ENSURING RESPECT IN THE WORKPLACE Understanding Equity and Inclusivity (Diversity)

1. ENSURING RESPECT IN THE WORKPLACEUnderstanding Equity andInclusivity (Diversity) FASPA Conference October 2010 Jo Anne Townsend & Doug Berger

2. Facilitator Introductions/Qualifications: Jo Anne Townsend • University of Maryland – Political Science • Federal agencies in Washington D.C. • Local government in Florida • Master’s in Public Administration from Florida Atlantic University • Transition to private industry • Sarasota County School District since 2004 FASPA Conference October 2010

3. Facilitator Introductions/Qualifications:Doug Berger • University of Maryland – B.A.Economics • VP Human Resources, banking industry, Baltimore MD. • Sr. HR Director, Erickson Retirement Communities, Baltimore MD. • Director of Education, Alzheimer’s Association, Gulf Coast Florida • Administrator, Sarasota County School District 2005-2010 • The Charmer Sunbelt Group, currently Director of Instructional Design FASPA Conference October 2010

4. Today’s Roadmap • 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 FASPA Conference October 2010

5. Case Study #1 • 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? FASPA Conference October 2010

6. Case Study #2 • 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? FASPA Conference October 2010

7. Case Study #3 • 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? FASPA Conference October 2010

8. FDOE Office of Equal Educational Opportunity • 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 FASPA Conference October 2010

9. Sample Equity Complaint Process • 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. FASPA Conference October 2010

10. Annual Equity Reporting • 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 FASPA Conference October 2010

11. Guidelines for Writing a Response • Purpose of letter (attach documentation) • Reference to investigation • Statement of each allegation • Statement of findings • Offer response to each remedy requested • Copy appropriate people FASPA Conference October 2010

12. Diversity: Standard 12 • 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 . FASPA Conference October 2010

13. What are the FDOE Requirements? • 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. FASPA Conference October 2010

14. 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. FASPA Conference October 2010

15. 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. FASPA Conference October 2010

16. Why Diversity? • 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. FASPA Conference October 2010

17. 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? FASPA Conference October 2010

18. Diversity Terminology • What comes to mind when you hear: • Diversity • Inclusivity • Tolerance • Appreciation 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? FASPA Conference October 2010

19. Moving from Diversity to Inclusivity • Diversity: All of the ways that human beings are both similar and different. • Inclusivity: Implies a comprehensive openness – an environment that welcomes any person. FASPA Conference October 2010

20. What Makes Me Who I Am? Personality (Who I am) • Me • Me, my family and my community • Me at work FASPA Conference October 2010

21. Cultural Software: How Am I Programmed? • Guides our behavior • Teaches us how to interactwith one another • How to solve life’s daily problems • How to exercise control over our world FASPA Conference October 2010

22. Shaping an Individual’s Unique Cultural Identity • Ethnicity • Race • Religion • Education • Profession/field of work • Organizational affiliation • Parents/family structure FASPA Conference October 2010

23. You as a Culturally Diverse Individual • 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. FASPA Conference October 2010

24. WHO AM I? FASPA Conference October 2010

25. CARRYING BAGGAGE FASPA Conference October 2010

26. LEGAL IMPLICATIONS • Civil Rights Acts 1964 & 1991 • Age Discrimination in Employment Act • Americans with Disabilities Act • Florida Code of Ethics • District Policy • Collective Bargaining Agreement Language FASPA Conference October 2010

27. WHAT THE SUPREME COURT SAID • 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.  FASPA Conference October 2010

28. Prevention: The Three R’s • No, not reading, writing and arithmetic > Rather: • Recognize (policies and roles) • Respect (others) • Report (incidents) FASPA Conference October 2010

29. BRAINSTORMING: BUILDING AN INCLUSIVE ENVIRONMENT As an individual I can: 1. 2. 3. 4. FASPA Conference October 2010

30. Action Plan: Goal 1 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? FASPA Conference October 2010

31. Action Plan: Goal 2 In my role as a school leader, how will I: • Capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs? FASPA Conference October 2010

32. Action Plan: Goal 3 In my role as a school leader, how will I: • Promote multicultural awareness, gender sensitivity, and racial and ethnic appreciation? FASPA Conference October 2010

33. Questions/Answers FASPA Conference October 2010