Professional Documents
Culture Documents
June 1, 2012 Dear Friends, Racism, bullying and harassment have no place in a school setting where all children have the right to feel safe and excel in their education. Our goal our duty is to eradicate cultural, racial, and other barriers that stand in the way of student achievement. This is a problem that afflicts every community. But we have the ability and the talent in Burlington solve it here and lead the nation. A major task is to ensure that children of all cultures and backgrounds are successful in our schools. In the attached report you will see an initiative to aggressively institute an environment of cultural competency, leadership training and many other steps to improve the way we connect with students and families at all levels. In the coming years I intend to eliminate race, ethnicity, class, gender, and sexual orientation as predictors of academic performance, discipline, and co-curricular participation. We will enter the coming school year with momentum generated by training and professional development during the summer. By September 1, I expect that procedures and policies about equity and diversity, introduced in the final weeks of the previous year and developed during the summer, will be common knowledge on the part of administrative and teaching staff. I personally will be undergoing a series of leadership trainings on this topic. I plan to meet with students throughout the school year to assess progress on my commitment. The diversity of our students is a gift to this community. Any fear of this diversity will be addressed with both sensitivity and firmness. There is no turning back from a total commitment to this cause. We now must work together and share in this opportunity. In that spirit I welcome any participation, feedback, and input on this plan from members of the community, now and in the coming months. My door is open. Please feel free to contact me any time at superintendent@btsdvt.org. Sincerely,
JEANN COLLINS ~ SUPERINTENDENT
INTRODUCTION
By
October
2012,
the
Burlington
School
Board
will
present
a
strategic
plan
to
the
community.
That
plan
will
be
informed
by
the
findings
of
the
Task
Force
Report
on
Equity
and
Diversity
along
with
additional
community
input.
While
we
look
forward
to
the
results
of
that
excellent
work,
we
cannot
afford
to
wait
until
October
to
respond
to
the
issues
of
equity
and
diversity
in
our
schools
and
by
extension,
our
community.
We
need
a
bold
approach
that
affords
every
student
the
opportunity
to
graduate
from
high
school
with
the
academic
and
social
skills
needed
to
thrive
in
our
economy
and
society.
This
work
will
not
be
easy,
and
it
will
take
time.
Beginning
immediately,
we
have
to
shift
gears
and
move
forward
with
laser
focus
and
clarity
of
expectations.
We
must
do
this
work
within
our
existing
resources.
We
do
not
expect
any
additional
support
from
the
federal
government,
and
need
to
honor
the
generosity
and
support
we
have
received
from
Burlington
residents
in
the
recent
budget
vote.
The
essence
of
our
values
in
the
Burlington
Schools
is
to
embrace
the
differences
among
our
students
and
their
families.
That
racial,
cultural,
religious,
economic,
and
educational
diversity
is
a
gift
which
must
be
central
to
the
mission
of
our
District.
The
diversity
of
our
students
and
their
families
defines
who
we
are
as
the
Burlington
Schools.
We
need
intentional
leadership
and
an
organizational
structure
that
embraces
these
differences
and
provides
us
with
concrete
ways
to
respond
effectively
both
to
the
widely
recognized
achievement
gap
and
the
tension
in
the
climate
of
our
schools.
As
the
Task
Force
Report
on
the
Recommended
Strategic
Plan
for
Diversity,
Equity
and
Inclusion
for
the
Burlington
School
District
clearly
says,
our
response
to
diversity
cannot
be
an
add-on
to
an
existing
framework.
It
must
be
the
core
of
the
mission
of
our
schools.
I
agree
with
that
statement
and
endorse
it
wholeheartedly.
To
this
end,
my
plan
begins
with
equity.
Equity
shall
become
the
lens
through
which
we
do
our
work.
It
must
be
a
core
value
of
our
District.
Every
aspect
of
the
Burlington
School
District
will
be
seen
through
the
lens
of
equity,
from
curriculum
to
human
resources,
budgeting,
professional
development,
parent
involvement,
hiring
and
retention.
In
the
next
year,
working
under
current
contractual
obligations,
I
intend
to
re-imagine
our
organizational
structure
to
better
support
the
District's
work
to
close
the
achievement
gap
of
our
students
through
the
lens
of
equity.
This
plan
has
five
major
components:
A
Welcoming
Climate
for
All
Students:
A
school
climate
that
does
not
tolerate
racism
or
bullying
while
improving
the
complaint
process,
communicating
it
to
parents
and
students,
and
holding
all
faculty,
administration,
and
staff
accountable
as
mandatory
reporters.
2
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
Professional
Development:
Educate
district
staff
on
how
to
be
a
culturally
responsive
teacher,
team
member
or
administrator
with
ongoing
opportunities
to
discuss
racism
and
cultural
differences
among
our
community.
Organizational
Change:
Revisit
our
top
organizational
structure
over
the
next
year
to
ensure
we
have
the
right
people
in
place
to
close
the
achievement
gap
and
address
social
and
educational
equity
in
the
District.
Where
there
is
racism
and
cultural
bias
that
hurts
our
students,
we
will
address
it.
Recruitment
and
Retention:
Continue
the
work
begun
on
Affirmative
Recruitment
and
increase
our
focus
on
Retention
to
ensure
we
are
developing
and
maintaining
a
diverse
and
culturally
competent
faculty
in
all
of
our
schools.
We
have
set
a
goal
of
20%
candidates
of
color
in
each
pool
and
we
clearly
communicate
the
criteria
that
must
be
met
to
work
in
the
Burlington
schools,
with
a
special
focus
on
cultural
competence.
Data
Collection:
In
order
to
asses
where
more
work
is
needed
and
evaluate
progress,
we
need
to
implement
and
share
data
collection
in
the
areas
of:
1. achievement
of
students
and
identification
of
gaps
that
may
exist;
1. incidents
of
harassment
or
discrimination
and
their
follow-up
as
well
as
discipline
referrals
to
review
for
disparities
that
may
exist;
and
2. hiring
and
retention
of
a
diverse
and
culturally
competent
faculty.
CLIMATE
We
must
immediately
improve
the
climate
in
our
schools
through
direct
conversation
and
explicit
expectations
with
faculty,
parents
and
students.
Recently
I
gathered
all
administrative
staff
to
emphasize
this
Districts
rejection
and
resistance
to
racism.
I
asked
the
principals
to
meet
with
all
staff
in
their
buildings
before
the
end
of
the
school
year
to
convey
the
message
of
no
tolerance
of
racial
intolerance
and
all
expressions
of
hatred
and
bullying
in
our
schools.
Follow
up
will
include
revisited
and
strengthened
complaint
procedures
under
the
newly
approved
Board
policy
on
harassment.
Each
school
is
mandated
to
identify
two
designated
employees
to
respond
to
complaints
and
carry
out
investigations.
Training
on
the
updated
complaint
procedures
will
take
place
for
all
administrators
and
designated
employees
on
June
21
at
an
all-day
retreat.
Training
will
include
the
specifics
of
the
procedures,
how
to
communicate
complaint
procedures
to
parents
and
students,
the
role
of
all
employees
to
report
incidents
witnessed,
how
to
respond
to
complaints
in
a
manner
that
is
respectful
and
open,
and
how
to
follow-up.
In
addition,
we
will
expect
that
every
incident
reported
will
be
logged,
with
follow
up,
for
review
by
the
Equity
Climate
Team
I
will
describe
later
in
this
plan.
In
the
first
month
of
school,
all
faculty
and
staff
will
be
trained
in
the
new
procedure
and
how
to
respond.
Employees
must
report
incidents
observed
and
will
be
held
accountable
for
doing
so.
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
3
The
new
procedures
and
processes
for
responding
to
complaints
will
be
implemented
the
first
day
of
school
in
August,
with
the
goal
of
immediate
change
in
our
climate.
This
step
will
require
additional
support
from
the
Board,
since
expectations
are
enforced
administratively.
Our
immediate
concern
must
be
for
the
safety
of
all
of
our
children,
particularly
children
of
color
,
cultures
new
to
the
Burlington
community,
and
underrepresented
populations.
PROFESSIONAL
DEVELOPMENT
Our
affirmative
hiring
practices
that
have
been
put
into
place
over
the
last
two
years
ensure
that
we
are
hiring
culturally
competent
quality
faculty.
However,
cultural
competence
is
not
a
one-time
designation.
With
our
rapidly
changing
demographic,
we
must
continually
improve
our
skills.
Professional
development
is
not
a
one-size-fits-all
approach.
Each
person
needs
personalized
learning
and
growth
opportunities.
Working
with
Dr.
Bill
Howe,
an
education
consultant
for
culturally
responsive
education,
multicultural
education,
gender
equity
and
civil
rights
at
the
Connecticut
State
Department
of
Education
and
Dan
Balon,
our
Diversity
Director,
we
are
designing
a
professional
development
plan
for
the
District
to
commence
this
summer.
Dr.
Howe
will
begin
with
overview
training
for
administrators
on
June
22,
right
after
the
training
on
the
complaint
procedures
as
noted
above.
On
August
13
and
14,
he
will
continue
this
work
and
include
the
Board
and
key
staff
personnel
as
we
embark
on
a
year-long
professional
development
plan.
Teachers
will
be
introduced
to
this
work
at
the
August
24
Welcome
Back
Orientation.
Professional
development
will
continue
throughout
the
year
and
will
be
mandatory.
Attendance
and
participation
will
be
part
of
all
employee
goals
and
performance
review.
ORGANIZATIONAL
STRUCTURE
To
underline
the
recognition
of
the
core
value
of
equity
in
the
Burlington
Schools,
I
am
reorganizing
the
structure
of
central
office
departments
that
are
responsible
for
the
various
aspects
of
equity
in
the
District.
This
reorganization
is
independent
of
particular
personnel
currently
responsible
for
particular
functions.
We
will
find
for
each
position
the
person
best
able
to
bring
both
passion
and
competence
to
their
responsibilities.
Henceforth,
rather
than
being
one
of
many
offices
in
the
District,
equity
will
be
central
to
fulfilling
the
mission
of
our
schools.
I
am
going
to
use
the
coming
year
to
re-imagine
how
the
District
is
organized
to
better
reflect
this
vision.
I
will
be
working
with
the
Board,
senior
leadership
and
within
our
contractual
resources
to
put
in
place
a
structure
that
better
suits
the
needs
of
our
students
today.
The
first
step
will
start
with
the
Office
of
Diversity
and
Equity.
I
envision
three
prongs
to
this
office:
The
Director
of
Diversity,
who
will
focus
on
diversity,
education
and
professional
development
for
students
and
staff.
This
individual
will
work
closely
with
Dr.
Howe
to
develop
the
plan
for
the
District,
will
be
in
schools
and
classrooms
talking
with
teachers
4
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
This office will function as a whole. All positions listed exist in one form or another in the District already, but will require some shift in responsibilities and minor funding changes to make happen. An essential aspect of this plan is the creation of an Equity Climate Team, to be led by the Director of Equity. This Team will consist of the designated employees in each school and the Positive Behavior Coach for the District. The Team will meet monthly to review all incident logs and discipline reports from each school, analyze them for inequities and follow through, provide technical assistance to each school, and develop strong, consistent investigation duties throughout the District. This Team will report data results to the superintendent monthly, and an aggregate report of these findings will be presented to the Board and made available publicly at regular intervals throughout the year. This will ensure that we are taking incidents seriously, consistently responding to all incidents in the District, and providing consistent, thorough and timely investigations and support at each school. PARENT OUTREACH One way to ensure we are meeting the needs of all students and families and creating equitable policies and educational opportunities is through parent involvement, with a focus on student achievement. To this end, we will continue our work with the Family School Partnership teams at each school, as led by a District Family School Partnership Coordinator. In addition, our Bilingual Liaisons will be used in greater capacity for parent outreach throughout the district to ensure parent voices are heard, services are understood and we are working together for the success of our students. AFFIRMATIVE RECRUITMENT AND RETENTION The District has achieved moderate success in recruiting diverse faculty with the implementation of our intentional affirmative hiring processes. For years, the District made attempts but did not institutionalize them. We share the goal of having a qualified, culturally competent and diverse faculty that represents our students of color. We strive for candidate pools of 100% culturally competent candidates and 20% candidates of color from which to choose the most qualified teacher. This process is the first sustainable process in the Burlington Diversity: Our Gift and Our Future (June 1, 2012) 5
and students, and will continually assess our professional development needs, reporting to the superintendent on a regular basis. The goal is to have visible results of a climate that is respectful and welcoming, and one where the adults as well as the students can learn and grow and be successful; A Director of Equity, who will connect with families and students to address issues of concern early on and will lead the Equity Climate Team, as described below; and A Recruitment and Retention Specialist, who will continue the work we have begun on our affirmative recruitment process, working to achieve the goal of a 20% pool of diverse candidates for each teacher position posting. This individual will take on the retention work that needs to be done as outlined in our recent pilot study on retention of faculty of color.
schools
and
likely
in
Vermont
that
has
embedded
cultural
competence
into
the
hiring
process
itself
and
attempted
to
remove
all
bias
from
the
choice
of
the
final
candidates.
As
affirmative
recruitment
is
in
its
early
stages,
we
need
to
continue
this
important
work.
More
than
just
recruitment,
however,
the
District
needs
to
focus
on
retention
of
the
candidates
we
do
hire.
A
recent
pilot
study
identifies
challenges
and
institutional
barriers
to
successful
retention
of
adults
of
color
in
the
District
that
we
must
address.
Retention
efforts
are
the
responsibility
of
every
adult
in
this
District.
From
the
support
of
administrators,
to
mentors
for
each
teacher,
we
need
to
intentionally
focus
on
changing
our
climate
to
one
that
is
inclusive
of
adults.
The
Recruitment
and
Retention
Specialist
will
work
with
our
Curriculum
Director
to
assign
mentors,
and
will
work
with
the
mentors
to
ensure
we
are
meeting
the
needs
of
our
new
faculty
of
color,
meet
with
new
teachers
and
administrators
throughout
the
year
to
determine
if
support
is
adequate
and
timely,
and
will
report
back
to
the
superintendent
on
findings
throughout
the
year.
DATA
AND
ACCOUNTABILITY
We
are
in
the
process
of
determining
appropriate
data
points
for
analysis
of
achievement
gaps
and
disparities
in
our
system
through
the
creation
of
an
Annual
Equity
Report
Card.
The
Diversity
Director
has
begun
this
work
and
will
continue
it.
The
report
will
be
released
annually,
starting
in
October
2012.
It
will
be
used
to
identify
where
achievement
gaps
and
disparities
exist
in
the
District,
helping
us
set
goals
to
eliminate
them.
The
Equity
Climate
Team
data
review
will
add
to
this
report.
Through
the
work
of
this
Team,
we
will
collect
data
on
all
incidents
of
racism,
harassment
and
discrimination
in
the
District,
and
review
all
discipline
data
through
the
lens
of
equity
regarding
race,
poverty,
and
English
Language
Learners.
Aggregate
summaries
of
this
work
will
also
be
shared
with
the
Board
and
the
community,
and
we
will
be
held
accountable
for
progress
on
this
data.
There
has
been
disagreement
in
the
past
over
data
that
has
been
released.
We
have
been
working
on
improving
our
data
system.
With
the
roll
out
of
the
Munis
software
for
business
and
human
resources,
along
with
the
work
in
our
technology
office
on
setting
standards
for
data,
we
will
continue
to
improve
our
data
reporting
and
will
hold
schools
accountable
for
the
data
entry
at
the
school
level.
ELL
PROGRAM
Our
ELL
staff
has
begun
work
on
a
Strategic
Plan
that
uses
data
to
identify
the
progress
of
our
students
who
are
newest
to
English,
and
to
set
goals
and
track
progress.
This
summer,
ELL
staff
will
review
the
current
service
delivery
model,
along
with
criteria
for
entering
and
exiting
each
level
of
service
delivery,
and
ensure
all
of
our
students
have
equal
access
to
educational
opportunities
at
an
appropriate
academic
level.
We
will
use
data
to
review
the
effectiveness
of
our
varied
models
of
support,
including
sheltered
content
classes,
which
are
intended
for
students
who
newly
arrive
in
the
country
at
high
school,
and
to
identify
any
barriers
to
access
6
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
to
mainstream
classes.
Progress
on
this
plan
will
be
published
as
part
of
the
Annual
Equity
Report
Card.
For
oversight
and
responsibility,
I
Coordinator
of
English
Language
Learning
(ELL)
will
be
promoted
to
a
Director
of
ELL,
which
will
be
a
promotion
to
a
position
of
greater
responsibility.
This
role
will
work
to
implement
the
Strategic
Plan
on
ELL
Services,
monitor
and
report
on
data
and
review
our
current
models
of
ELL
services
in
all
of
our
schools,
beginning
with
the
high
school.
ACHIEVEMENT
GAP
SUMMIT
As
we
improve
our
own
data
keeping
and
analysis,
we
will
lead
an
Achievement
Gap
Summit
for
local
school
Districts
and
beyond
as
recommended
by
Diversity
Now.
We
anticipate
also
attracting
non-educational
partners
to
this
summit,
many
of
whom
work
with
our
students
and
families
before
and
after
school
and
during
the
summer.
Burlington
School
District
has
learned
much
along
the
this
journey
of
equity
in
our
schools
and
can
make
a
difference
throughout
the
rest
of
the
state
in
closing
the
achievement
gap
for
all
students
and
in
eradicating
racism
in
the
public
schools.
I
anticipate
the
first
summit
to
be
held
in
early
winter
2013.
CONCLUSION
Our
goal
is
to
close
achievement
gaps
in
the
Burlington
schools
and
create
welcoming
school
climate
without
racism,
discrimination,
harassment
and
bullying
to
the
best
extent
possible.
Working
closely
with
Dr.
Howe
and
our
new
Diversity
and
Equity
Office
structure,
BSD
will
also
close
the
communication
gaps
between
school,
home
and
community.
I
want
to
thank
the
ad
hoc
Diversity
Task
Force
for
the
researched
best
practices
recommendation
that
were
presented
in
their
October
2011
report
to
the
Board.
This
document
played
heavily
in
this
plan
development,
as
did
other
community
leader
voices
in
Burlington.
I
welcome
community
feedback,
input
and
participation
as
we
work
together
to
improve
the
outcomes
for
all
our
students.
Please
contact
me
directly
at
superintendent@bsdvt.org.
I
absolutely
believe
that
if
we
work
together
as
a
community
in
this
effort,
Burlington
can
surely
lead
the
state,
and
even
the
country,
as
a
model
to
address
equity
and
racism
in
public
schools.
I
look
forward
to
that
opportunity.
APPENDICES
APPENDIX
A:
TIMELINE
AND
WORK
PLAN
APPENDIX
B:
CHECKLIST
FOR
PROFESSIONAL
TEACHING
HIRES
APPENDIX
C:
DEFINITION
OF
RACISM
FROM
TASK
FORCE
REPORT
APPENDIX
D:
COMMITMENT
TO
DIVERSITY
&
EQUITY
BOARD
POLICY
APPENDIX
E:
DR.
BILL
A.
HOWE
BIOGRAPHY
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
7
Jun-12
Jul-12
Aug-12
Sep-12
Oct-12
Nov-12
Dec-12
Jan-13
Feb-13
Mar-13
Apr-13
May-13
Jun-13
Ongoing
Annually
PROFESSIONAL
DEVELOPMENT
Professional
Development
on
culturally
responsive
education
and
multicultural
education
is
mandated
for
all
faculty,
staff
and
administration. On
responses
to
incidents
observed
and
complaints.
Year
long
focus
with
kick
off
in
August
at
welcome
back
meeting. Administrators
to
receive
training
with
Board
and
teacher
leaders.
Teacher
leaders
include
BEA
executive
committee,
Equity
Council. Equity
Council
assists
principals
in
bringing
training
to
individual
schools
systematically. Training
offered
to
parents
and
community
leaders. Parent
training
on
educational
rights,
civil
rights,
and
how
to
effectively
file
a
complaint. Training
for
students
on
how
to
file
a
complaint,
and
how
to
stop
when
observing
an
incident.
Develop
sustainable
training
plan.
Superintendent
to
participate
in
professional
group
with
other
white
professional
leaders
focused
on
equity
in
leadership.
THE
PLAN
CURRICULUM
Use
PLC
model
to
review
student
achievement
on
regular
basis
in
each
school,
with
summary
progress
monitoring
reports
to
superintendent
on
quarterly
basis
by
each
school. Map
out
diversity
within
the
curriculum
to
identify
gaps
and
articulate
cultural
diversity
focus
within
the
curriculum
to
the
public. Implement
annual
welcoming
and
inclusive
walk
through
to
include
environment,
curriculum
and
library
materials
to
be
done
by
FSP
with
report
to
superintendent. Establish
minimum
expectations
for
every
building
as
a
hallmark
of
excellence
on
diversity.
Jun-12
Jul-12
Aug-12
Sep-12
Oct-12
Nov-12
Dec-12
Jan-13
Feb-13
Mar-13
Apr-13
May-13
Jun-13
Ongoing
Annually
ACCOUNTABILITY
Annual
Equity
and
Inclusion
Report
Card
to
report
on
data
for
achievement
gap. Implement
District
Equity
Team
led
by
Equity
Director. Promote
ELL
Coordinator
to
ELL
Director
to
give
more
direct
line
of
authority
to
principals
and
ELL
staff. Include
multicultural
climate
rubric
for
administrator
walk
throughs
and
require
quarterly
reports
to
the
superintendent. Incorporate
cultural
competencies
into
teacher
evaluation
system.
CLIMATE
Require
each
administrator
to
discuss
current
issues
of
equity
and
race
with
faculty. Create
tools
for
reports
of
incidents
outside
of
school
hours,
such
as
email
and
phone
message. Teach
students
tools
to
respond
to
incidents. Create
superintendent
listening
tour
for
student
and
parent
voices. Continue
Family
School
Partnership
Teams
at
each
school
with
annual
action
plan
for
student
achievement. Continue
implementation
timeline
of
Positive
Behavior
Support
system
in
each
school
with
discipline
data
to
be
reviewed
at
school
level
and
by
Equity
Team. Provide
access
to
an
ombudsman
to
work
as
independent
contractor
outside
of
the
district
structure
who
reports
directly
to
the
superintendent. Develop
a
code
of
ethics
for
all
faculty
and
staff
to
review,
understand
and
sign
annually. Locate
the
Bilingual
Liaisons
at
BHS
campus
for
easy
access
to
students
and
teachers
as
a
resource
and
to
ensure
community
communications
are
occurring.
Liaisons
will
be
deployed
district-wide,
but
will
have
a
home
base
at
BHS.
ADVOCACY
Work
with
the
Board
to
advocate
for
legislation
that
requires
statewide
data
on
teachers
of
color
and
requires
each
district
to
work
towards
a
goal
of
a
faculty
as
diverse
as
its
student
body,
with
an
annual
report
to
the
Commissioner. With
the
Board,
advocate
for
statewide
affirmative
recruitment
officer
at
the
DOE.
Lead
a
regional
fall
symposium
on
equity
and
student
achievement
to
share
best
practices
across
the
state
and
beyond. Ensure
the
Board
has
access
to
regular
reports
that
demonstrate
progress,
such
as
annual
equity
report
card
to
include
data
from
the
Civil
Rights
Data
Collection,
affirmative
recruitment
and
retention,
student
achievement,
as
well
as
progress
reports
on
this
plan. Advocate
with
the
Board
for
resources
needed
to
meet
the
needs
of
all
students
with
an
equity
lens
and
to
address
school
climate.
APPENDIX
B
Burlington
School
District
Principal
and
Directors
Checklist
for
Professional
Teaching
Hires
2012-13
The
Burlington
School
District
is
committed
to
developing
a
faculty
and
staff
demographic
that
is
consistent
with
student
demographics.
Current
student
demographics
include
a
student
population
that
is
over
25%
students
of
color,
and
nearly
20%
English
Language
Learners.
The
District
seeks
to
achieve
a
culturally
competent
school
community
that
reflects
the
voices,
perspectives
and
differences
that
arise
from
our
diverse
community
and
the
world.
To
this
end,
the
BSD
seeks
to
achieve
a
goal
of
20%
faculty
of
color
and
100%
culturally
competent
faculty
and
staff.
This
process
is
intended
to
help
improve
and
achieve
these
goals.
I
-
Posting
Process
1. Principal/Director
identifies
open
position
and
sends
Request
to
Post
to
HR
Specialist.
Subject
to
superintendent
(school
board)
approval
and
identified
budget
line
2. Principal
reviews
Reduction
in
Force
(RIF)
Recall
list,
if
any,
with
HR
for
eligible
employee
recall,
per
negotiated
agreement
If
RIF
recall
exists,
HR
notifies
teacher
and
position
closes
If
no
RIF
recall
exists,
planning
for
a
search
begins
2. Principal
determines
staff
Search
Advisory
Committee
(referred
to
in
rest
of
checklist
as
SAC).
Principal
chairs
the
SAC.
3. Principal
ensures
that
all
faculty
have
received
the
"Affirmative
Recruitment
training
through
Equity
Office
for
Employment
and
Retention.
Annual
training
must
be
completed
before
interviews
begin.
This
training
works
to
reduce
bias
in
the
search
process.
4. Principal
submits
criteria
grid
for
evaluation
of
candidate
applications.
District
critical
criteria
must
be
in
the
grid.
Value
added
criteria
at
the
school
level
must
be
approved
by
the
Recruitment
and
Retention
Specialist.
5. Using
the
criteria
grid,
HR
posts
and
advertises
position
for
a
minimum
of
10
school
days
with
a
goal
of
increasing
diversity
of
the
candidate
pool,
including
but
not
limited
to:
HR
Office
Equity
Office
and
Principals
Internal
Posting
Informal
networking
Website
BSD/SchoolSpring
List
serves
Commercial
papers/magazines
Colleges/Universities
8
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
II.
Application
Review/Screening
Process
Applications
and
resumes
are
received
on
SchoolSpring
Hard
copies
of
resumes
will
not
be
accepted.
Candidates
will
be
referred
to
SchoolSpring
Section
I
of
Diversity
Data
Form
is
completed
using
SchoolSpring
filter
to
collect
demographic
data
on
candidate
pool.
If
the
total
candidate
pool
prior
to
prescreening
is
not
at
least
20%
people
of
color,
principals
need
to
contact
the
superintendents
office.
The
superintendent
will
make
the
decision
on
expanding
the
search
upon
recommendation
of
the
Recruitment
and
Retention
Specialist.
The
Principal
provides
SAC
with
the
District
charge
to
ensure
clarity
about
SAC
roles
and
responsibilities
in
the
hiring
process.
The
SAC
reviews
eligible
(those
who
have
passed
all
the
prescreening
critical
criteria)
candidates'
applications
using
the
appropriate
District
Criteria
Grid
for
Evaluating
Professional
Teaching
Candidate
Applications
to
determine
candidates
for
interviews
(elementary,
middle,
or
high
school).
The
Principal
determines
the
number
of
qualified
candidates
to
interview
based
on
their
candidate
pool
and
desired
characteristics.
Principals
complete
the
schools
Summary
Criteria
Grid
that
lists
the
scores
for
all
candidates
on
all
the
criteria.
Principal
completes
Section
III
of
the
Diversity
Data
Form.
For
any
candidates
of
color
or
candidates
with
a
score
of
4
or
5
on
Cultural
Competence
who
will
not
be
interviewed,
the
Principal
must
provide
explanatory
evidence
in
the
Diversity
Data
Form
for
review
by
the
superintendent
and
Equity
Officer
before
moving
forward
with
recommendations.
III.
Interviewing
Process
Principal
contacts
successful
candidates
and
schedules
interviews.
SAC
develops
interview
questions.
Interview
questions
will
include
at
least
one
question
that
reflects
diversity
experience
and
cultural
competence
to
supplement
application
essay
questions.
Principal
creates
a
Candidate
Feedback
Form
directly
from
the
interview
questions,
used
during
the
interview
process
for
the
SAC
to
provide
input
into
the
candidates
responses
to
the
interview
questions,
both
quantitatively
and
qualitatively.
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
9
Interviews are conducted Upon completion of interviews, SAC provides input on candidates to the Principal who determines whom to invite back for observation lessons or site visits, depending on the position. Principal conducts relevant reference checks if not yet completed. SAC discusses impressions of candidates following observations. Principal determines 1 -3 final candidates for the position to recommend to the superintendent. Principal fills out Section IV of Diversity Data Form to send to Superintendent as part of the Rec to Hire Packet. For any candidates of color and any candidate who scores a 4 or 5 on the Diversity Awareness and Cultural Competency Criteria who are not recommended to the superintendent for hire, the Principal will provide to the superintendnet a detailed summary of evidence from the Candidate Feedback Forms, lesson observations, and post-interview and observations discussions to explain why they are not being recommended. This can be summarized in Comments in Section IV of the Diversity Data Form.
Final
Hiring
Process
The
Principal
makes
final
recommendations
to
the
Superintendent,
who
has
the
responsibility
to
do
a
final
review
of
all
information
and
determine
if
the
search
is
complete
and
to
schedule
a
superintendent
interview.
The
successful
candidate
contacted
by
Principal
and
offered
the
job.
The
School
Board
acts
on
the
Superintendents
recommendation
to
hire
at
the
next
regular
School
Board
meeting.
10
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
APPENDIX
C:
DEFINITION
OF
RACISM
FROM
TASK
FORCE
REPORT
Racism
is
the
set
of
mistaken
assumptions,
opinions
and
actions
resulting
from
the
belief
that
one
group
of
people
categorized
by
color
or
ancestry
is
inherently
superior
to
another.
Racism
may
be
present
in
organizational
and
institutional
policies,
programs
and
practices,
as
well
as
in
the
attitudes
and
behavior
of
individuals.
It
is
any
act
or
situation
that,
even
unwittingly,
tolerates,
accepts,
or
reinforces
racially
unequal
opportunities
for
children
to
learn
and
thrive;
allows
racial
inequalities
in
opportunity
as
if
they
are
normal
and
acceptable;
and
treats
people
of
color
as
less
worthy
or
less
complex
than
white
people.
By
convention,
the
term
racism
has
been
reserved
to
describe
the
mistreatment
of
members
of
racial
and
ethnic
groups
that
have
experienced
a
history
of
discrimination.
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
11
APPENDIX
D:
COMMITMENT
TO
DIVERSITY
&
EQUITY
BOARD
POLICY
The
Burlington
School
District
recognizes
and
values
the
diversity
of
our
students,
staff
and
community.
The
District
is
committed
to
a
culture
of
diversity
that
reflects
the
voices,
perspectives
and
differences
arising
from
our
diverse
community
and
the
world.
We
believe
that
it
is
important
for
students
to
understand
and
appreciate
human
diversity,
develop
a
capacity
for
cultural
competence,
and
commit
to
encouraging
inclusion
in
their
future
lives.
The
District
will
adopt
procedures
and
implement
staff
training
intended
to
achieve
a
diverse
and
culturally
competent
school
community,
inclusive
of
diverse
races,
ethnicities,
genders,
sexual
orientations,
religious
and
spiritual
believes,
ages
and
physical
and
learning
abilities.
The
administration
shall
report
to
the
Board
annually
on
its
progress,
barriers
and
outcomes
CULTURAL
COMPETENCE
DEFINITION:
A
culturally
competent
professional
is
one
who
is
actively
in
the
process
of:
being
aware
of
ones
own
assumptions
about
human
behavior,
values,
biases,
preconceived
notions,
personal
limitations,
and
so
forth;
understanding
the
worldview
of
culturally
diverse
and
marginalized
populations
(values,
assumptions,
practices,
communication
styles,
group
norms,
biases,
experiences,
perspectives,
etc.);
developing
and
practicing
appropriate,
relevant,
and
sensitive
strategies
and
skills
in
working
with
culturally
diverse
students,
families,
communities
and
colleagues.
Our
Districts
definition
is
based
upon
the
National
Educator
Associations
stance
on
cultural
competence
and
can
be
downloaded
from
their
website
www.nea.org/assets/docs/PB13_CulturalCompetence08.pdf.
12
Diversity:
Our
Gift
and
Our
Future
(June
1,
2012)
APPENDIX E: DR. WILLIAM A. HOWE BIOGRAPHY Dr. William A. Howe is the program manager for culturally responsive education, multicultural education, gender equity and civil rights at the Connecticut State Department of Education. He is also an adjunct professor of education at the University of Connecticut, Albertus Magnus College and Quinnipiac University. He is Chair of the Connecticut Asian Pacific American Affairs Commission. Dr. Howe is the founder of the New England Conference on Multicultural Education (NECME) and Past President of the National Association for Multicultural Education (NAME). In 2006 he was named the G. Pritchy Smith Multicultural Educator of the Year at the Annual NAME Conference in Phoenix, AZ. He was an Honoree at the 11th annual Immigrant Day at the State Capitol in 2008, a day to honor immigrants from throughout Connecticut who have made valuable contributions to their communities and/or professions. He is on the boards of several organizations, including the Anti-Defamation Leagues Making Diversity Count Advisory Board, National Advisory Board STEM Equity Pipeline, Native Village Board of Advisors, University of Connecticut Asian American Studies Institute; the editorial board of Multicultural Perspectives, the official journal of the National Association for Multicultural Education (NAME); and Senior Advisory Council for The National Association of Asian American Professionals (NAAAP) Connecticut. He has been an educator for 35 years in the U.S. and Canada and has made seven trips to China and one to South Africa to study multicultural education. In 2007 he made his first trip to Israel to study the Holocaust. He has given over 350 workshops, lectures and keynotes on diversity, multicultural education and organizational development. He is a regular presenter at state and national conferences, has appeared on both radio and television on diversity issues. Over the past fifteen years, he has trained over 14,000 educators in multicultural education. He is coauthoring a textbook on multicultural education and was a coauthor of the Handbook for Achieving Gender Equity through Education, 2nd Edition.
13