Leading Diversity PINGRY Strategically - Jones & Associates

Leading Diversity Strategically: The Critical Role of Leaders

Presenters: Dr. Diana Artis, Pingry School David Grant, Potomac School Robert Greene, Marin Country Day School Dr. Steven Jones, Jones & Associates Consulting, Inc.

The Potomac School

PINGRY EXCELLENCE & HONOR

© Jones & Associates Consulting, Inc. 2012

Diversity, Inclusion, & Multiculturalism lead to Academic Excellence in the 21st Century

•  Welcome & Introduction

•  Presenters’ Fishbowl o  Successes and challenges faced leading your School’s

Diversity, Multiculturalism, Inclusion, and Social Justice initiatives.

o  Fishbowl Tap-in

•  Presenters’ 8-point Best-in-Class Strategic Approach to Diversity & Inclusion.

•  Closing comments


Why is Diversity, Inclusion & Cultural Competency are important to Our Students Future Success?

 This country is undergoing a dramatic demographic change

 For Americans aged 70+ there are 5.5 white people for every person of color

 For those aged 40> there are less than 2 for every person of color

 Children 5 and under - 1:1

Ratio of Caucasians to People of Color in Successive Age Groups


Expectations of 21st Century Leadership

4

(Age) Barack Obama Mitt Romney 18-29(19%) 60% 37% 30-44 (27%) 52% 45% 45-64 (38%) 47% 51% 65 & Older (16%) 44% 56%


Diversity, Inclusion, & Multiculturalism lead to Academic Excellence in the 21st Century

•  Cultural competence begins by age 3, when children learn to distinguish between the familiar and unfamiliar: and gain a sense of who they are through culture. Children learn at this age a sense of belonging, of what is important, and what is right and wrong.

•  Research findings on diversity confirm that socializing with individuals of different ethnic, cultural or religious backgrounds contributes positively to a student's cognitive and academic development, intellectual self-confidence and self-esteem.

•  Academic achievement and a diverse learning environment are closely linked. Research findings show that diverse learning environments enhance a student's complex critical thinking abilities.

•  Further empirical findings reveal that students who experienced the most diversity in classroom settings and in informal interactions with peers showed the greatest engagement in active thinking processes.

•  In addition, students in diverse classroom settings showed growth in intellectual development, motivation, academic skills, scoring, standardized tests scoring and grade point averages.


•  "How Diversity Affects Teaching and Learning Climate of Inclusion has a Positive Effect on Learning Outcomes," by Sylvia Hurtado. 2, 3, 5 http://www.diversityweb.org/research_and_trends/research_evaluation_impact/benefits_of_diversity/sylvia_hurtado.cfm

•  University of Michigan . Gratz v. Bollinger, et al., No. 97-75321 (E.D. Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 "The Educational Value of Diversity." Center for Institutional Diversity.

•  University of Michigan. Gratz v. Bollinger, et al., No. 97-75321 (E.D. Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 1 http://www.diversity.umich.edu/futuring/roithmayr.html

•  U.S. Census Bureau: Press Release. "Census Bureau Projects Tripling of Hispanic and Asian Populations in 50 Years; Non-Hispanic Whites May Drop To Half of Total Population" March 18, 2004. 1 http://www.census.gov/Press-Release/www/releases/PROJ_PIO-tab1.xls%20

•  SERMIX: Social, Economic, and Racial Mix in Episcopal Schools (NAES) Principles of Best Practices for Diversity at Independent Schools: http://www.nais.org/admission/seriesdoc.cfm?itemnumber=146283&sn.ItemNumber=142476

•  Expert Report of Patricia Gurin. Empirical Results from the analyses conducted for this litigation. Gratz v. Bollinger, et al., No. 97-75321 (E.D. Michigan), Grutter v. Bollinger et al., No. 97-75928 (E.D. Michigan). 2 http://www.vpcomm.umich.edu/admissions/legal/expert/empir.html

•  A World of Difference Institute: The World of Difference Institute Philosophical Framework. 2, 4 http://www.adl.org/awod/awod_institute.asp

•  "Who Benefits from Racial Diversity in Higher Education?" by Mitchell J. Chang, Associate Dean of the College of Liberal Arts, Loyola Marymount University, and Alexander W. Astin, Director, Higher Education Research Institute, University of California- Los Angeles. 2, 3 http://www.diversityweb.org/Digest/W97/research.html

•  "Fostering Intercultural Harmony in Schools Research Findings." Report, prepared by Kathleen Cotton, Northwest Regional Educational Laboratory, Portland, Oregon, 1993. "Cooperative Learning, Multicultural Functioning and Student Achievement. San Bernadino, CA: San Bernadino School District, 1990. 2, 4 http://www.nwrel.org/scpd/sirs/8/topsyn7.h

Diversity, Inclusion, & Multiculturalism lead to Academic Excellence in the 21st Century: SOURCES


A school that is truly committed to increasing diversity and building an inclusive campus culture

will have all its key School leaders involved in the process – from the Board to the Headmaster to

the Director of Diversity to Parent Board Chair– and will be intent on making a commitment

to addressing the issue with a long term strategic outlook.

Steven Jones, Ph.D.,

National Expert on Inclusion in Independent Schools


I. Visible Institutional

Commitment

• Institutional commitment demonstrated through a Strategic Approach driven from the Board level and by the Head of School

II. Inclusive School Culture

• Physical school environment, Development office, School traditions and scheduling are reviewed through a diversity lens

III. Diversity Leadership

Infrastructure

• Director of Diversity drives culture change supported by Diversity Committees at the Board, faculty, staff, parents, and student levels

IV. Diversity Representation

• A focus on numbers as representation of ethnic, religious, socio-economic diversity at the Board, administrator, faculty, staff, students, and families levels

V. Student Development

• Students are equipped with the cultural competency skills to be effective 21st Century Global citizens

VI. Multicultural Curriculum

• A focus on multicultural education through the practice of culturally responsive pedagogy that includes a focus on social justice and equity

VII. Cultural Competency

• Developing the knowledge, skills, and ability to support the Board, administrators, faculty, staff, students, parents, and families to be Culturally Competent leaders, educators, and community members

VIII. Parent/ Alumni/ Community

Engagement

• Equipping parent leaders, docents, grade level captains, and the larger parent community with skills to effectively develop cultural competency at home utilizing age appropriate techniques

8-Point Best-in-Class Strategic Approach to Diversity & Inclusion in Our Independent Schools


8-Point Best-in-class for Independent Schools

Diversity & Inclusion Strategic Approach


8-Point Best-in-class for Independent Schools

Diversity & Inclusion Strategic Approach

Tap In


Where is Your School on the Path to Inclusion?


I. Visible Ins+tu+onal Commitment

• Commitment from Board & Head of School

• Diversity is included in Mission Statement

• Diversity is included in Strategic Plan

• Diversity is included in school publica+ons

• Diversity Web Page for faculty, staff, students & parents


• All-‐School Diversity Mee+ngs held twice a year

• Community members engage in cri+cal conversa+ons regarding diversity

• Director of Diversity is u+lized as a resource and thought partner to support the leaders of the school

• Cultural differences inform scheduling

III. Diversity Leadership Infrastructure

• Full-‐Time Director & seat at Administra+ve table

• Diversity Liaisons • Diversity CommiMees for Faculty, Staff & Parents

• Diversity student ac+vi+es and groups

• Division Heads provide ac+ve diversity leadership

IV. Diversity Representa+on

• Diversity at Board Level

• Diverse Faculty & Staff

• Student Affinity Groups

• Policies & Prac+ces for Recruitment & Reten+on

• Culturally competent and diverse Admission staff

• Financial Aid Policies to support economic diversity


• Student leadership Opportuni+es

• Student leadership retreat • Two student led diversity conversa+ons a year

• AMend conferences, workshops, and trainings, SDLC

• Diversity Ac+vi+es Club • Diversity “Conference Conversa+ons”

VI. Mul+cultural Curriculum

• Diversity in-‐Depth online portal for faculty & staff

• Curriculum reflects different learning styles

• Cultural content is integrated across curriculum

• Faculty learn how a student’s culture influences school experiences


• On-‐going training for faculty & staff

• On-‐going training for parent body

• On-‐going training for student body

• School-‐wide retreats

Parent/ Alumni/ Community Engagement

• Parent Diversity CommiMee

• Community Night • New student & new families orienta+on

• New faculty & staff orienta+on

• Alumni outreach • Families of Color Recep+on twice a year

• Diversity focused ac+vi+es

The Potomac School A Quick Snapshot of Current Diversity & Inclusion Efforts



• Commitment from Board & Head of School • Separate Statement of Community and Inclusion • Diversity is key ini+a+ve in Strategic Plan • Diversity assessment of school conducted (AIM) • Diversity, Inclusion, and Mul+culturalism are linked to academic excellence in school culture


• Collabora+on across various cons+tuencies • Cultural differences inform scheduling • Community members engage in cri+cal diversity conversa+ons • DoCC is u+lized as a resource/thought partner by leaders of the school. • Event leaders follow inclusive planning guidelines


• Full-‐Time Director of Community Connec+ons(DoCC) • Board provides leadership for diversity commitment/ini+a+ves • There is an effec+ve Board Community Connec+ons CommiMee • DHs provide ac+ve diversity leadership • Diversity and Inclusion Faculty Professional Learning Group helps faculty develop skills


• Diverse Faculty & Staff • Effec+ve Indexed Tui+on policies and prac+ces • Same-‐gender family support structures are effec+ve • Faculty and Staff Affinity group effec+vely supports recruitment and reten+on • Diverse Board of Trustees


• Iden+ty Development work throughout K-‐8 curriculum • An+-‐bullying work across all grade levels • Whole child development including cultural competency, social-‐emo+onal, diversity, etc • Students are involved in service learning, social jus+ce advocacy, and reflec+ve learning ac+vi+es


• Faculty learn how differences influence school experience • Cultural content is integrated across curriculum • Mul+ple instruc+onal strategies applied for given environment • Curriculum reflects different learning styles • There are mul+ple forms of assessment used


• On-‐going training for Faculty, Staff, and Board of Trustees • On-‐going training for parent body leadership • On-‐going change management training for diversity commiMees • Apply Culturally Competent Organiza+onal Development • Ongoing CC Leadership training and Development for Diversity CommiMees

VIII. Parent/ Alumni/ Community Engagement

• Cultural Competency training for docents, room parents, and PA • PA mee+ngs are welcoming to parents of all backgrounds • Parents learn about diversity commitment in admission process • Cultural Competency Development training for Parents and Community

Marin Country Day School A Quick Snapshot of Current Diversity & Inclusion Efforts



• Board driven ini+a+ves • Diversity is a key ini+a+ve in school’s Strategic Plan • Emerging Diversity & Inclusion Strategic Plan • Separate Diversity Mission Statement • Diversity commitment statement from the Head of School • Diversity linked to academic excellence • Diversity reflected on website and in brochures


• Head dedicates +me & focus to diversity • Division Directors dedicate +me & focus • Community engages in conversa+ons about diversity/inclusion • Diversity Coordinator is u+lized as a resource by school leaders • Cultural differences inform scheduling of school events • Development Office leading with an inclusive approach


• Head of School provides visible leadership • Diversity Coordinator provides leadership and reports directly to Head • Diversity Coordinator partners with Division Heads • Diversity Coordinator facilitates Faculty Diversity CommiMees • Faculty members of Diversity CommiMee are leaders in their division • Admission/Financial Aid Directors are viewed as Diversity Leaders


• Diversity on the Board • Diverse Faculty & Staff • Diversity includes race, ethnicity, religion, income, sexual orienta+on • School policies to aMract, recruit, and retain diverse families/faculty/staff • Emerging parent group • Culturally competent and diverse admission staff • Financial Aid policies to support economic diversity


• Student Diversity Leadership Club • Student Leaders used as resource by faculty/staff • Students facilitate diversity ac+vi+es to inform and train • Students aMend diversity conferences and workshops, • Student Leaders inform planning of school wide ac+vi+es


• Curriculum recognizes the value of cultural knowledge • Cultural content is integrated into curriculum and presented as single units • Students explore the influence of cultural assump+ons on subject areas • Faculty learn how a student’s culture influences school experiences


• Board training • On-‐going faculty & staff training

• Parent training • On-‐going training for Administra+ve Team, Diversity CommiMees

• On-‐going training for Admission Team

Parent/ Alumni/ Community Engagement

• Parent Diversity CommiMee • Diversity Orienta+on for new students, faculty and parents • Develop Cultural Competency goals for parents • Diversity Coordinator used as a resource by Pingry’s Parent Associa+on • Emerging Alumni outreach • Diversity Recep+on for prospec+ve families

The Pingry School A Quick Snapshot of Current Diversity & Inclusion Efforts


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Questions & Answers

 Presenters:

 Dr. Diana Artis, Pingry School

 David Grant, Potomac School

  Robert Greene, Marin Country Day School

 Dr. Steven Jones, Jones & Associates Consulting, Inc.

The Potomac School

PINGRY EXCELLENCE & HONOR


Leading Diversity PINGRY Strategically - Jones & Associates

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