Diversity Question of the Month

In our ongoing discussion and focus on diversity, the faculty question this month was "What are we talking about when we say 'diversity'?".  Because the most usual way for adults to communicate is often to have a discussion, the Social Inclusion Committee, which is guiding this topic, utilized a written activity rather than hosting a conversation.  We used a two step process, the first of which was a timed writing exercise in which we formed groups of three or four and wrote down our 'answers' to the question.  This was done through words, phrases, full sentences, and even some diagrams. We then spent about ten minutes moving from table to table reading the completed sheets. 

 In our next step, we hung three large sheets of paper, each with a different category, and gave everyone a stack of sticky notes.  The categories and instructions were:

• New discovery: please add a thought or idea that was new to you
• Common Themes: please note down any common themes you saw on two or more sheets
• Wish: was there something that was not represented that you would like to see?

We then spent ten to fifteen minutes filling those three category sheets with sticky notes that held ideas gleaned from the group sheets.  Finally, we took the remainder of the meeting to share ideas and talk about some ideas for the next diversity session in February. 

Our diversity topic always sparks lasting conversation that lives on for days and, sometimes, weeks, after the meeting.  This exercise was simple, and was an easy way to for everyone to get their ideas and hopes out in front of the entire group without hoping to have enough time for everyone to speak.  Likewise, there can be much fruitful discussion after an exercise like this, and a multitude of topics for future discussions presents itself after such a session.  There is an additional benefit in that the written sheets can be kept for future use in a way that conversation cannot.

This month, we will begin working on the school's Mission Statement with parents at parent evenings, and will likely use this technique because it is so lively and engaging.  I look forward to seeing you!

Culturally Responsive Classrooms--A Workshop by Rosetta Lee

On October 24, four out of five members of our Social Inclusion Committee attended a workshop by Rosetta Lee entitled 'Culturally Responsive Classrooms'.  Ms. Lee is a math teacher at Seattle Girls' School who leads SGS's outreach program. Some of her presentations can be found here. Social Inclusion members are: Laura Crandall, School Director; Lauren Kerr, Grade Four Teacher; Gust Burns, Eurythmy Assistant and Pianist, and Choir Teacher; Emily Affolter, Spanish Language Teacher; and Bryan McGriff, Movement Teacher. All but Mr. McGriff were in attendance at the workshop.

 The workshop was so informative and helpful that the Committee made a request to the Leadership Team that we host Ms. Lee for our March 12 In-Service day. The Leadership Team approved the request, and our group will meet with Ms. Lee in the new year to talk about our school's diversity work. This will allow her to tailor our In-Service day for our school's needs. Some of the questions I developed as a result of the workshop that may provide good break-out discussion topics for the day are:

•  How do you influence school culture through your role?
• Identity formation—as educators, we are responsible for co-authoring it.  How can we support kids’ identity plans? 
•  How does our own internal dialogue shut us off to or influence what we take away from the speaker? 
•  What do I (we) communicate to students from our own inner monologue?
•  How can we increase diversity within the parameters of Waldorf curriculum? 
•  What are age-appropriate ways to discuss culture and cultural differences? Mental Models—what is yours and how can you challenge it? 
•  How is our (school) culture co-created? Are our classroom processes and projects allowing all kids to participate and shine? Is the path to success clearly delineated? 
•  How can our classroom instructional approaches accommodate a wider range of 'codes and modes'? 
•  Critical self-assessment of the school (fish in water)—what are the distinguishing behaviors? 
•  What are we talking about when we say ‘diversity’?

Connecting With Area Schools--Giddens School Visit

I recently spent part of a morning touring Giddens School with Head of School Robert Kogane.  Mr. Kogane and I first met last May at the Pacific Northwest Association of Independent Schools (PNAIS) Heads' Conference.  Giddens School is perhaps most well-known for being one of the most ethnically and economically diverse schools in the area.  As Bright Water School sharpens its focus on creating a more diverse school community at the student, parent, faculty, and board level, our Social Inclusion Committee and I will be reaching out to other area independent schools to make connections and to learn about any diversity work they have or will engage in.

Mr. Kogane has an impressive work history in education in the Seattle area. He has set specific goals for students and faculty, and is emphatic about providing both teachers and students with the resources they need to succeed.  While Giddens School's classrooms are quite different in a number of ways from Bright Water School's, both schools have students who are actively engaged with their teachers and the learning process.

During my time at Giddens, Mr. Kogane and I discussed academic goals and benchmarks, financial aid, and diversity.  It was from this conversation with Mr. Kogane that I saw an opportunity to make improvements to our financial aid program in an attempt to support families entering the school at the preschool level.  Up until last week, financial aid was only available to families in the kindergarten if the child would be of first grade age the following fall.  There was no financial aid in the preschool.  While this made sense for our school once, as we look at expanding our economic diversity, financial aid must be available at the preschool level.  I'm excited about bringing financial aid to preschool families.

As we finished up our time together, Mr. Kogane extended an invitation to our faculty to visit Giddens anytime and see the classrooms in action.  We look forward to continuing our relationship with Giddens School.