CHAR L O T TE COUNTR Y DAY SCHOOL FEBR U A R Y 2021
Progress Update from the Board of Trustees Related to Diversity, Equity, and Inclusion (DEI)
Important Terms and Definitions The following definitions are offered to help create a common language in the school community.
DIVERSITY The concept of diversity embraces the wide range of human characteristics used to mark or identify individual and group identities. These characteristics include, but are not limited to, ethnicity, race, national origin, age, personality, sexual orientation, gender, class, religion, ability, and linguistic preferences. Diversity is a term used as shorthand for visible and quantifiable statuses, but the diversity of thought and ways of knowing, being, and doing are also understood as natural, valued, and desired states, the presence of which benefit organizations, workplaces, and society.
EQUITY Equity exists as a condition that balances two dimensions: fairness and inclusion. As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Equitable treatment involves eliminating barriers that prevent the full participation of all individuals. As a function of inclusion, equity ensures that essential educational programs, services, activities, and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multi-partiality, and the absence of discrimination.
BIPOC Black, Indigenous, and People of Color
Important Terms and Definitions The following definitions are offered to help create a common language in the school community.
INCLUSIVITY/INCLUSIVENESS Inclusiveness means encompassing all—taking every individual’s experience and identity into account and creating conditions where all feel accepted, safe, empowered, supported, and affirmed. An inclusive school or organization expands its sense of community to include all, cultivating belonging and giving all an equal voice. Inclusivity also promotes and enacts the sharing of power and recognition of interdependence, where authorizing individuals and community members to share responsibility for expressing core values and maintaining respect for differences in the spirit of care and cooperation.
MULTICULTURALISM Multiculturalism refers to the presence of many distinctive cultures and the manifestation of cultural components and derivatives (e.g., language, values, religion, race, communication styles, etc.) in a given setting. Multiculturalism promotes the understanding of and respect for cultural differences and celebrates them as a source of community strength. Multiculturalism is also defined as a set of programs, policies, and practices that enables and maximizes the benefits of diversity in a school community or organization.
INTERSECTIONALITY Intersectionality is an analytical framework for understanding how aspects of a person's social and political identities combine to create different modes of discrimination and privilege.
Important Terms and Definitions The following definitions are offered to help create a common language in the school community.
NAIS (NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS) The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,900 schools and associations of schools in the United States and abroad, including more than 1,600 independent private K-12 schools in the U.S. As the largest association of independent schools, NAIS co-creates the future of education by uniting and empowering our community. The association offers research and trend analysis, leadership and governance guidance, and professional development opportunities for school and board leaders.
ASSESSMENT OF INCLUSIVITY AND MULTICULTURALISM (AIM) For more than 10 years, the NAIS Assessment of Inclusivity and Multiculturalism (AIM) has provided schools with a deep understanding of the climate of inclusion on their campuses, from current and past students to teachers, administrators, and trustees. With AIM, you can benchmark your school’s climate and advance other strategic equity goals—there are several options available to you in the AIM suite that may best suit your institution.
KEY DRIVERS (AIM SURVEY) Key drivers are leading factors affecting performance for an organization, a company, or a business. A key driver is something that has a big impact on whether the organization does well. It can also show early warning signs for lower performance or results.
CONSTITUENT GROUPS AIM uses the following seven constituent or stakeholder categories: Student, Trustee, Administrator, Faculty/Teacher, Staff, Parent/Guardian, Alumnus/-a.
Our Intentional Process
In June 2020, the Board of Trustees took the unprecedented step to address the community to acknowledge the deep-seated pain, fear, and sadness across our nation and encountered by many members of our community, particularly our Black students, alumni, faculty, staff, families, and friends; share its support of the school's efforts in this work; and commit to listen, reflect, and act.
Listen Active listening to a myriad of lived experiences and personal
Act
stories of our community members across all constituent groups
The Board has made diversity, equity, and inclusion a
and affinity groups is the first step in making Country Day a
priority at Country Day in order to reinforce and build on our
more inclusive community.
fundamental commitment to excellence in education. It is the role of the Board to support and track the long-term and continuous process taking place at school.
Reflect
The Board's DEI Committee will champion this effort while working with Brian Wise, Director of Diversity Planning, the
Honesty and introspection regarding our actions as a school,
administration, and external experts with supplemental and
and the actions of individuals within our school community, are
targeted initiatives to better fulfill the vision of the
necessary to reach our goal of making Country Day a fully
Affirmation of Community.
inclusive and equitable place for all students.
Affirmation of Community Our Affirmation of Community guides us daily in sharing our similarities and celebrating our differences. In 2007, a special School Culture and Climate Committee comprised of trustees, faculty, staff, and parents, challenged us to strive for the ideal learning community in order to best prepare our students for the future. While we have not yet completely fulfilled its promise, we stand by the principles embodied in the Affirmation of Community. While much progress has been made since then, we recognize the need to continue to improve, and the process we began in the summer of 2020 represents another step in that process. Charlotte Country Day School is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality. Building and sustaining a community diverse in membership.
Inclusive school events which seek to create shared experiences, fellowship, and understanding.
Curriculum which educates for the future and which prepares students for participation in local and global communities.
Acceptance and respect for differences in age, gender, race, ethnicity, religion, culture, sexual orientation, ability, physical attributes, and socioeconomic circumstances.
Awareness that living in community and embracing diversity are an active process, a continual journey which engages us in personal and institutional selfassessment, reflections, and openness to growth and change.
School culture and climate which allow each member to feel valued and affirmed, and thereby promote belonging and foster community ownership.
Curriculum which equips students to think critically, to act respectfully, and to show sensitivity to the needs and feelings of others.
Faculty and staff who know and affirm each individual child, who actively seek to understand and appreciate perspectives different from their own, and who model for their students the valuing of diversity.
Accountability for behaviors which convey disrespect; courage and trust to acknowledge and grow from missteps and misunderstandings in our personal interactions within our diverse community.
Our Affirmation of Community serves as a specific, yet aspirational roadmap for living as an authentic, inclusive community. Embracing difference is an active process. It's a journey that engages us in personal and institutional self-assessment and reflection. That, in turn, leads to openness, growth, and change.” BRIAN WISE, DIRECTOR OF DIVERSITY PLANNING
LISTEN
Facilitated Listening Sessions 1969-2019 A series of facilitated listening sessions were intentionally and
thoughtfully created to provide adequate safe space and time for community members to share their experiences, both positive occurrences and/or challenges; share constructive ideas and solutions, and inform the long-term DEI objectives. The school partnered with psychotherapist Myque Harris and psychologist Bryanna Campbell of Southeast Psych to facilitate a series of conversations with different groups of Country Day community members, including Middle and Upper School students, parents, faculty and staff, and alumni.
ALUMNI CLASSES REPRESENTED
16
LISTENING SESSIONS
23
300+
PARTICIPANTS
HOURS OF VIDEO CONTENT
4
3
AFFINITY GROUP OPPORTUNITIES BIPOC | WHITE | ALL INCLUSIVE
CONSTITUENCIES: FACULTY/STAFF, STUDENTS, PARENTS, AND ALUMNI
The listening sessions were extremely powerful and emotional. To hear and compare the experiences of students from 1969 to today was eye-opening and invaluable. This qualitative feedback is instrumental in the evolving DEI strategy for the creation of effective and sustainable solutions." SHANON JONES, CO-CHAIR, DEI COMMITTEE OF THE BOARD
REFLECT
Themes from Listening Sessions In 16 listening sessions with hundreds of people spanning 23 hours of video footage, we heard a broad array of stories
Mental and Social Health and Wellness
ranging from peer relationships and social hierarchy to training and accessibility, with some similar overlapping experiences across affinity groups. Reflecting on the input as a committee, the following themes represent the collective committee's interpretation
Representation, Retention, and Accessibility
Professional Development and Training
of the results. The intersectionality and complexity of these topics and themes are important to note as they are all very interconnected. This report is an attempt to distill that information. Please know that even if what you said is not included directly on these pages, we heard you and your voices all impacted this report.
Curriculum/Exposure
Accountability and Repercussions
REFLECT
Mental and Social Health and Wellness WE HEARD THAT
We need additional support to drive DEI work forward.
From the Sessions
BIPOC faculty wear many hats, including emotional support for BIPOC students.
I graduated feeling unsupported and unseen.” ALUMNI
Students want to be seen, heard and, valued by one another.” FACULTY
We need more mental and social health resources that reflect the diversity of our population.
Learn, maneuver, and adapt to feel included.” STUDENT
Is this education worth the emotional trauma he experiences daily?” PARENT
REFLECT
Representation, Retention, and Accessibility WE HEARD THAT
Diverse student and faculty populations are underrepresented.
From the Sessions
Broaden talent identification process beyond current feeder schools particularly for diverse students.
In college, my eyes were opened to many different types of people I’d never experienced before. It held a magnifying glass up to my own privilege." ALUMNI
There is a negative impact and pressure when you are the 'only one' or one of few BIPOC students in class.” STUDENT
There is an opportunity for increased exit-process strategies to better understand BIPOC student and faculty attrition.
I was invisible at Country Day.” ALUMNI
Can be a lifer and never have a teacher that looks like you.” STUDENT
REFLECT
Professional Development and Training WE HEARD THAT
More consistent and equal engagement in DEI professional development and training is needed across all faculty and staff.
All students, students of color and white students, can benefit from DEI training.
Faculty and staff desire to be equipped with the tools to address the needs of the students.
From the Sessions
I don't feel equipped to deal with all of the DEI stuff."
FACULTY
Desire culturally aware classrooms where DEI conversations are emphasized and accepted, not avoided.” FACULTY
Wonderful teachers that bring different things to the table. It's something Country Day should be applauded for.” PARENT
REFLECT From the Sessions
Curriculum/Exposure WE HEARD THAT
There are inconsistencies relevant to incorporating DEI lesson plans into the curriculum, and DEI should be embedded into all classes across all divisions.
Students should graduate well-rounded and equipped to comfortably interact with people of all backgrounds and ethnicities.
Make the Affirmation of Community actionable, like the Honor Code. Students don’t know what it is.” STUDENT
I graduated feeling unequipped to competently engage and interact with BIPOC people.” ALUMNI
Focus is needed on equity for all students, particularly financial aid students.
Diversity Awareness Forum (DAF) timing and requirements should be adjusted.
Have these affinity groups for kids of all [differences] to talk about issues they may have. [DAF provides] fantastic information, but how is this information being communicated to the larger population of children at school?” PARENT
REFLECT
Accountability and Repercussions WE HEARD THAT
Consequences should be consistent for faculty and students that display inappropriate/offensive behavior.
There is a drive for accountability and understanding as to why the behavior was offensive/wrong.
There is a desire for teachers to engage in conversation about current events instead of students initiating dialogue.
There is a desire for transparency of policy and procedures.
Students want trust in the community to engage in DEI conversations without repercussions.
From the Sessions
It is good to be in an awkward position to learn.” STUDENT
Desire more consequences for students who say or do racist stuff.” PARENT
Fear of saying the wrong thing and offending someone and losing a friendship.” STUDENT
The school needs to understand the covert message sent when discipline is unequal across persons.” STUDENT
LISTEN
The AIM Survey: Objective Data Collection Methodology In many organizations, the benefits of diversity, equity, and inclusion are viewed as intangibles—good things to have, to do, and to profess, but not necessarily the grounds of structured processes and accountability. Delivering quantitative and qualitative data that demonstrates the benefits of diversity, equity, and inclusion are crucial to our school’s success.
Intent For more than 10 years, the NAIS Assessment of Inclusivity and Multiculturalism (AIM) has provided schools with a deep understanding of the climate of inclusion on their campuses, from current and past students to teachers, administrators, and trustees. The Board’s goal with the AIM survey was to assess and benchmark our school’s current climate and advance other strategic equity goals.
LISTEN
Benchmarked Numbers
Goal Setting
The data from AIM can convert thoughts, ideas, and assumed best practices into benchmarked numbers for real goal setting. The evaluation will help shine a light on topics that include:
Progress in meeting diversity, equity, and inclusion goals
Success in existing diversity and multicultural programs and initiatives
Areas of need, whether in curriculum, infrastructure, governance, or services
Our school's current level of inclusivity as perceived by multiple constituencies
Engagement processes that illuminate patterns, multiple perspectives, and opportunities for improvement
LISTEN
Participation in the AIM Survey CONSTITUENT
NUMBER INVITED
NUMBER COMPLETED
PARTICIPATION RATE
MIDDLE & UPPER SCHOOL
901
877
97%
TRUSTEE
30
26
87%
ADMINISTRATOR
12
12
100%
FACULTY
259
163
63%
STAFF
174
56
32%
PARENT
1,160
547
47%
ALUMNUS/A
506
35
7%
STUDENTS
CLASSES 2017-2020
REFLECT
In partnership with NAIS, we closely analyzed and reflected on the data of the AIM survey, both quantitative and qualitative, and have tried to summarize it with all its complexities for you in the following pages. While the summary survey results indicate strong school morale, we would be remiss not to mention the individual responses, along with the cross-tabulated data, show that we do still have a lot of work to do.” DAVE BENSON '85, CO-CHAIR, DEI COMMITTEE OF THE BOARD
REFLECT
Guidelines for Analyzing Key Drivers
1
Healthy (4.0 and higher) A mean score of 4.0 and higher. These are issues on which our school is doing comparatively well but where programs and initiatives should be continued or expanded to provide support.
Even though the healthy range starts at 4.0, ideally, all mean scores should be at 4.5 or above, and every school should strive to achieve scores in that range as indicators of a strong and healthy organizational climate for diversity, multiculturalism, equity, and justice.
2
As an additional analytical tool, two sets of normative benchmarks have been
Priority concern (3.50-3.99) A mean score from 3.50 to 3.99. These issues are not considered immediately critical but are
included. You can compare your results with those of all participating AIM schools as
in need of improvement and should be
well as the highest performing scores on each measure. These benchmarks are based
addressed in future plans and initiatives.
on the first 66 schools that completed the climate survey and are aligned with the population of all NAIS schools. However, please note that they are general benchmarks and are not designed to reflect the specific characteristics of your school such as your geographic location, number of students, whether you are a day or a boarding school, or the characteristics of your student population (coed, single-sex), etc.
3
High priority concern (3.49 or lower) A mean score of 3.49 and lower. These issues should be addressed as soon as possible.
REFLECT
Overall School Morale
The whole school morale measured a mean score of 3.9, which is a priority concern. The BIPOC overall morale measured a mean score of 3.7, which is also a priority concern. 40%
40%
30%
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BIPOC (3.7)
or
ALL (3.9)
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30%
REFLECT
Satisfaction with Multiculturalism The whole school's satisfaction with multiculturalism measured a mean score of 3.8, which is a priority concern. The BIPOC satisfaction with multiculturalism measured a mean score of 3.3, which is a high-priority concern.
40%
40%
30%
30%
ALL (3.8)
20%
BIPOC (3.3)
20%
10%
10%
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REFLECT
Satisfaction with Inclusiveness
The whole school's satisfaction with inclusiveness measured a mean score of 3.8, which is a priority concern. The BIPOC satisfaction with inclusiveness measured a mean score of 3.4, which is a high-priority concern.
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REFLECT
Summary of Key Drivers Students CHARLOTTE COUNTRY DAY SCHOOL
ALL SCHOOLS
HIGH PERFORMING
ACTION ON DIVERSITY/MULTICULTURALISM
4.0
3.9
4.2
STAFF/FACULTY RESPECT
4.4
4.2
4.4
IMPORTANCE OF DIVERSITY
4.5
4.3
4.3
GENERAL POSITIVE ATMOSPHERE
4.2
4.2
4.4
REFLECT
Summary of Key Drivers Parents HIGH PERFORMING
CHARLOTTE COUNTRY DAY SCHOOL
ALL SCHOOLS
EFFORT BEHIND DIVERSITY THROUGH POLICY DECISIONS
4.0
3.8
4.4
DIVERSITY IMPORTANT TO EXCELLENCE IN EDUCATION
4.4
4.3
4.6
PRIDE/MORALE
4.4
4.3
4.7
SCHOOL'S ABILITY TO WORK WITH DIFFERENCES
3.8
3.8
4.4
GENERAL POSITIVE ATMOSPHERE
4.2
4.1
4.4
ATHLETES NOT TREATED DIFFERENTLY
3.6
3.5
4.4
REFLECT
Summary of Key Drivers Admin/Faculty/Staff CHARLOTTE COUNTRY DAY SCHOOL
ALL SCHOOLS
HIGH PERFORMING
STAFF/FACULTY REFLECT DIVERSITY
3.9
4.0
4.7
BUILDING RESPECT FOR CULTURAL DIVERSITY
4.0
3.9
4.7
GENERAL POSITIVE ATMOSPHERE
4.1
4.2
4.9
ENSURING ALL HAVE ACCESS
3.6
3.8
4.6
ACT
Act The following pages represent a summary of the action steps taken as a Board of Trustees and a school toward meeting our goals of creating the ideal learning community in order to best prepare our students for the future. As a Board of Trustees, we collectively believe that diversity, equity, and inclusion are central tenants to excellence in all students' education, and we stand by the principles embodied in the Affirmation of Community. While much progress has been made, we recognize the need to continue to improve, and the process we began in the summer of 2020 represents another step in that process. While this report of the listening steps affirmed academic strengths and validated certain DEI improvements, the feedback reveals our work is not complete, and we have opportunities for improvement. We can plainly see that privilege often still divides our community. The feedback reveals that an important focus for our next chapter needs to be on inclusion and culture, and we have a renewed focus on intentional initiatives to positively affect the student experience.
As we have stated in the past, these initiatives are not an endpoint but rather a continuation of our effort to change our campus climate to best serve our students and mission.
ACT
Board Work -- Completed The Board of Trustees stands firm in our belief and trust in the school's leadership to continue to take action toward meeting these goals. The following is what we have done so far as a Board of Trustees.
DEI COMMITTEE OF THE BOARD We created a DEI committee as an ad-hoc committee of the Culture and Community Committee of the Board to partner with school leadership to actively and intentionally collect qualitative and quantitative feedback on the climate of racial inclusivity at Country Day.
FACILITATED LISTENING SESSIONS AND AIM SURVEY After 16 listening sessions, 1,716 survey responses, and hours of reflection, this report represents a collective and transparent summary of that process. We are proud of the work that the committee and school leadership did to complete a very thoughtful assessment of the current climate at Country Day. While the report affirmed academic strengths and validated certain DEI improvements, the feedback reveals our work is not complete, and we have opportunities for improvement. We can plainly see that privilege often still divides our community. The feedback reveals that an important focus for our next chapter needs to be on inclusion and culture.
ACT
Board Work -- Completed DEI TRAINING The entire Board of Trustees participated in three DEI training sessions led by leadership at NAIS including Caroline Blackwell, Vice President of Equity and Justice. Topics ranged from implicit bias, school culture, racism, and learning how the board can support Country Day's DEI mission.
ADDING EXTERNAL EXPERTISE TO THE CULTURE AND COMMUNITY COMMITTEE WORK The Financial Aid Sub-Committee was changed to the Community and Culture Committee in 2018 with a focus to not only collectively continue with financial aid, but also look through a wider lens and focus on diversity and inclusion. This year, they worked directly with consultants at NAIS to engage the board in this specific DEI Board work.
DEEP-DIVE INTO THE FINANCIAL AID INVESTMENTS MADE BY THE BOARD In partnership with the leadership at NAIS, the Board assessed its financial aid policies and practices particularly the initiative instituted four years ago allocating $1.4 million per year to recruiting, retaining, and supporting diverse students.
ACT
Board Work -- Next Steps STRATEGIC PLANNING SESSION The next step in our process is a strategic planning session scheduled for March 2021 among the Board and the school’s leadership, led by consultants from the National Association of Independent Schools (NAIS). That process will enable participants to reflect further on the DEI Committee report and to identify the broad areas of strategic focus for the years to come. These strategic focus areas will be given to the administrative team of the school in spring 2021 to, in turn, create a short-term and long-term action plan, which will be shared with our community at the end of the 2020-21 school year.
REAFFIRM COMMITMENT AND EMPOWER SCHOOL LEADERSHIP The Board will also reaffirm our commitment to diversity, equity, and inclusion, and provide support for the leadership team as they develop the plans in spring 2021 to put the next chapter of DEI into action at Country Day.
ACT
School Work -- Recent and New
Themes from Listening Sessions What we heard connected to what we have done so far
CREATE A SHORT-TERM AND LONG-TERM ACTION PLAN WITH ACCOUNTABILITY Based on the strategic focus areas determined by the Board of Trustees at their March 2021 retreat, the school leadership will create a full set of action steps related to each focused strategic area. This
Accountability and Repercussions
will be communicated with our community by the end of the 2020-21 school year.
HIRING AN ADDITIONAL MEMBER TO THE DIVERSITY PLANNING OFFICE For the 2021-22 school year, we will hire an additional member of the Diversity Planning Office to
Representation and Retention
better serve our community for the years ahead.
PARTNERSHIP WITH COUNSELORS OF COLOR AT SOUTHEAST PSYCH This year, we have worked closely with two counselors of color from Southeast Psych to not only
Mental and Social Health and Wellness
facilitate the listening sessions, but also consult with us on the diverse needs of our community.
INVESTED ADDITIONAL FUNDING AND FOCUS ON DEI PROFESSIONAL GROWTH All divisions and directors of studies are focusing specific and targeted efforts in DEI professional
Professional Development and Training
development. Tanya Andrysiak, Upper School director of studies says, “Our goal is to formalize and streamline this work even better so that it is fully embedded in the curriculum. We are looking at how to ensure all faculty are equipped to deliver and ‘own’ the work—not just dip in and out. Our professional development work with filmmaker André Robert Lee (creator of The Prep School Negro) was carried out through our academic departments to help facilitate conversation among teaching peers and spur ideas.”
Curriculum/Exposure
ACT
School Work -- Recent and New
Themes from Listening Sessions What we heard connected to what we have done so far
FOCUS ON CELEBRATING ALUMNI OF COLOR In alignment with the commitment to celebrate Black alumni and other alumni of color, the Office of Alumni Relations has reinvigorated its focus on identifying BIPOC alumni who are living lives of distinction. As an example, the Diversity Awareness Forum Alumni Brunch was added to
Representation and Retention
the annual schedule. These events and communications are distributed to the entire Country Day community.
Mental and Social Health and Wellness
FORMATION OF THE ALUMNI BIPOC COMMITTEE The BIPOC Alumni Committee has a mission to bring together and strengthen the alumni of color community, provide support for BIPOC students on campus, and help amplify ongoing diversity, equity, and inclusion plans being undertaken by Country Day. As an example, the
Professional Development and Training
committee will host a BIPOC Alumni Virtual Mixer in April. The event will serve as an opportunity for alumni of color to meet the committee chairs and each other, update their
Curriculum/Exposure
contact information, and share ideas for future engagement.
REVIEW OF CURRICULUM AND PRINCIPLE POLICY This year, the Director of Diversity Planning worked with directors of studies across the divisions to ensure and advise on curriculum viewing it through a DEI lens. Most, recently, the ninth-grade history and English teachers collaborated to enhance and elevate their curriculum to include more inclusive texts, including adopting a Principle Policy.
Accountability and Repercussions
ACT
School Work -- Recent and New
Themes from Listening Sessions What we heard connected to what we have done so far
21-DAY RACIAL EQUITY & SOCIAL JUSTICE CHALLENGE Country Day’s Office of Diversity Planning partnered with the Parents’ Association and Alumni Office to conduct a 21-Day Racial Equity and Social Justice Challenge, which has already been used as a model for other schools. The goal of the Challenge is to become more aware, compassionate, constructive, and engaged around our individual actions and
Professional Development and Training
Mental and Social Health and Wellness
words in the quest for racial equity. We had over 500 participants including parents, faculty, staff, and alumni.
ELEVATION AND ENHANCEMENT OF DEI COMMUNICATIONS In an effort to inform and educate our community on the DEI work taking place, we have
Representation and Retention
made a renewed commitment to elevate and enhance the school's DEI communications. Besides updating the DEI website, we are launching the DEI Every Day website. This
Curriculum/Exposure
digital space serves as a collection of updates on everything DEI at Country Day--from DAF conversations on campus, educational topics for parents, holidays and celebrations of our community members, and more. This website serves to reflect the diversity of our community and create ongoing opportunities for DEI communication.
charlottecountryday.org/DEI
Accountability and Repercussions
ACT
School Work -- Ongoing AFFINITY SUPPORT FOR STUDENTS, FAMILIES, AND EMPLOYEES OF COLOR Faculty and students of color benefit from being around peers who look like they do, so do adults. The experience of being an adult of color, a family of color, or a student of color on a primarily white campus can be isolating. We will continue this effort through our student affinity groups beginning in third grade and our Parents of Color in Independent Schools (POCIS) and expand opportunities for affinity spaces for faculty and staff.
REVIEW OF CURRICULUM An honest assessment of racism and bias in the curriculum requires independent review. The school is therefore in the process of engaging with outside consulting support related to matters of curriculum and pedagogy.
COMMITMENT TO INCLUSIVE CLASSROOM PRACTICES Teachers must demonstrate inclusion in their teaching practices. All faculty and students participate in diversity and inclusion training. In addition, faculty must identify one individual diversity, equity, and inclusion goal as part of their annual portfolio. Faculty receive support from their department head and professional development resources in order to achieve that goal.
ACT
School Work -- Ongoing ADMISSIONS AND FINANCIAL AID Developing a diverse student body is a top priority in admissions considerations. The Admissions Committee is comprised of the Head of School, Director of Diversity Planning, Director and Associate Directors of Admissions, and members of the faculty. The school partners with a number of community organizations and schools in an effort to increase diversity, including A Better Chance, Sugar Creek Charter Schools, and GenOne. For the 2020–21 school year, 27% of newly enrolled children identify as students of color. The Upper School is a major entry point at Country Day. In the last three years, 50% of students invited to 9th grade have been students of color. In 2019–20, 69% of those students accepted attended Country Day. Each year, students of color re-enroll at a rate of 97%.
HIRING AND TRAINING We know that students perform better and achieve more when they have access to teachers, advisors, and school leaders who look like they do. We also know that all students perform better when learning from diverse faculty, among diverse peers. We are committed to developing innovative hiring strategies in order to attract and retain the most capable faculty and staff, including the best teachers of color.
ACT
School Work -- Ongoing HEARST TEACHING FELLOWSHIP One way we recruit some of the brightest young teachers in our region is through the Hearst Endowed Teaching Fellowship, a grant awarded to Country Day by the Hearst Foundation. The grant attracts recent minority graduates from Davidson College to our school. Since 1994, we have welcomed 26 Davidson Hearst Teaching Fellows, several of whom became full-time faculty members.
FUNDED ANNUAL SPEAKER SERIES To create more opportunities for students to engage with underrepresented voices, Country Day has made a substantial financial commitment to engage speakers of prominence each year. As an example, in October 2020, the school welcomed renowned author Nic Stone. In addition, Country Day continues to welcome an impressive array of alumni speakers including most recently Eric Law ’76.
NAIS PEOPLE OF COLOR CONFERENCE The National Association of Independent Schools holds an annual People of Color Conference, a flagship event demonstrating NAIS’s commitment to equity and justice in teaching and learning. Since 1996, Country Day sponsors multiple faculty and staff members to attend this leading event. In addition, most years we send two to six Upper School students to NAIS’s Student Diversity Leadership Conference depending on conference limits, availability, and acceptance. This learning opportunity helps participants develop knowledge, skills, and experiences to improve and enhance the interracial, interethnic, and intercultural climate at Country Day, driving better outcomes.
The Board of Trustees Scott R. Stevens, Chair, David M. Benson '85, Vice Chair, Edison Cassels '87, Vice Chair, Todd A. Gorelick '82, Vice Chair, Dr. Ameesha P. Kansupada, Vice Chair, Walker L. Poole, Vice Chair, A. Wellford Tabor Sr., Vice Chair, Andrew W. Tate, SecretaryTreasurer, Dr. Adelle Anthony-Williams, Howard C. Bissell, Dr. Lauren I. Browne, Christina N. Byron, George S. Dewey IV '90, Ronald E. Eliasek, Jr., Alex D. Funderburg, Kenneth V. Garcia, Amanda S. Houser, Shanon Jones, J. Scott Mattei, Leigh F. Moran, Mary Claudia Belk Pilon '92, Steven L. Purdy '87, Sally Cannon Saussy '67, Stoney D. Sellars, R. Glenn Sherrill Jr. '89, Stephenson P. Shuford, Catherine S. Stempien, Dr. Lisa M. Toppin, Jennifer Ward, William H. Zimmern '95
DEI Committee David M. Benson '85, Co-Chair, Shanon Jones, Co-Chair Dr. Ameesha P. Kansupada, Mary Claudia Belk Pilon '92, Stoney D. Sellars, Dr. Lisa M. Toppin
The Administrative Council Mark Reed, Scott Waybright, Bill Mulcahy, Warren Sepkowitz, Matt Less. David Mancos, Nancy Ehringhaus, Katharine Atkins, Abe Wehmiller, Brian Wise, Joe Hernick, David Lynn