothers Human Relations Award for outstanding service in the fields of human rights and human relations. He has appeared on ABC’s "Good Morning America", has hosted and produced educational programs for cable access television, and has written numerous articles on the topics of equity, institutional racism, leadership and staff development for national journals, magazines and newspapers. Glenn Singleton is also the author of a book entitled Courageous Conversations About Race: A Strategy for Achieving Equity in Schools.

Glenn Singleton is a member of the Board of Advisors for the Bay Area Coalition of Equitable Schools. Glenn is the founder of the Foundation for a College Education and continues to serve on the Advisory Board.

Glenn E. Singleton Topics

• Beyond Diversity
  This is a powerful and personally transforming two-day workshop designed to help teachers, parents and administrators consider the implications of racism, exclusion and prejudice on student learning. During the seminar, participants will engage in a thoughtful, compassionate exploration of racism and how it manifests today in our culture and in our schools. A critical workshop outcome is an awareness of the degree to which racism and other diversity issues are part of educational failure. Participants will explore strategies of identifying and addressing policies and practices that negatively impact students’ ability to meet rigorous academic standards.
• C.A.R.E.
  During your first day of student teaching, the day when you first designed and executed a lesson, you were doing classical action research. First, you determined which academic content area(s) needed to be taught and approached the lesson with a hypothesis on how best to teach particular material to a specified group of students. You then collected data. During the instructional act you watched the students’ faces for clues as to how well the instruction was being received, walked around the desks during the independent practice to see how well the students were progressing, and finally reviewed their tests or quizzes to ascertain what they learned. You concluded your research by evaluating these data and drawing conclusions about how you might teach this material differently should the opportunity occur in the future. The above example contains almost all the elements of C.A.R.E., a full action-research study, minus a plan to write up and share the results. What really sets C.A.R.E. apart from the typical action-research study is collaboration. The collaborative action research process is based on a “collaborative”, that is teams of practitioners who share the same work group, be it a professional role, grade level, department, school program, district or geographic region, working jointly on their individual inquiries.
• Multi-Year Equity Strategies for K12 Districts
  The multi-year initiatives offer a framework for continuous system-wide rethinking that prompts classroom redesign. Focused work with districts over time involves planning, training, policy analysis and everyday conversations around the inherent inequities in the system. As these “ways of being and doing” become commonplace, the district culture and climate will truly support the dramatic renewal and innovation that our schools and children demand.
• Courageous Conversations About Race
  
• Equity / Achievement Disproportionality / Achievement gaps
  
• Racial Identity Development (Educators & Students)
  
• Cultural Proficiency
  
• Systemic Antiracist Leadership and District/School Transformation