Board and District Leadership

Note: This is a section of a larger set of policy and practice proposals before our board and community. Contact our office for additional information and to provide feedback or become involved. Sections will be updated as changes are made.

Highlights of proposed actions: 

  1. Foundational and guiding documents​
  2. Advisory Committee for Access and Equity​
  3. Advisory Committee (cont.)​
  4. Committee procedure​
  5. Dissemination plan and procedure creation​
  6. Committee input priority​
  7. Enforcement and funding​
  8. District level oversight​
  9. Consulting the committee​
  10. Minimum Board training​
  11. Partnerships and operations​
  12. Equity Strategy​
  13. Policy education

Proposed Section in Full

Section 3 (f): Actions Related to Board and District Leadership

For current and future visioning and strategy, task the school with envisioning ways of learning that challenge old models, schedules, relationships, and meritocratic assumptions about education and base this exploration on the authentic engagement of student voices. At minimum, all new foundational documents should incorporate equity provisions informed by and aligned to this policy.
 
ii. Direct the superintendent to lead the creation, maintenance, and permanent activation of an Advisory Committee for Access and Equity (“committee”) that includes key stakeholders such as community members, students, school personnel, guardians, community leaders, members of traditionally underrepresented communities, and local organizations.
 
iii. Establish the formal convening of the committee for a minimum of two times a year.
iv. Direct the superintendent to collaborate with the first committee in the creation of internal procedure regarding the fair, open and transparent selection of committee members, term limits, and appropriate representation of stakeholders.
 
v. Task the superintendent, in collaboration with the committee, with establishing communication channels and efficiency procedures for public, student, or staff grievances regarding the (lack of) implementation of specific actions on this policy.
 
vi. Review committee reports and recommendations as they are created and provide prioritized and extended space for committee-appointed representatives to bring matters directly to the board when requested. The prioritization of committee matters does not interfere with the ability of the public and non-committee persons to bring matters to the board directly through public comment or through school administrators.
 
vii. Ensure funding exists for the implementation, enforcement, monitoring, and evaluation of all the sections in this policy, including, but not limited to, assistance to the superintendent for matters of equity and access, and key building-level positions necessary to advance the priorities of this policy.
 
viii. Ensure the creation or maintenance of a district-level position to oversee the implementation of this policy and the requirements set within, along with the district’s strategy regarding access, equity, inclusion, diversity, justice and belonging (Appendix B). Because the responsibilities are extensive, if this position is not materialized on a given year, the board shall approve the revision of existing leadership positions to include new clauses with duties related to the fulfillment of the above but accept the considerable reduction of said employee’s former responsibilities.
 
ix. Refrain from making major decisions (unless urgent) without consulting the full committee if those decisions explicitly impact educational access, inclusion, diversity, justice, belonging, and equity in ways that most members would reasonably deem relevant to the committee’s work.
 
x. Require all board members to engage in a minimum of 3 cumulative hours a year in training related to equity and its education-relevant dimensions (Appendix A). This training may be provided by district leaders, external consultants, or invited guest experts, and may take place during regularly scheduled board meetings. This training shall be in addition to other required professional development for board members. The committee may provide recommendations on training focus and delivery.
 
xi. Direct the district leadership to incorporate equity-conscious and climate-justice-informed processes and practices in all operations, purchasing, and partnerships. At minimum, organizations and businesses should be vetted for existing policies and statements regarding their practices in relation to equity. The board understands the complexity of this expectation, but good-faith efforts should be evident under reasonable scrutiny.
 
xii. Enact and maintain a Milton-specific “Equity Strategy” (See Appendix B) and a resulting “Access and Equity Roadmap” that operationalizes the implementation of this policy for all schools. The maintenance, oversight, and update of this foundational document shall become a central function of the superintendent or of the superintendent’s designee at the district level.
 
xiii. Task the Superintendent or Superintendent Designee with the creation of a robust dissemination plan for this policy, ensuring that students, families, educators, and the wider community understand its implications on the day-to-day practices of our schools and their own role in its implementation.