Anonymous wrote:"Equity" = hiring more special ed and reading instructors to actually HELP struggling students and enabling "equity" in education!

Anonymous wrote:

Anonymous wrote:20 T-Scale resignations in last night’s board meeting, but the thing we “really need” is another ineffective equity role. We have lost the plot here.

This position is in response to parent demands so yes you really need a Director of Equity and Inclusive Practices.

Anonymous wrote:20 T-Scale resignations in last night’s board meeting, but the thing we “really need” is another ineffective equity role. We have lost the plot here.

Anonymous wrote:

Anonymous wrote:Equity means every graduate gets into a “top” Ivy.

Or JMU.

Anonymous wrote:Equity means every graduate gets into a “top” Ivy.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:These are set-asides for diversity hires. Full stop.

They should hire a couple of diverse teachers, then. Let the equity staff report to the Chief, and don’t hire a Director. Any position that is not working directly with students should be really examined. This one can go.

I totally agree and would even support diversity set asides for teachers. But there just aren’t that many teachers of color from which to choose, and I doubt the ones that do exist and are in the market want to go to some Lilly white pressure cooker school. So rather than look hard at fixing the things that would make us a more compelling place to work to that population, we instead give some six figure do nothing job to someone with a useless degree.

Are there any pressure cooker schools left in Arlington? I assume some select HS tracks, but academic pressure is thin on the ground otherwise.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:These are set-asides for diversity hires. Full stop.

They should hire a couple of diverse teachers, then. Let the equity staff report to the Chief, and don’t hire a Director. Any position that is not working directly with students should be really examined. This one can go.

I totally agree and would even support diversity set asides for teachers. But there just aren’t that many teachers of color from which to choose, and I doubt the ones that do exist and are in the market want to go to some Lilly white pressure cooker school. So rather than look hard at fixing the things that would make us a more compelling place to work to that population, we instead give some six figure do nothing job to someone with a useless degree.

Anonymous wrote:

Anonymous wrote:These are set-asides for diversity hires. Full stop.

They should hire a couple of diverse teachers, then. Let the equity staff report to the Chief, and don’t hire a Director. Any position that is not working directly with students should be really examined. This one can go.

Anonymous wrote:These are set-asides for diversity hires. Full stop.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You guys are like listening to NFL fans Monday Morning Quarterbacking as if you have any idea what's required to run a school system like APS.

Help us understand why it's more important to add admin positions at Syphax than teachers who can give one on one instruction to catch kids up?

I'm pretty sure their point is none of us are in the business of running a public school system and these forums are full of non constructive criticism of leadership and the assumption that these leaders are somehow inherently corrupt or incompetent.

Anonymous wrote:

Anonymous wrote:There are two equity positions open right now - the Syphax position and a coordinator position at Yorktown. Here are the responsibilities for each. The Syphax position certainly seems a bit redundant.

Performs a variety of tasks to assist in coordinating the successful implementation of diversity initiatives, programs, and curriculum.
Reviews diversity, equity, and inclusion training, education needs and targeted intervention tools for alignment with the district's strategic plan and goals.
Assists with identifying or creating effective metrics and measures for equity, including attendance and compliance tracking metrics, generating equity reports to show trends, and communicating impact across equity programs and initiatives.
Develop proposals and recommendations for policy revisions that will facilitate the fostering of an equitable and inclusive community.
Aids the improvement and execution of equity & inclusion education efforts, supporting the development and facilitation of workshops, training, tools and resources.
Provides assistance, coaching and consultation regarding equity and cultural competence.
Performs data analysis to evaluate the need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps.
Collaborates with and/or supports personnel assigned to schools, other offices, departments, and non-school agencies to accomplish office’s, departments, and school division’s mission.
Conduct research and stay current on equity best practices and new equity programs and initiatives.
Propose, plan, and coordinate equity seminars for employees and the community.
Provide consultation and coaching to managers and supervisors to improve cross-cultural communication.
Collaborate with key partners and stakeholders on equity & inclusion initiatives.
Provide administrative and tactical support for equity & inclusion initiatives as needed.
Plans, develops, and facilitates diversity and inclusion-focused programs, and events for administration, staff, students, and families.
Keeps parents, administrators and community citizens informed about various diversity, equity and inclusion initiatives being employed to resolve educational issues.
Works in partnership with Human Resources on strategies to recruit, onboard, and retain staff from diverse backgrounds.
Uses data to identify how school, district and state educational policies, procedures and practices support and/or impede student success.
Directs the planning and implementation of staff development and training programs for departmental and school-based staff.

Supporting professional development focusing on the specific and unique needs of culturally diverse learners.
Designing and implementing professional learning activities related to inclusive and equitable environments for all staff that meet the academic, social, and emotional needs of culturally diverse learners
Supporting culturally relevant instruction in classrooms and culturally relevant interactions among stakeholders
Collaborating with teachers to improve educational outcomes and learning through co-planning, co-teaching, conducting non-evaluative observations and coaching in the area of culturally responsive and equitable practices
Working with students, staff, and families to help students transition from middle school to high school
Meeting with teachers and other staff to support students' academic success
Working regularly with students (individually and in small groups)
Serve as a resource for teachers in curriculum design and student support by promoting, advising, and supporting curriculum development aimed at teaching and learning to think critically about cultural diversity, co-planning, co-teaching, conducting non-evaluative observations and coaching in the area of culturally responsive and equitable practices.
Supporting professional development focusing on the specific and unique needs of culturally diverse learners.
Support and develop student leadership in matters related to diversity, inclusion, equity, and justice.
Plan, develop, and market diversity and inclusion-focused education, programs, and events for faculty, staff, students, and families.
Actively research new pedagogies, curricula, and best practices that address common classroom challenges in teaching about cultural competence, awareness of racial microaggressions and inclusion for all students.
Design, coordinate, and/or facilitate diversity and equity workshops, presentations, learning opportunities and other strategies that promote diversity, equity and inclusion.
Coordinate data collection, entry, and reporting processes relative to equity work and practices. Use data to monitor and report progress in areas impacted by disproportionality.
Serve on the school’s Equity Team.
Developing partnerships within and outside of the school system that support students’ academic development, social emotional development, and college and career readiness; including but not limited to mentorship opportunities, award ceremonies, scholarships, community-based field trips, seminars, tutorial programs, and summer programs.
Monitoring and assist staff with interpreting quantitative and qualitative data to improve academic outcomes.
Providing submissions to DTL newsletters, APS publications, and social media outlets that engage all stakeholders.
Serve as a resource and provide guidance on issues related to inclusion, equity, social justice and diversity.
Working with families and staff to improve communications between home and schools.
Meeting regularly with parents (individually and in groups).
Encouraging and preparing families to participate in all levels of school engagement, i.e. parenting academies, volunteering opportunities, and collaborating with community partners.
Serve as an advocate for historically marginalized students and families by attending meetings i.e., discipline, intervention, special education, team meetings, or parent/teacher conferences for culturally diverse students.
Other duties as assigned.

That’s what I’m saying. Keep the equity folks in the schools. They work with kids. Keep the Chief to supervise them all. Maybe keep some of the specialists they have there to add to the brain trust. No Director. This district is not big enough to justify all that large of an equity department. I really like Duran, too- just don’t like this. Reducing class sizes should be the priority. Equity is all beefed up.

Anonymous wrote:There are two equity positions open right now - the Syphax position and a coordinator position at Yorktown. Here are the responsibilities for each. The Syphax position certainly seems a bit redundant.

Performs a variety of tasks to assist in coordinating the successful implementation of diversity initiatives, programs, and curriculum.
Reviews diversity, equity, and inclusion training, education needs and targeted intervention tools for alignment with the district's strategic plan and goals.
Assists with identifying or creating effective metrics and measures for equity, including attendance and compliance tracking metrics, generating equity reports to show trends, and communicating impact across equity programs and initiatives.
Develop proposals and recommendations for policy revisions that will facilitate the fostering of an equitable and inclusive community.
Aids the improvement and execution of equity & inclusion education efforts, supporting the development and facilitation of workshops, training, tools and resources.
Provides assistance, coaching and consultation regarding equity and cultural competence.
Performs data analysis to evaluate the need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps.
Collaborates with and/or supports personnel assigned to schools, other offices, departments, and non-school agencies to accomplish office’s, departments, and school division’s mission.
Conduct research and stay current on equity best practices and new equity programs and initiatives.
Propose, plan, and coordinate equity seminars for employees and the community.
Provide consultation and coaching to managers and supervisors to improve cross-cultural communication.
Collaborate with key partners and stakeholders on equity & inclusion initiatives.
Provide administrative and tactical support for equity & inclusion initiatives as needed.
Plans, develops, and facilitates diversity and inclusion-focused programs, and events for administration, staff, students, and families.
Keeps parents, administrators and community citizens informed about various diversity, equity and inclusion initiatives being employed to resolve educational issues.
Works in partnership with Human Resources on strategies to recruit, onboard, and retain staff from diverse backgrounds.
Uses data to identify how school, district and state educational policies, procedures and practices support and/or impede student success.
Directs the planning and implementation of staff development and training programs for departmental and school-based staff.

Supporting professional development focusing on the specific and unique needs of culturally diverse learners.
Designing and implementing professional learning activities related to inclusive and equitable environments for all staff that meet the academic, social, and emotional needs of culturally diverse learners
Supporting culturally relevant instruction in classrooms and culturally relevant interactions among stakeholders
Collaborating with teachers to improve educational outcomes and learning through co-planning, co-teaching, conducting non-evaluative observations and coaching in the area of culturally responsive and equitable practices
Working with students, staff, and families to help students transition from middle school to high school
Meeting with teachers and other staff to support students' academic success
Working regularly with students (individually and in small groups)
Serve as a resource for teachers in curriculum design and student support by promoting, advising, and supporting curriculum development aimed at teaching and learning to think critically about cultural diversity, co-planning, co-teaching, conducting non-evaluative observations and coaching in the area of culturally responsive and equitable practices.
Supporting professional development focusing on the specific and unique needs of culturally diverse learners.
Support and develop student leadership in matters related to diversity, inclusion, equity, and justice.
Plan, develop, and market diversity and inclusion-focused education, programs, and events for faculty, staff, students, and families.
Actively research new pedagogies, curricula, and best practices that address common classroom challenges in teaching about cultural competence, awareness of racial microaggressions and inclusion for all students.
Design, coordinate, and/or facilitate diversity and equity workshops, presentations, learning opportunities and other strategies that promote diversity, equity and inclusion.
Coordinate data collection, entry, and reporting processes relative to equity work and practices. Use data to monitor and report progress in areas impacted by disproportionality.
Serve on the school’s Equity Team.
Developing partnerships within and outside of the school system that support students’ academic development, social emotional development, and college and career readiness; including but not limited to mentorship opportunities, award ceremonies, scholarships, community-based field trips, seminars, tutorial programs, and summer programs.
Monitoring and assist staff with interpreting quantitative and qualitative data to improve academic outcomes.
Providing submissions to DTL newsletters, APS publications, and social media outlets that engage all stakeholders.
Serve as a resource and provide guidance on issues related to inclusion, equity, social justice and diversity.
Working with families and staff to improve communications between home and schools.
Meeting regularly with parents (individually and in groups).
Encouraging and preparing families to participate in all levels of school engagement, i.e. parenting academies, volunteering opportunities, and collaborating with community partners.
Serve as an advocate for historically marginalized students and families by attending meetings i.e., discipline, intervention, special education, team meetings, or parent/teacher conferences for culturally diverse students.
Other duties as assigned.