FASPA Conference October 2010 Jo Anne Townsend & Doug Berger.

ENSURING RESPECT IN THE WORKPLACE

Understanding Equity andInclusivity (Diversity)

FASPA Conference October 2010

Jo Anne Townsend & Doug Berger

University of Maryland – Political ScienceFederal agencies in Washington D.C.Local government in FloridaMaster’s in Public Administration from

Florida Atlantic UniversityTransition to private industrySarasota County School District since

2004

FASPA Conference October 2010 2

Facilitator Introductions/Qualifications: Jo Anne Townsend

University of Maryland – B.A. EconomicsVP Human Resources, banking industry, Baltimore

MD.Sr. HR Director, Erickson Retirement Communities,

Baltimore MD.Director of Education, Alzheimer’s Association, Gulf

Coast FloridaAdministrator, Sarasota County School District

2005-2010The Charmer Sunbelt Group, currently Director of

Instructional Design


Facilitator Introductions/Qualifications:Doug Berger

3 Dilemmas (Case Studies) Office of Equal Educational Opportunity Annual Equity Report Writing a Response to an Equity Complaint Diversity: Standard 12 and FDOE

Requirements Self Reflection Legal Implications & Prevention Personal Commitment & Action Plans


Today’s Roadmap

Your school has scheduled exams for the close of the first quarter. Inadvertently, several of the exams were scheduled on a Jewish holiday. A parent comes to your office to voice his/her concern.What do you do and how do you respond?


Case Study #1

You have received a written complaint from a parent regarding another teacher. The parent accuses the teacher of racism. Attached to the letter is an email poking fun of “Ebonics”. It appears that the email was distributed by the teacher to several members in your school.What do you do and how do you respond?


Case Study #2

Your school has planned a festival to celebrate el Cinco de Mayo. Several of your non-Latino students refuse to join the celebration. Do you force them to participate?What do you do and how do you respond to the students? What if several parents join the objection?


Case Study #3

Requires all school districts to designate an Equity Coordinator

Requires policies on discrimination, harassment, and Section 504 of the Rehabilitation Act of 1973

Requires a Board-approved complaint process

Requires completion of an annual Equity Report


FDOE Office of Equal Educational Opportunity

All complaints are sent to the Equity Coordinator

Equity Coordinator reviews complaint and sends to the appropriate cost center head/school-based administrator for investigation.

If complainant is not satisfied with the response, complaint goes to an Appeals Committee for review.

If complainant is not satisfied with the response, complaint goes to Equity Coordinator who reviews with Superintendent.


Sample Equity Complaint Process

Report status of:◦ Gender equity in athletics◦ Ethnic composition of students in

Dual enrollment Honors enrollment AP course enrollment Level 3 course enrollment

◦ Academic progress by ethnicity◦ Staff demographics


Annual Equity Reporting

Purpose of letter (attach documentation)◦ Reference to investigation◦ Statement of each allegation◦ Statement of findings◦ Offer response to each remedy requested◦ Copy appropriate people


Guidelines for Writing a Response

High performing leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school, and the local community.*

*Taken from William Cecil Golden School Leadership Development Program. SBE Rule 6B-5.0012, Approved April 19, 2005 .


Diversity: Standard 12

Maintains high visibility and active involvement within the community, including interactions with individuals and groups with conflicting perspectives.

Uses appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.

Capitalizes on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students.


What are the FDOE Requirements?

Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation.

Involves various school communities in appropriate policy development, program planning, and assessment processes.


What are the FDOE requirements?

Perceives the needs and concerns of others, dealing tactfully with them, and managing conflict. Handles crisis communications and diffuses contentious situations.

Develops various methods of outreach aimed at business, religious, political, and service organizations.


What are the FDOE requirements?

Our business (educating children) is a mission far too important, far to critical, and far to essential to fail.

We cannot accept an environment where there is not a place at the table for everyone who enters our schools.


Why Diversity?

In Diversity:◦ There is strength◦ Different perspectives are appreciated◦ Bridges are built

Is the strength of this great nation found in the fabric of our diversity? How?


Why Diversity?

What comes to mind when you hear:◦ Diversity ◦ Inclusivity

◦ Tolerance ◦ Appreciation


Diversity Terminology

In small groups (3-5 people per group), discuss what this terminology means to you. How are the words diversity and inclusivity alike/different? How are the words tolerance and appreciation alike/different?

Diversity:All of the ways that human beings are both similar and different.

Inclusivity: Implies a comprehensive openness – an environment that welcomes any person.


Moving from Diversity to Inclusivity

Personality (Who I am) Me Me, my family and my community Me at work


What Makes Me Who I Am?

Guides our behavior Teaches us how to interact with one

another How to solve life’s daily problems How to exercise control over our world


Cultural Software: How Am I Programmed?

Ethnicity Race Religion Education Profession/field of work Organizational affiliation Parents/family structure


Shaping an Individual’s Unique Cultural Identity

In each circle write one of the sources of your cultural programming.

Then next to each circle write the most important rules, norms, and values you learned from that source.


You as a Culturally Diverse Individual


WHO AM I?


CARRYING BAGGAGE

Civil Rights Acts 1964 & 1991 Age Discrimination in Employment Act Americans with Disabilities Act Florida Code of Ethics District Policy Collective Bargaining Agreement Language


LEGAL IMPLICATIONS

DAVIS V. MONROE COUNTY BD. OF ED. (97-843) 526 U.S. 629 (1999) 120 F.3d 1390, reversed and remanded.◦ The concept of “deliberate indifference”

A private Title IX damages action may lie against a school board in cases of student-on-student harassment, but only where the funding recipient is deliberately indifferent to sexual harassment, of which the recipient has actual knowledge, and that harassment is so severe, pervasive, and objectively offensive that it can be said to deprive the victims of access to the educational opportunities or benefits provided by the school.


WHAT THE SUPREME COURT SAID

No, not reading, writing and arithmetic >Rather:

Recognize (policies and roles) Respect (others) Report (incidents)


Prevention: The Three R’s

As an individual I can:1.2.3.4.


BRAINSTORMING: BUILDING AN INCLUSIVE ENVIRONMENT

In my role as a school leader, how will I:

Maintain active involvement within the community, including interactions with individuals and groups with conflicting perspectives?


Action Plan: Goal 1


Capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs?


Action Plan: Goal 2


Promote multicultural awareness, gender sensitivity, and racial and ethnic appreciation?


Action Plan: Goal 3


Questions/Answers

FASPA Conference October 2010 Jo Anne Townsend & Doug Berger.

Documents

equity complaint diversity

gender equity

school districts

written complaint

florida masters

director of education

hr director

report status