Deeper Learning 2023

Funders have felt that PBL + DL is not worth funding when trying to close achievement gaps for majority BIPOC learners. Others feel that BIPOC students MUST demonstrate that they have the basics they know (usually via standardized tests) before they engage in projects. What we have observed is that educators in the system need to know DL from the inside out. So how do we, as Black leaders, create the conditions for our educators (who are often not Black) to engage in deeper learning themselves?  What does it mean to build or talk about a DL school system that dismantles racist + oppressive idealogy?

Alcine Mumby With more than 15 years experience in urban schools and 10 years of school leadership experience in elementary, middle and high schools, she has served in almost every role possible- from teacher to dean of students to dean of academics to principal to assessment writer and coordinator to head of schools. She has started a charter school, led a turnaround school, and have worked in established schools across the spectrum of successful. She has worked in some of the most challenging school systems in the country, and have accumulated a wealth of best practices learned from some of the most innovative schools and leaders. 
Alcine believes that all students can learn and can be successful. She believes that access to high-quality instruction and a safe, caring learning environment is a human right. And she believes that all schools can use the human & capital resources they currently have to solve their most complex problems so that their schools become beacons of success in the lives of their students, staff, and communities.


Jillian Juman brings over 20 years of experience in education to Envision Education. Throughout her career, she has committed to providing underserved communities with access to quality education and ensuring educational equity.
Jillian has worked to integrate school communities and provide opportunities for global learning to benefit students and their families. With a proven track record of raising student achievement, Ms. Juman has successfully led networks in the development of strong academic learning practices, leadership development, and building sustainable communities of learning that are inclusive and innovative.
She started her career as a classroom teacher and has held various school leadership roles both in New York City and Los Angeles, including managing instructional superintendent and principal. She holds a B.A. in Psychology and B.A. in Anthropology of Dance from the University of California, Santa Cruz, an M.A in Dance and Dance Education from New York University, and an M. Ed. in Educational Administration from Bank Street College.