Making Diversity Count
Anti-Defimation League
Making Diversity Count is a new online professional development program for middle and high school educators. Users can access this diversity training course on their own schedule to gain the skills and resources needed to create inclusive, respectful classrooms.
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Tuition is $140. Contact us to inquire about bulk quantity pricing.

Course Goals and Learning Outcomes
The primary course goals for Making Diversity Count are (1) to increase educators' capacity to create and sustain a classroom environment that promotes respect, fairness, and equity; and (2) to enhance educators' cultural competency when working with students of diverse backgrounds.

Course goals are met through the learning outcomes outlined below.

Educators will:
  1. Examine and understand the various dimensions of identity and apply this knowledge to their thinking and behavior.
  2. Learn basic terms and concepts relating to prejudice and discrimination and apply this learning to their interactions with others.
  3. Increase their capacity to interact in positive and constructive ways across a variety of cultures.
  4. Recognize and acknowledge prejudice and discrimination in themselves, in others, and within institutions.
  5. Develop and put into practice skills to confront bias and discrimination in themselves, in others, and within the institutions for which they work.
  6. Examine personal attitudes and behaviors and organizational policies and practices for bias and inequity.
  7. Design a plan to incorporate standards-based, interdisciplinary, anti-bias resources into their curricula.

Certification of Completion
You will receive certification of 15 hours of online professional development work upon course completion. This certificate can help you obtain CEUs from your district.

The University of Massachusetts, Amherst
A leading center for public higher education in the Northeast, the University of Massachusetts Amherst has a reputation for excellence in a growing number of fields, for its wide and varied academic offerings, and for its expanding historic roles in education, research, and public service.

The ADL's primary academic partner is the University's School of Education Social Justice Education (SJE) Department which provides an interdisciplinary program of study with a focus on social diversity and social justice education particularly as they apply to formal educational systems. Its goals are to generate knowledge about social justice education and to apply new knowledge to the design and delivery of effective social justice educational programs.

For more information about the University of Massachusetts, Amherst School of Education, please visit:

Making Diversity Count Advisory Board
This prestigious group is comprised of professionals in the fields of education, media, and community relations from across the country. The Advisory Board provides guidance, feedback, and expertise on ADL's Online Institute's course content and overall structure, including processes for evaluation and outreach, to ensure the highest level of impact and efficacy.

Maurianne Adams is Professor of Education and Chair, Social Justice Education Concentration at the University of Massachusetts-Amherst. Adams co-edited Strangers and Neighbors: Relations Between Blacks and Jews in the United States, Teaching for Diversity and Social Justice: A Sourcebook and the companion anthology Readings for Diversity and Social Justice, and Promoting Diversity in the College Classroom. She has published book chapters, delivered keynote addresses and research papers, and conducted workshops on faculty leadership, student development and program implementation in relation to diversity and social justice education on college and university campuses. She is current editor of the education journal Equity & Excellence in Education.

Dale Allender is Associate Executive Director of the National Council of Teachers of English (NCTE); director of the NCTE's West Coast office, and faculty member at UC Berkeley. Allender is helping NCTE in its advocacy efforts on behalf of teachers and is promoting and helping to answer the needs of urban teachers. Other topics he is addressing are reading at the secondary level, multicultural education, and professional development. In addition to being a frequent speaker on topics related to secondary English language arts instruction, Allender serves on several education television advisory boards, including Cable in the Classroom,, William Greaves Productions, and several Annenberg/CPB-funded series. He contributes to NCTE's Classroom Notes Plus, and to The Council Chronicle, NCTE's membership newspaper.

George Arlotto has served as principal of Wheaton High School in Montgomery County, MD since 2001. The school is one of the most diverse high schools in the county, serving over 1500 students from 43 countries, with roughly 10% Asian American; 46% Hispanic, 27% African American, and 15% White. The English for Second Language (ESL) program enrolls approximately 17% of the total school population. Prior to working in Montgomery County, Arlotto was a teacher, coach, and assistant principal at Woodrow Wilson Senior High School in the District of Columbia.

Tomi Waters Boylstein is past president of the Pennsylvania PTA and currently serves on the National PTA Board of Directors, where she chairs the National PTA Resource Development Committee and is an adjunct member of the Special Gifts Committee. During her service on the board, Boylstein has served on several ad hoc committees, including the UConn Learning Links project. She has served as a National PTA representative to five state conventions and the European Congress. For ten years, Boylstein served as a member of the Apollo-Ridge School Board in her local school district, and a member of the Lenape Vo-Tech Joint Operating Committee for two years. She currently serves as the president of the Apollo-Ridge Education Foundation and serves as adjunct faculty at Geneva College where she teaches undergraduate courses in research methodology, human resources administration, and organizational analysis.

Nancy Finkelstein is a Program Manager at the Science Media Group of the Harvard-Smithsonian Center for Astrophysics, working on projects that produce professional development video workshops for K-12 educators and documentaries about math and science education for the general public. She also serves as Project Manager for the Annenberg/CPB Channel, a satellite network that broadcasts professional development programming to teachers across the country. Prior to her current position, Finkelstein was a classroom teacher for twenty years, president of the Massachusetts Teachers Association for four years, and served on the Governor's Commission on the Conditions of Teaching and on the Massachusetts School/College Collaborative Commission.

William Howe is the education consultant for multicultural education, gender equity, civil rights, and bullying in the Office of Educational Equity at the Connecticut State Department of Education. He is the founder and chairperson of the Connecticut Multicultural Education Conference held each October. Dr Howe is the Immediate Past-President of the National Association for Multicultural Education (NAME), based in Washington, D.C. He is on the editorial board of Multicultural Perspectives, the journal of NAME and the Advisory Board for Native Village, the award-winning Native American education Web site. He was also on the board of the former Journal of Critical Inquiry into Curriculum and Instruction.

Sandra Sheppard is Director of Children's and Educational Programming at Thirteen/WNET New York and Principal Investigator and Executive Producer of Cyberchase, an award-winning PBS daily animated television series and multimedia project. In addition to serving as executive producer for a series of distance learning courses, she was also executive producer of such programs as Freedom: A History of US; In the Mix: The New Normal; the Emmy award-winning What's Up? series; and Ethical Choices. Sheppard has significantly expanded Thirteen's role as an innovative provider of quality professional development resources for teachers - playing a key role in Thirteen's successful National Teacher Training Institute for Math, Science and Technology (NTTI).

Dennis Sparks has been executive director of the 10,000-member National Staff Development Council (NSDC) since 1984. Prior to this position, he was director of the Northwest Staff Development Center. Sparks speaks frequently throughout North America on topics such as powerful staff development and effective teaching. He is author of numerous publications, including Leading for Results: Transforming Teaching, Learning, and Relationships in Schools (Corwin, 2005); Designing Powerful Professional Development for Teachers and Principals (NSDC, 2002); Conversations that Matter (NSDC, 2001), a collection of his JSD interviews since 1991; and Learning to Lead, Leading to Learn (NSDC, 2000) co-authored with Stephanie Hirsh. Sparks' column appears each month in the newsletter, Results, a publication of the NSDC and his interviews with leading educational thinkers appear in JSD, a quarterly magazine published by the Council.

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