Let me start by saying thank you to the very many parents/guardians, teachers, students, and staff members who participated in our Equity Relaunch discussions and planning sessions last year. It was (and remains) so important to hear input and ideas from all stakeholders when trying to undertake systemic change.
And let’s be clear here—we are trying to undertake systemic change. The Children’s School, like the entire U.S. educational system, is racist at its core—steeped in bias, rife with policies and practices that disadvantage Black and Brown people, and centered in Whiteness and White superiority.
In saying that I am in no way trying to demonize the many wonderful people, past and present, who make up The Children’s School community. Instead I want to acknowledge the racist reality of our schools and of all American institutions, including The Children’s School.
Our next steps as an institution center on finding ways to disrupt the bias, racism, and centering of Whiteness in our classrooms, school policies, HR practices, Board work, and our community as a whole. How is racism operating here? A simple (but also complex) starting point is to begin systematically examining our existing practices as well as new ideas with the question: how might this policy or practice advantage White people and harm People of Color? Whose voices are heard? Who is left out? Who is given too much consideration?
Our excellent faculty has, no surprise, been doing this work for years. TCS teachers have personally and individually educated themselves about anti-racism teaching, learning, and being and have been a consistent voice for equity for as long as I can remember. But in the past 2 years, the creation of a faculty Equity Working Group has allowed teachers’ concerns and ideas to be considered in a more regular and formal way.
On the curriculum side, last year saw a robust social justice focus at all grade levels, from the read-alouds in 1st grade to the project work in 3rd/4th to the Capstone projects chosen by 8th graders. As a parent of two Middle Level students pointed out during a recent Anti-Racism discussion, our Middle Level students consistently demonstrate knowledge of American history, including Black/Indigenous/People of Color history (which we do not treat as separate from American history), awareness of current issues and events, and willingness to discuss and take action against racism and bias of all types. This is due in huge part to the steady, consistent work of classroom teachers, K-8, to introduce topics, lead discussions, and weave social justice ideas into all areas of curriculum. And, of course, this also due to the importance families place on having similar discussions at home.
This summer each teacher and staff member completed an Intercultural Development Inventory (IDI). This psychometric assessment helps individuals and groups understand their own level of intercultural competence and gives some common language for discussing issues of equity and bias. Each teacher/staff member received individual feedback on their results from trained facilitator and TCS parent Julie Boleyn. Teachers have also had a group session with Julie to hear about the collective data from the inventories.
We are planning to have TCS Board members also complete the Intercultural Development Inventory and participate in feedback sessions this year.
Meanwhile, a TCS parent had the idea for an Anti-Racism discussion group open to parents, teachers, staff, and middle level students. Facilitators Miranda Johnson and Catherine Norden provide a short reading, video, or other material each week and use a circle methodology to create safe spaces for small group discussion. About 25 different TCS community members have participated in these rich conversations so far, dropping in and out as their schedules allow.
Also this summer, teachers Melissa Barone and Aileen Berg offered a Social Justice Summer League for middle level students. They met each week to make signs and banners and discuss current issues and events. You have probably seen some of their beautiful artwork displayed outside our building. Middle level students and teachers are thinking about how to continue the work of the Social Justice League into this school year, perhaps as a standing Committee or club.
Some goals for the 2020-21 school year:
- Continue parent-led Anti-Racism discussion group
- Board members to complete Intercultural Development Inventory process
- Convene parent group to plan TCS community events—field trips, guest speakers, or more likely virtual events to help broaden perspectives and support BIPOC organizations
- Continue to strengthen social justice curriculum and decentering of Whiteness in classrooms, drawing on expertise in our own faculty as well as outside resources
- Continue faculty Equity Working Group and formalize communication between Working Group and administration
- Continue focus on attracting, promoting, retaining, and nurturing Black and Brown teachers
- In general, figure out how to keep communications flowing between various groups regarding equity work at TCS
- Plan for in-person Anti-racism training for teachers/staff once COVID and restrictions allow
Please let me know if you have interest, expertise, or availability to help lead any of these efforts. I also welcome your input on other proposed action items/goals for 2020-21. I am determined that—even as we face many disruptions to our usual routines—we will remain focused on our equity goals. There is much work to be done.
