This set of principles was adopted in 1999 to guide us in nurturing our diverse learning community. Reviewed at a full faculty meeting in 2009-2010, they remain appropriate and comprehensive goals for equity. Our current goal is to make sure they are a document we all regularly refer to and apply.
Equity Guiding Principles
I. Understanding As a community of valued individuals, we celebrate our differences and appreciate our commonalities as children of God.
Areas of measurement:
- Our school environment – visually, aesthetically, programmatically, and in all other ways – represents, and is accessible to, all children.
- Our curriculum emphasizes the educational value of seeing issues from multiple points of view and fosters crucial thinking about bias.
- Our curricular materials are up-to-date. They value difference in culture (including geographical and historical setting), religion, socio-economic status, family configuration, gender, sexual orientation, age, ang physical and cognitive abilities (multiple intelligences).
An inclusive communitiy is one that represents a diverse population, embracing people of varying ages, abilities, ethnicities family configurations genders, sexual orientations, races, religions, and socio-economic backgrounds. Each member of the St. Patrick’s community is responsible for promoting equal access and equal respect in the school setting and in the greater St. Patrick’s community.
Areas of measurement:
- Our school has admission policies and processes that promote inclusion.
- Our school activel seeks faculty and staff who come from diverse backgrounds.
- Our school reaches out to all parents and includes them in the life of the school in meaningful ways.
- Our school is a place that reflects and represents the diversity in our community and beyond.
III. Honesty It is our ongoing responsibility to represent St. Patrick’s accurately as we clarify who we are and who we want to be and to be aware of our own biases and prejudices.
Areas of measurement
- Assessment is valued as a continuous process in the classroom and in the community and is recognized as a way to promote responsiveness to change.
- Assessment is included as a formal part of the faculty evaluation process.
- Ongoing education is a premise and a reality for faculty, administration, staff, parents, and board members.