An experienced practitioner and adjunct lecturer at colleges and universities, Charles Barrett is a school psychologist with the heart of a teacher.  Particularly skilled at meeting individuals where they are and helping them to move forward, his presentations are informative, engaging, and filled with practical strategies to assist individuals and systems improve outcomes for children.  Available to facilitate professional learning opportunities and workshops on a variety of topics for K-12 staff, undergraduate and graduate students, and state and national conferences, feel free to view the information presented below.  To discuss additional presentation themes and topics to meet your organization's needs and for more information about availability and scheduling, contact Charles.  We look forward to hearing from you and supporting the continued development of your staff, colleagues, and students.

A school-based practitioner who is unapologetically committed to equity and justice, Charles offers a variety of presentations to meet the needs of diverse audiences.  Whether helping school psychologists, teachers, and administrators understand how disproportionate disciplinary and other outcomes are functionally related to inequitable practices and policies or challenging graduate students and professionals to be cognizant of how constructs such as privilege, implicit bias, and intersectionality affect their service to children, families, schools, and communities, each presentation is grounded in empirically supported theoretical frameworks.  Implications for effective clinical practice are included to improve outcomes for students.  Session lengths vary between 90 and 180 minutes. 

Informed by rich clinical experiences serving public schools with significant numbers of culturally and linguistically diverse (CLD) students and families, Charles offers a variety of professional learning opportunities and workshops to improve the manner in which school-based practitioners serve all children.  Particularly interested in equipping teachers, administrators, and evaluators (i.e., school psychologists, educational diagnosticians, and speech pathologists) with the requisite knowledge and skills to appropriately differentiate between language difference and educational disabilities, a variety of presentations address the following big ideas: the importance of quality Tier 1 instructional programming, understanding the process and stages of second language acquisition, gathering and valuing qualitative and quantitative data, and non-discriminatory assessment practices.  Session lengths vary between 90 and 180 minutes.

Teachers, administrators, school counselors, school social workers, speech pathologists, and school psychologists are highly qualified professionals who possess critical skills to help children, families, schools, and communities.  However, these competencies are secondary to the manner in which professionals serve others.  Particularly relevant for graduate students and early career educators, this professional learning opportunity offers critically valuable perspective on behavioral consultation.  By challenging participants to consider the manner in which they work with families, schools, and communities, attendees will be encouraged to reframe their professional orientation from what they can offer to focusing on how they can serve others.  By exploring effective behaviors for collaborating with families and school-based staff in support of positive outcomes for children, participants will learn how their professional dispositions and behaviors contribute to their overall effectiveness as educators.  Sessions vary between 90 and 120 minutes.