Iowa City Community School District

2016-2017

Equal Employment Opportunity and Affirmative Action Plan

Equal Employment Opportunity/Affirmative Action Directors:

Jane Fry, Assistant Superintendent/Chief Human Resources Officer Phone: (319) 688-1000 Email: fry.jane@iowacityschools.org

Kingsley Botchway, II, Director of Equity and Engagement Phone: (319) 688-1000 Email: botchway.kingsley@iowacityschools.org

Iowa City Community School District 1725 N. Dodge Street Iowa City, IA 52245

2016-2017 Iowa City Community School District

Equal Employment Opportunity/Affirmative Action Plan Overview

The District Affirmative Action Plan begins with the Administrative Statement and includes copies of related Board policies. The Board policies establish the legal foundation and principles upon which the District will operate. The remaining documents, studies, and surveys are included to promote easy access for implementation and focus. They outline the duties of the program coordinators, the duties and make-up of the required committee, and analysis of the current workforce, along with District goals and action plans to promote affirmative action.

Mission Statement The mission of the Iowa City Community School District is to ensure all students become responsible, independent learners capable of making informed decisions in a democratic society as well as in the dynamic global community; this is accomplished by challenging each student with a rigorous and creative curriculum taught by a diverse, professional, caring staff strengthened by collaborative partnerships with families and the entire community.

Non-Discrimination Policy Statement

Annual Notice of Non-Discrimination Policy Statement

The Iowa Community School District offers career and technical programs in the following areas of study:

• Business Education • Family and Consumer Sciences Education • Industrial Education • Health Occupations Education

It is the policy of the Iowa City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, gender identity and socioeconomic status in its educational programs, activities, or employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact Kingsley Botchway II, Director of Equity, 1725 N. Dodge St., Iowa City, IA 52245, 319-688-1000, botchway.kingsley@iowacityschools.org.

Continuous Notice of Non-Discrimination Policy Statement

It is the policy of the Iowa City Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, gender identity and socioeconomic status in its educational programs, activities, or employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact Kingsley Botchway II, Director of Equity, 1725 N. Dodge St., Iowa City, IA 52245, 319-688-1000, Botchway.Kingsley@iowacityschools.org.

Equal Employment Opportunity Code No. 401.1

The Iowa City Community School District will provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives and regulations of federal, state and local governing bodies. Opportunity to all employees and applicants for employment includes hiring, placement, promotion, transfer or demotion, recruitment, advertising or solicitation for employment, treatment during employment, rates of pay or other forms of compensation, and layoff or termination. The school district will take affirmative action in major job categories where women, men, minorities and persons with disabilities are underrepresented. Employees will support and comply with the district's established equal employment opportunity and affirmative action policies. Employees will be given notice of this policy annually. The board will appoint an affirmative action coordinator. The affirmative action coordinator will have the responsibility for drafting the affirmative action plan. The affirmative action plan will be reviewed by the board at least every two years. Date of Adoption: 8/23/11 Revised: 1/12/16

Legal Reference: 29 U.S.C. §§ 621,623, 625, 626, 627, 628, 629, 630, 631, 633 (2015).

42 U.S.C. §§ 2000e et seq. (2015). 42 U.S.C. §§ 12101 et seq. (2015).

Iowa Code §§ 19B; 20; 35C; 73; 216; 279.8 (2015). 281 I.A.C. 12.4; 95. (2015).

Anti-Bullying/Harassment Policy Code No. 104

The Board is committed to providing a safe and civil school environment in which all members of the school community are treated with dignity and respect. As a result, harassment and bullying of students, school employees, applicants, vendors, visitors, and/or volunteers are not tolerated by the Board to that end, the Board has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents of bullying and harassment. “Volunteer” is defined as an individual who has regular, significant contact with students and does not refer to non-district persons who serve in “one-time-only” functions. The Board prohibits harassment, bullying, hazing, or any other victimization, of students, school employees, applicants, vendors, visitors, and/or volunteers, based on any of the following actual or perceived traits or characteristics, including but not limited to, age, gender, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, veteran status, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status. Adherence to bona fide occupational/educational qualifications shall not be interpreted as discriminatory. This policy is in effect while students, employees, applicants, vendors, visitors, and/or volunteers are on property within the jurisdiction of the Board; while on school-owned or school-operated vehicles; while attending or engaging in school-sponsored activities; and while away from school grounds if the misconduct directly affects the good order, efficient management and welfare of the school or school district. If, after an investigation, a person is found to be in violation of this policy, he/she shall be disciplined by appropriate measures up to, and including:

● for a student, suspension and expulsion; ● for an employee, termination; and, ● for an applicant or school vendor, visitor, or volunteer, exclusion from school grounds

Harassment and bullying shall be defined as any electronic, written, verbal, or physical act or conduct that is based on any actual or perceived trait or characteristic of a person and that creates an objectively hostile school environment that meets one or more of the following conditions:

● Places the person in reasonable fear or harm to the person or substantial harm to the person’s property;

● Has a substantial and detrimental effect on the person’s physical or mental health;

● Has the effect of substantially interfering with the person’s performance;or ● Has the effect of substantially interfering with the person’s ability to participate in or

benefit from the services, activities, or privileges provided by the district. “Electronic” means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means. “Electronic” includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, electronic text messaging or similar technologies. Harassment and bullying may include, but are not limited to, the following behaviors and circumstances:

● Verbal, nonverbal, physical or written harassment, bullying, hazing, or other victimization that have the purpose or effect of causing injury, discomfort, fear, or suffering to the victim;

● Repeated remarks of a demeaning nature that have the purpose or effect of causing injury, discomfort, fear, or suffering to the victim;

● Implied or explicit threats concerning one’s grades, achievements, property, etc. that have the purpose or effect of causing injury, discomfort, fear or suffering to the victim;

● Demeaning jokes, stories, or activities directed at the student that have the purpose or effect of causing injury, discomfort, fear or suffering to the victim; and/or

● Unreasonable interference with a person’s performance or creation of an intimidating,offensive, or hostile environment.

For the purposes of this policy, sexual harassment is defined as unwelcome advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:

A. submission to such conduct is explicitly or implicitly made a term or condition of status in a class, pro-gram, or activity;

B. submission to or rejection of such conduct is used as a basis for an educational decision affecting student; or

C. such conduct has the purpose or effect of interfering with a performance, or of creating an intimidating, hostile, or offensive environment for learning.

Sexual overtures by a staff member to a student shall be investigated per the child abuse law in chapter 102 of the Iowa Department of Education administrative code. Any sexual overtures by a staff member to a student, whether welcome or unwelcome, are prohibited and shall be grounds for discipline, including discharge of the staff member.

The school or school district will promptly and reasonably investigate allegations of bullying or harassment. Retaliation against any person, because the person has filed a bullying or harassment complaint or assisted or participated in a harassment investigation or proceeding, is prohibited. Individuals who knowingly file false harassment complaints and any person who gives false statements in an investigation shall be subject to discipline by appropriate measures, as shall any person who is found to have retaliated against another in violation of this policy. The Board will annually publish this policy. The policy may be publicized by the following means:

● Inclusion in the student handbook ● Inclusion in the employee handbook ● Inclusion in the registration materials ● Inclusion on the school or school district’s web site, (other)

Copies will be available to any person at the Central Administrative Office at 1725 N. Dodge Street, Iowa City, IA 52245. Date of Adoption: 10/23/07 Reference: Revised: 1/08

8/23/11 Code of Iowa 708.7, 20 U.S.C. §§ 1221-1234 (2004) 29 U.S.C. §§ 794 (1994)

42 U.S.C. §§ 2000d-2000d-7 (2004) § 42 U.S.C. §§ 12001 et.seq. (2004)

Senate File 61, 1st Regular Session, 82nd General Assembly, (2007)

Code of Iowa §§ 216.9; 280.3 (2007) 281 I.A.C. 12.3(6) IASB Policy No. 104 (2011)

Administrative Statement The Iowa City Community School District is committed to equal opportunity employment and affirmative action. The Equal Employment Opportunity/Affirmative Action Plan contains the policies and goals we will use as a guide to providing equal employment opportunities. The District will not discriminate in employment practices on the on the basis of race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, gender identity and socioeconomic status in its educational programs, activities, or employment practices. To ensure this practice, a continuous review of recruitment, applicant screening, hiring, assignment, staff development, staff advancement, and grievance procedures will be implemented. The Equal Employment Opportunity/Affirmative Action Plan is designed to overcome historic and systemic inequities in staffing patterns. The District’s mission statement highlights the importance for students to be “taught by a diverse, professional, caring staff” in order to prepare students for living and working in diverse communities and for success in a global economy. This plan also affirms the commitment of the district to create a strong, collaborative partnership with families and the entire community through employment opportunities. These opportunities bring increasing stability and credibility to the area which attracts increased economic development and investment into the the state. It is the District’s intent to provide a fair and supportive work environment for all employees and to reduce and eliminate stereotypes. To this end, policies, goals, implementation timelines and staff to measure progress have been designated. The workplace will be free of harassment which is sexual in nature or which has a demeaning intent related to race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, gender identity and socioeconomic status. To engage in such, will be a violation of District policy. The Chief Human Resources Officer and the Director of Equity and Engagement are charged with monitoring the process of the goals established by the plan and for reporting appropriate information to the administration and to the Board of Directors. This plan is designed to meet the requirements of Chapter 19B of the Iowa Code and Chapter 95 of the Iowa Administrative Code. __________________________________________ __________________ Superintendent’s Signature Date

Workforce Analysis (profile of the current workforce by race, gender and disability* within each major job category)

2016-2017 Chart 1: Ethnic and Gender Breakdown of Administrative Staff

American Indian or Alaskan Native

Asian Hispanic or Latino

African American

Two Or More Races

White Male Female Total

Education Services Center

0 0 0 2 0 17 9 10 19

Principals 0 0 0 2 0 24 12 14 26

Assistant Principals

0 0 0 0 0 7 2 5 7

Dean of Students 0 0 1 2 0 2 2 3 5

Athletic Directors

0 0 0 0 0 3 3 0 3

TOTAL 0 0 1 6 0 53 28 32 60

Percentage 0% 0% 1.7% 10% 0% 88.3% 46.7% 53.3% 100%

*currently we do not track disability

Total Administrators of Color: 11.7% Total Female Administrators: 53.3% Total Male Administrators: 46.7% ESC Administrators of Color: 10.5% ESC Female Administrators: 52.6% ESC Male Administrators: 47.4% Principals of Color: 7.7% Female Principals: 53.8% Male Principals: 46.2% Assistant Principals of Color: 0% Female Assistant Principals: 71.4% Male Assistant Principals: 28.6% Deans of Students of Color: 60% Female Deans of Students: 60% Male Deans of Students: 40% Athletic Directors of Color: 0% Female Athletic Directors: 0% Male Athletic Directors: 100% ELEMENTARY TOTALS: Principals of Color: 1 / 19 Female Principals: 11 / 19 Male Principals: 8 / 19 JR. HIGH TOTALS: Principals of Color: 1 / 3 Female Principals: 2 / 3 Male Principals: 1 / 3 Assistant Principals of Color: 0 / 3 Assistant Principals: 3 / 3 Male Assistant Principals: 0 / 3 Dean of Students of Color: 1 / 2 Female Dean of Students: 1 / 2 Female Dean of Students: 1 / 2 HIGH SCHOOL TOTALS: Principals of Color: 0 / 4 Female Principals: 1 / 4 Male Principals: 3 / 4 Assistant Principals of Color: 0 / 4 Assistant Principals: 2 / 4 Male Assistant Principals: 2 / 4 Dean of Students of Color: 2 /4 Female Dean of Students: 2 / 4 Male Dean of Students: 2 / 4 Athletic Directors of Color: 0 / 2 Female Athletic Directors: 0 /2 Male Athletic Directors: 2 / 2

2016-2017 Chart 2: Ethnic and Gender Breakdown of Teachers

American Indian or Alaskan Native

Asian Hispanic or Latino

African American

Two or More Races

White Male Female Total

Elementary 1 4 10 13 6 543 87 490 577

Secondary 0 4 9 6 3 328 140 210 350

Other Classroom Teachers

0 0 0 0 0 5 1 4 5

Guidance Counselors

0 0 0 0 1 33 10 24 34

Teacher Librarians

0 0 0 0 1 27 2 26 28

Other Professionals

0 0 0 0 2 44 5 41 46

TOTAL 1 8 19 19 13 980 245 795 1040

Percentage 0.1% 0.8% 1.8% 1.8% 1.3% 94.2% 23.6% 76.4% 100%

Total Teachers of Color: 5.8% Total Female Teachers: 76.4% Total Male Teachers: 23.6% Elementary Teachers of Color: 5.9% Female Elementary Teachers: 84.9% Male Elementary Teachers: 15.1% Secondary Teachers of Color: 19.0% Female Secondary Teachers: 60% Male Secondary Teachers: 40% Other Teachers of Color: 0% Female Other Teachers: 80% Male Other Teachers: 20% Guidance Counselors of Color: 2.9% Female Guidance Counselors: 70.6% Male Guidance Counselors: 29.4% Teacher Librarians of Color: 3.6% Female Teacher Librarians: 92.9% Male Teacher Librarians: 7.1% Other Professionals of Color: 4.3% Female Other Professionals: 89.1% Male Other Professionals: 10.9% ELEMENTARY TOTALS: Elementary Teachers of Color: 34 / 577 Female Elementary Teachers: 490 / 577 Male Elementary Teachers: 87 / 577 Guidance Counselors of Color: 1 / 21 Female Guidance Counselors: 18 / 21 Male Guidance Counselors: 3 /21 Teacher Librarians of Color: 1 / 17 Female Teacher Librarians: 17 / 17 Male Teacher Librarians: 0 / 17 Other Professionals of Color: 2 / 32 Female Other Professionals: 31 / 32 Male Other Professionals: 1 / 32 JUNIOR HIGH TOTALS: Elementary Teachers of Color: 1 / 13 Female Elementary Teachers: 9 / 13 Male Elementary Teachers: 4 / 13 Secondary Teachers of Color: 8 / 115 Female Secondary Teachers: 70 / 115 Male Secondary Teachers: 45 /115 Guidance Counselors of Color: 0 / 5 Female Guidance Counselors: 3 / 5 Male Guidance Counselors: 2 / 5 Teacher Librarians of Color: 0 / 3 Female Teacher Librarians: 3 / 3 Male Teacher Librarians: 0 / 3 HIGH SCHOOL TOTALS: Elementary Teachers of Color: 0 / 4 Female Elementary Teachers: 1 / 4 Male Elementary Teachers: 3 / 4 Secondary Teachers of Color: 14 / 223 Female Secondary Teachers: 130 / 223 Male Secondary Teachers: 93 / 223 Other Teacher of Color: 0 / 4 Female Other Teacher: 4 / 4 Male Other Teacher: 0 / 4 Guidance Counselors of Color: 0 / 9 Female Guidance Counselors: 4 / 9 Male Guidance Counselors: 5 / 9 Teacher Librarians of Color: 0 / 4 Female Teacher Librarians: 3 / 4 Male Teacher Librarians: 1 / 4 Other Professionals of Color: 0 / 7 Female Other Professionals: 5 / 7 Male Other Professionals: 2 / 7

2016-2017 Chart 2: Ethnic and Gender Breakdown of Support Staff

American Indian or Alaskan Native

Asian Native Hawaiian/

Pacific Islander

Hispanic or Latino

African American

Two or More Races

White Male Female Total

Nutrition Staff 1 3 0 15 4 0 81 4 100 104

Kitchen Managers

0 0 0 0 0 0 5 0 5 5

Off Schedule 0 0 0 3 0 1 32 1 35 36

Para Educators 1 15 1 18 51 5 303 80 314 394

Physical Plant 0 3 0 6 16 2 109 119 17 136

Secretaries 0 1 0 6 3 0 80 2 88 90

Technical Supervisor

0 0 0 1 1 1 23 11 15 26

TOTAL 2 22 1 49 75 9 633 217 574 791

Percentage 0.3% 2.8% 0.1% 6.2% 9.5% 1.1% 80.0% 27.4% 72.6% 100%

Total Support Staff of Color: 20.0%% Total Female Support Staff: 72.6% Total Male Support Staff: 27.4% Nutrition Staff of Color: 22.1% Female Nutrition Staff: 96.2% Male Nutrition Staff: 3.8% Kitchen Managers of Color: 0% Female Kitchen Managers: 100% Male Kitchen Managers: 0% Off Schedule Staff of Color: 11.1% Female Off Schedule Staff: 97.2% Male Off Schedule Staff: 2.8% Paraeducators of Color: 23.4% Female Paraeducators: 79.7% Male Paraeducators: 20.3% Physical Plant Staff of Color: 19.9% Female Physical Plant Staff: 12.5% Male Physical Plant Staff: 87.5% Secretaries of Color: 11.1% Female Secretaries: 97.8% Male Secretaries: 2.2% Technical Supervisors of Color: 11.6% Female Technical Supervisors: 57.7% Male Technical Supervisors: 42.3% ELEMENTARY TOTALS: Nutrition Staff of Color: 6 / 40 Female Nutrition Staff: 39 / 40 Male Nutrition Staff: 1 / 40 Off Schedule Staff of Color: 2 / 18 Female Off Schedule Staff: 15 / 18 Male Off Schedule Staff: 3 / 18 Paraeducators of Color: 50 / 238 Female Paraeducators: 207 / Male Paraeducators: 31 / 238 Physical Plant Staff of Color: 11 / 45 Female Physical Plant Staff: 11 / 45 Male Physical Plant Staff: 34 / 45 Secretaries of Color: 5 Female Secretaries: 53 / 53 Male Secretaries: 0 / 53 JUNIOR HIGH TOTALS: Nutrition Staff of Color: 10 / 29 Female Nutrition Staff: 27 / 29 Male Nutrition Staff: 2 / 29 Off Schedule Staff of Color: 1 / 3 Female Off Schedule Staff: 3 / 3 Male Off Schedule Staff: 0 / 3 Paraeducators of Color: 12 / 50 Female Paraeducators: 38 / 50 Male Paraeducators: 12 / 50 Physical Plant Staff of Color: 3 /17 Female Physical Plant Staff: 2 / 17 Male Physical Plant Staff: 15 / 17 Secretaries of Color: 2 / 11 Female Secretaries: 11 / 11 Male Secretaries: 0 / 11 HIGH SCHOOL TOTALS: Nutrition Staff of Color: 7 / 33 Female Nutrition Staff: 32 / 33 Male Nutrition Staff: 1 / 33 Off Schedule Staff of Color: 0 / 4 Female Off Schedule Staff: 4 / 4 Male Off Schedule Staff: 0 / 4 Paraeducators of Color: 29 / 101 Female Paraeducators: 64 / 101 Male Paraeducators: 37 / 101 Physical Plant Staff of Color: 8 / 24 Female Physical Plant Staff: 2 / 24 Male Physical Plant Staff: 22 / 24 Secretaries of Color: 3 / 25 Female Secretaries: 23 / 25 Male Secretaries: 2 / 25

Quantitative Analysis (comparison of the representation of diverse racial/ethnic groups, women, men and persons with disabilities within each major job category in the workforce with their availability in the relevant labor market)

Below is listed the operational definition for three terms that will be used to help determine the number of employees of color that the District should be able to hire given the geographic location and the applicant pool needed to fill job openings:

• Availability – the extent to which members of a racial/ethnic group, and women, men or persons with disabilities are present within the relevant labor market.

• Relevant labor market – the geographic area in which an agency can reasonably be expected to recruit for a particular job category.

• Under representation – having fewer members of a racial/ethnic group, or women, men or persons with disabilities in a particular job category than would be reasonably expected based on their availability in the relevant labor market.

There are no established criteria for determining the geographic area in which a District can reasonably be expected to recruit for any given job category. There is, however, a general perception that guidelines for recruitment should stretch to school districts beyond the area parameters in which the District is currently recruiting.

Availability

The following guidelines have been established for determining availability of underrepresented staff for job categories as listed below:

Position Area

1. ESC Administrators Nationwide

2. Principals Nationwide

3. Associate Principals Nationwide

4. Elementary/Secondary Teachers Iowa & contiguous states

5. Other Specialized Teachers Iowa & contiguous states

6. Guidance Counselors Iowa & contiguous states

7. Teacher Librarians Iowa & contiguous states

8. Teachers of Color Nationwide

9. Paraeducators Local

10. Custodial Local

11. Maintenance Local

12. Secretarial Local

13. Food Service Local

14. Technical – IT Local & State

The office of the Chief Human Resources Officer has shifted much of the job opening advertising from the printed media to website listings. This was done for three main reasons: (1) high cost of print advertising; (2) surveying applicants regarding where they heard about openings; and (3) the lack of results from printed ads. This strategy has saved the District over $50,000 annually and has not significantly affected the number of applicants. These savings have enabled the District to target diverse markets and recruitment organizations to attract candidates of color for openings.

Relevant Labor Market Analysis

To determine the relevant labor market for the Iowa City Community School District, data was gathered from analyzing official reports that describe the available labor force at the national, state and local level.

State Findings

The state availability data was provided by the Department of Education’s document entitled The Annual Condition of Education Report (2016). The report presents data for students, teachers, principals, superintendents, and other licensed positions. Age, race/ethnicity, gender, experience, and salary data are included.

Racial/Ethnic Distribution of Students

Iowa is becoming more racially/ethnically diverse as evident from changes in enrollment. While the trend for overall student enrollment in Iowa’s schools has been declining, the number of students of color has increased from 14.8 percent in 2007-2008 to 22.6 percent of the total student population in 2015-2016. The Hispanic student enrollment has been the fastest growing. Hispanic student enrollment has significantly increased since 2007-2008, growing from 30,561 students to 48,539 students in 2015-2016. In the same time period, the number of African American students in Iowa’s public schools has slightly increased by more than 2.5 percent (from 26,680 to 27,361).

Despite the significant enrollment growth for students of color in Iowa schools, Iowa’s percentage of students of color remains relatively low in comparison to other states. In 2015-2016, Iowa reported a student of color enrollment of 22.6 percent, ranking 41 out of 51 states in the nation. Over 50 percent of the students in the United States are classified people of color.

In the Iowa City Community School District, the student of color enrollment has increased from 32.7 percent in 2011-2012 report to 36 percent for the 2015-2016 school year.

Characteristics of Teachers

In Iowa schools, the increase in the number of students has not been matched by an increase in the number of teachers. Student enrollment increased by about 0.7 percent from 2010-2011 to 2015-2016, while the number of teachers saw a 0.2 percent increase.

In general, there have been few changes in the characteristics of public school teachers in Iowa from 2010-2011 to 2015-2016. The percent of female teachers have increased from 74.4 percent to 75.0 percent; whereas, average age has decreased from 41.9 to 40.8 respectively. The percent of teachers of color in public schools saw a small increase between 2010-2011 and 2015-2016, 2.2 percent to 2.3 percent. The average years of total experience decreased from 14.8 to 13.5 and average years of district experience decreased from 11.1 to 10.3 between 2010-2011 and 2015-2016.

There are a dwindling number of postsecondary students of color that are being admitted to the College of Education in the three state universities. Below is the number of students of color enrolled in each of the undergraduate teacher preparation programs at the three state universities for the 2016-2017 school year:

• Iowa State University 70 out of a total of 952 (7.35%) • University of Iowa 35 out of a total of 338 (10.36%) • University of Northern Iowa 205 out of a total of 2,195 (9.34%)

In a publication entitled Minority Teacher Recruitment and Retention Strategies by Kearney-Gissendaner (2010) it states that in 2001, 61 percent of the newly certified graduates did not take teaching jobs. The report also stated that in a 2000 survey approximately 73% of the schools had immediate need for teachers of color. One of the factors contributing to the decrease in teachers of color is that students of color now have more career choices available to them than in the past. The competition is high to attract and hire teachers of color.

Teachers of Color Characteristics

In 2015-2016, there were 802 teachers of color, representing 2.3 percent of the 34,727 total full-time public school teachers, in the state of Iowa. Within our district, we have 60 teachers of color, making up approximately 5.9% of our teaching staff. There was a higher percent of female teachers of color (4.5%) than male teachers of color (1.3%). A comparison between teachers of color and white teachers shows that teachers of color were about 0.1 years older, had 2.5 years less experience, and held 1.5 percent more advanced degrees than their white counterparts. Salaries for teachers of color was on the average $645 lower than white teachers’ salaries.

Characteristics of Principals

In 2010-2011, there were 1,173 public school principals in Iowa. By 2016-2017, the number of principals decreased by 2.6% percent to 1,142. Since 2010-2011, the number of female principals marginally increased from 39.7 percent to 39.8 percent. In that same time interval, the average age of principals marginally decreased from 46.6 to 46.0 years of age. Principals of color in Iowa schools in the 2010-2011 school year made up 2.6% of the total. In the 2015-2016 school year, principals of color make up 3.0% of the total.

Under-Representation

Under-representation currently exists in three employment categories in the District: administrators, teachers, and support staff. The 2015-2016 hiring goals of 15% staff of color across the three employment groups have been maintained from the previous year. Additionally, while we have seen significant improvement in our administrators and support staff of color, we have not seen the same growth in teachers of color. Furthermore, when you look within the

administrator and support staff employment groups, the increase of the overall numbers of those groups do not accurately reflect increase of diversity in all categories within these employment groups.

Qualitative Analysis

(periodic self-evaluation of employment and personnel policies and practices for fairness on the basis of race, creed, color, religion, sex, age, national origin, sexual orientation, gender identity, or disability)

The Affirmative Action Plan should encompass five areas: policies, procedures, recruitment, retention, and staff development. An analysis of District’s policies and practices was conducted by the Director of Equity and Engagment. The purpose of the review was to examine areas where District practices might tend to exclude, disadvantage, restrict or result in adverse impact on current or prospective employees. The goal of the District is to prevent any such occurrences. The following is a brief overview outlining the areas of concern: Recruitment

Policies and Procedures Recruitment practices and policies is annually evaluated by the Executive Director of Human Resources. Goals are set, annually reviewed, and new goals established based on the hiring needs of the District and outcome of the study. With the approval of the Comprehensive Equity Plan, the Board established a hiring goal of 15% staff of color across the three employment groups: administrators, teachers, and support staff. In 2015, we made a change to track the voluntary demographic information of our staff in order to better address where a more focused recruitment is needed. In 2017, the Director of Equity and Engagement attended a training conducted by the Government Alliance on Racial Equity (GARE). Information learned at the training will guide future work in this area.

Hiring Goals of the District/School Buildings Numerical goals result from annual reemployment reviews conducted by the Chief Human Resources Officer. An analysis of the composition of the workforce generates a list of the areas where portions of the population are not present in the workforce or are underrepresented. Goals for achieving equal employment are approved by the Board of Directors and become the basis for recruiting and ultimately hiring employees for the District. Additionally, the Board, through the approval of the Comprehensive Equity Plan, set goals of 15% staff of color throughout the three employment groups: administrators, teachers, and support staff. Hiring procedures need to constantly be reviewed to allow equity to consistently attract more candidates of color in the hiring process. Recruitment starts with increasing the number of applicants of color for open positions. One major component contributing to the success of diverse hiring process would be a stronger emphasis on the establishment of hiring goals for

individual departments and buildings set by the principals and/or supervisors. The District’s assistant superintendents will hold principals and supervisors accountable to meet the hiring goal through the evaluation process. Additionally, beginning in 2017, the Equity Department began tracking each schools progress on hiring goals for staff of color.

Rate and Turnover in the Certified Staff Positions The District hires an average of between 60 and 100 new certified staff members yearly. This number of new hires is a result of the natural attrition which occurs regularly as people retire, resign, or take leaves of absence. A number of new positions are added each year as a result of enrollment increase, depending on the number of additional students the previous year and the monetary resources available. The employee turnover rate and the hiring of additional staff caused by student growth offer the District opportunities to diversify the workforce. When these openings occur, principals and supervisors are expected to diligently seek candidates of color.

Mentoring of New Employees The goal is to help employees to be successful in their careers. In addition to providing a quality environment for teaching and learning, targeted staff development opportunities is afforded to all staff and mentors are provided for new staff. A review of District practices reveals initial staff development sessions and mentoring programs exist for certified staff members who are new to the District and/or profession. New staff members also receive support from the staff development team. Iowa legislation gives teachers and administrators new to the profession strong District support and mentoring for their first two years of teaching. The intense focus on mentorships is producing immediate results on teacher quality and hopefully will positively impact teacher retention and student achievement. Veteran teachers and administrators serving as paid mentors also grow from the induction process. Previous plans identified a community support system an area of emphasis for our teachers of colors. During the 2016-2017, a number of gatherings were held for teachers and administrators of color to start to build a community support system within the District. These events successful, well attended, and appreciated by attendees. Information gathered at these events will help develop a more comprehensive support system as we expand the support into the community.

Application and Application Screening Policies and Practices Application procedures are monitored and revised periodically as needed by the Chief Human Resources Officer. The screening and interview procedures were revised to include statements from the building principals which specify reasons why applicants of color were not selected as candidates or hired. The procedure is a precautionary action which serves as a reminder of our commitment to equity. The measure assists staff members who are responsible for hiring to remain cognizant of the District’s affirmative action goals. This measure also allows for increased Principals are required to interview at least one candidate of color for each open position. The District’s assistant superintendents will hold principal and supervisors accountable to meet the hiring goal through the evaluation process.

Retention of Staff The retention of staff members is monitored annually to assess the District’s progress in this area. The feedback from exit surveys has been generally positive of the District. However, during the 2016-17 school year, the District administrated a survey specifically for teachers and administrators of color that did not yield positive results. Below are the questions asked (administrators of color were asked similar questions on their survey):

1. Name 1-3 things that you wish either or both building administration and district administration did or offered to you to support you as a teacher of color.

2. If you could name one thing the District could offer you as a teacher of color, what would it be?

3. Can you name two things the District offered you that kept you here as a teacher of

color?

4. What do you think are the two most common reasons teachers of color leave the District?

5. What would be an important benefit for you and/or your family to remain in the area?

6. Is there anything in particular about the District that makes you feel proud to be a teacher of color here?

7. If you could change one thing that you think would have the greatest impact on

improving retention for teachers of color, what would it be?

8. Name one thing a co-worker recently did that made you feel valued as a teacher of color.

9. Name one thing your building administration has done to make you feel valued as a teacher of color.

10. Share something a previous employer did that you felt had an impact on retention of

teachers of color.

11. What have you heard from other teachers of color outside of our District that impacts their retention within their organization?

The results of the survey confirmed the need for the District to be more deliberate in current efforts and a need to address other areas of concern. Below is a general list of concerns found in the survey.

• Lack of support for staff of color in the District • There is a desired need for more diverse staff • Need for opportunities for advancement in leadership roles • Need for increased professional development on bias and systemic inequality

Staff Development

A. Personnel in charge of hiring

Administrators and supervisors need to realize the expectations and rationale for employing a diverse staff that reflects the changing student demographics in the District and that will help the District reach its numerical goals. Periodic staff development needs to be conducted to provide training on the legal/ethical hiring practices and affirmative action guidelines.

B. Employee Staff Development

Staff development must be provided for all employees to increase cultural competence and provide strategies for working with the increasing number of students and staff with diverse backgrounds. It is critical for all certified staff to receive training on a variety of teaching/learning and classroom management strategies to meet the wide variety of student needs. To address the needs of non-certified staff, two in-services days are provided/required for paraprofessionals that are unique to their assignment and personal needs. Other support staff employees are trained in the areas needed to ensure they are working in a safe environment and that they are receiving the support and knowledge needed to perform their job duties and be successful.

Numerical Goals (not rigid and inflexible quotas, which reflect realistic aspirations for increasing the numbers of persons

from underrepresented groups in the workforce) In 2015, the Board approved the Comprehensive Equity Plan and set hiring goals of 15% staff of color throughout the three employment groups: administrators, teachers, and support staff. A three-year plan to achieve these goals is provided in the Comprehensive Equity Plan. The information from the plan is provided below:

Objective #1: The District shall increase the composition of underrepresented groups** in District administrative, certified and support staff with a particular focus on gender, race, & ethnicity.

Expected Results: • Achieve 15% composition of staff from underrepresented groups in all employee

categories by 2020 • Increase of applicants in job pool across all categories with an increased representation of

underrepresented groups with a particular focus on gender, race, & ethnicity • Identify barriers in hiring process for applicants & eliminate where possible • Establish recruitment networks both within the state and nationally

• Establish retention program • Establish exit interview process to provide feedback on areas of concern and

accomplishment

Equity Action Steps • Expanding further our relationships with universities, colleges, search firms, and other

educational programs within the state and nation for all three categories. • Expand our advertisement protocol for positions across all categories. • Assess of current retention efforts • Create programs and training on working for the District in the community • Establish procedural changes in hiring process & exiting the District • Establish “Grow Your Own” program with current staff and students

Qualitative Goals (specify actions with timelines for modifying employment /personnel practices or conditions which have

been identified in the self-evaluation to contribute to less than equitable access and treatment.)

1. Continue to recruit at the University of Iowa and University of Northern Iowa job fairs. Have the authority to attend at least one national job fair and the permission to offer applicants an opportunity to interview in Iowa City (paid mileage). If prescreened, candidates could be offered teaching positions on site.

2. Advertise on diverse websites and with recruitment organizations for teachers and administrators of color to increase the number of candidates.

3. Advertise in periodicals and newspapers serving communities of color.

4. Work with other community human resources personnel to recruit staff.

5. Involve existing staff and alumni of color to network with friends and family,

encouraging candidates of color to apply for open positions.

6. Continue to monitor hiring goals and progress by building.

7. Continue gatherings for teachers and administrators of color and work to expand support into the community.

8. Introduce training from GARE to hiring personnel and administration and work to

incorporate a racial equity toolkit within hiring practices and procedures.

9. Implement increased recruitment on areas of need identified in the redefined workforce analysis.