DIVERSITY LEADERSHIP
1. Demonstrate an understanding and a recognition of the significance of diversity, and respond to the needs of diverse learners;
A racially conscious leader responds when things seem "out of sync." I was handed a report by the office secretary of the failing grades for Trimester I at the end of that grading period. While I had been checking on teacher reporting and student-earned grades, I wasn't fully prepared for the impact that the report had on me. I made the deliberate decision to address with the teachers the concern I saw on paper: 90% of the failing grades reported in Trimester I were those of Hispanic students who make-up just over 40% of the demographic. This was not acceptable as it stated more about our expectations, communication and grading practices as adults than it did of the students who received the grades. The day after I presented this information to the faculty I was informed by a core content teacher that "the information you showed us was mean." My response: "I am OK with that. And - now what are we going to do about?" Sometimes, a leader just has to speak-up.
Trimester I Failing Grades - PLCs 12.2.15
2. Create and monitor a positive learning environment for all students;
St. James Public Schools was invited by the Minnesota Department of Education to be part of a pilot to assist schools in measuring the effect of a school's culture and climate on its ability to impact learning. This work was completed through the National School Climate Center at Colombia University in New York. As an administrator, I was involved in this project from the inception of the Comprehensive School Climate Inventory (CSCI) and worked closely with our Community Education Director who managed the project for our District. I was the staff person responsible for disseminating the results of the surveys and the work envisioned based on the survey results to our students, staff, Board of Education and community. As a racially and socially conscience Superintendent, the lessons learned from this process were significant. Students, staff and families were able to truly reveal their understanding of our expectations and whether each is treated with dignity. Much of the work in the Middle/Senior High School in the coming academic year will be based on the lessons learned from all segments of our student population: White and Hispanic, gay and straight, female and male, 6th grade and 12th grade.
Comprehensive School Climate Inventory presentation - CSCI
3. Create and monitor a positive working environment for all staff;
4. Promote sensitivity of diversity throughout the school community;
As an educational leader in our community, it is imperative that families and other adults are informed. Administration has listened to Hispanic leaders in our community who have informed us that many of the meetings and gatherings associated with the school are overwhelming and intimating to our Spanish-speaking parents and community members. To overcome this, we have provided opportunities for Spanish-language presentations. One such gathering was prior to the referendum and levy votes in the fall of 2015. The barriers to such meetings is the time it takes for someone to translate documents and presentations as well as training them to be well-versed in the issues so they can handle the subject matter. However, we find that meetings and information sessions are better attended and more productive if we provide an option for a Spanish-only time. There is still not 100% agreement on whether this is a good practice, but we continue to learn and adjust as we respond to diversity throughout the school community.
Referendum and Levy Presentation in Spanish - Vote in Spanish
5. Demonstrate the ability to adapt educational programming to the needs of diverse constituencies.
1. Demonstrate an understanding and a recognition of the significance of diversity, and respond to the needs of diverse learners;
A racially conscious leader responds when things seem "out of sync." I was handed a report by the office secretary of the failing grades for Trimester I at the end of that grading period. While I had been checking on teacher reporting and student-earned grades, I wasn't fully prepared for the impact that the report had on me. I made the deliberate decision to address with the teachers the concern I saw on paper: 90% of the failing grades reported in Trimester I were those of Hispanic students who make-up just over 40% of the demographic. This was not acceptable as it stated more about our expectations, communication and grading practices as adults than it did of the students who received the grades. The day after I presented this information to the faculty I was informed by a core content teacher that "the information you showed us was mean." My response: "I am OK with that. And - now what are we going to do about?" Sometimes, a leader just has to speak-up.
Trimester I Failing Grades - PLCs 12.2.15
2. Create and monitor a positive learning environment for all students;
St. James Public Schools was invited by the Minnesota Department of Education to be part of a pilot to assist schools in measuring the effect of a school's culture and climate on its ability to impact learning. This work was completed through the National School Climate Center at Colombia University in New York. As an administrator, I was involved in this project from the inception of the Comprehensive School Climate Inventory (CSCI) and worked closely with our Community Education Director who managed the project for our District. I was the staff person responsible for disseminating the results of the surveys and the work envisioned based on the survey results to our students, staff, Board of Education and community. As a racially and socially conscience Superintendent, the lessons learned from this process were significant. Students, staff and families were able to truly reveal their understanding of our expectations and whether each is treated with dignity. Much of the work in the Middle/Senior High School in the coming academic year will be based on the lessons learned from all segments of our student population: White and Hispanic, gay and straight, female and male, 6th grade and 12th grade.
Comprehensive School Climate Inventory presentation - CSCI
3. Create and monitor a positive working environment for all staff;
4. Promote sensitivity of diversity throughout the school community;
As an educational leader in our community, it is imperative that families and other adults are informed. Administration has listened to Hispanic leaders in our community who have informed us that many of the meetings and gatherings associated with the school are overwhelming and intimating to our Spanish-speaking parents and community members. To overcome this, we have provided opportunities for Spanish-language presentations. One such gathering was prior to the referendum and levy votes in the fall of 2015. The barriers to such meetings is the time it takes for someone to translate documents and presentations as well as training them to be well-versed in the issues so they can handle the subject matter. However, we find that meetings and information sessions are better attended and more productive if we provide an option for a Spanish-only time. There is still not 100% agreement on whether this is a good practice, but we continue to learn and adjust as we respond to diversity throughout the school community.
Referendum and Levy Presentation in Spanish - Vote in Spanish
5. Demonstrate the ability to adapt educational programming to the needs of diverse constituencies.
