Mr. Paul Nalli
Although critical equity work has begun in school systems across North America, there is so much work left to do and so much unlearning that needs to take place. In order for meaningful and sustainable change to occur, those with privilege and positional authority serve as an integral part of this movement. “Working in connection and collaboration with each other, across and within role groups, we can make progress in ways that are not apparent when working in isolation and in separate communities” (Love, 2000, p. 473). Strides have been made to adopt and implement equity policies, where educators receive a multitude of professional development. Through my lived experience as a tenured administrator, the problem herein lies, is despite this training, educators remain unprepared, unaware, and/or uncomfortable moving theory into action, due to the absence of a pragmatic accountability framework that can build capacity and enables monitoring and tracking of intentional equity practices.
Paul has served as a teacher, administrator, and education officer for over 20 years and has dedicated himself fully to human rights and equity practices. He holds degrees from York University, University of Notre Dame, and is currently a doctoral student at Arizona State. Paul’s work focuses on the development and implementation of a pragmatic non-evaluative framework for classroom, school, and system leaders that is predicated on RISE – Representation, Inspiration, Support, and Engagement.