Personnel & Staff Development Equity Resources

Equity ResourcesBelow you will find current research, promising practices, and useful resources to assist school districts in recruiting, hiring, supporting, and retaining staff members.   MSAN districts work to hire educators who are culturally responsive, equity focused, and representative of their student body in terms of race, ethnicity, language, and other identity markers.  The information listed below does not provide an exhaustive list of all personnel and staff development initiatives taking place across all of the MSAN districts.  It DOES provide an abridged edition of the initiatives that are informing our shared work in this area, specifically in relationship to:

  1. Recruitment and Hiring Practices of Staff that is Representative of Students;
  2. Retention, Support, and Promotion; and
  3. Culturally Responsive Pedagogy and On-Going Equity Professional Development.

Digging Deeper Equity Framework

1) Recruitment & Hiring

mediaQualities of an MSAN teacher

Take a look at two MSAN educators making a difference in the lives of their racially, ethnically, and linguistically diverse students. Closing the Culture Gap: When it comes to connecting with students, cultural sensitivity is more important than a common ethnic background.

Recruiting and hiring demographically representative and equity literate staff

Screening Tools
Interview Protocols

Several MSAN districts have piloted their own interview protocols that they believe target the specific knowledge, skills, and dispositions of equity literate educators.

“Growing your own” diverse teachers

The following MSAN districts engage in some type of “Grow Your Own” initiative targeting the recruitment and hiring of demographically representative and equity-literate educators by supporting either high school students or currently employed support/classified staff:

2) Retention, Support, and Promotion

media

The following is a sampling of recommended actions to retain, support and promote minority staff that are employed by some of our MSAN districts:

media3) Culturally Responsive Pedagogy and Ongoing Equity Professional Development

The following represents a brief glimpse of the materials currently used across MSAN districts for continuous professional development in the area equity/social justice. Our individual and collective experiences support us in our position that PD around equity/social justice and culturally responsive practices needs to be embedded into an organized structure at the district level.  It should be ongoing and constant. It also needs to be required, not optional.


Current Research on Personnel & Staff Development Equity Practices

THANK YOU to all RPC members who contributed to the Working Group on Personnel & Staff Development Equity Practices (2014-2016)

Angela Allen, The Public Schools of Brookline (MA)
Jennifer Apodaca, Sun Prairie Area School District (WI)
Pete Bavis, Evanston Township High School District 202 (IL)
Laura Brown, Federal Way Public Schools (MA)
Percy Brown, Middleton-Cross Plains Area School District (WI)
Laurie Burgos, Verona Area School District (WI)
Julie Crawford, Alexandria City Public Schools (VA)
Victor Diaz, Isaac Elementary School District #5 (AZ)
Jonathan Ellwanger, Oak Park Elementary District #97 (IL)
Naomi Khalil, Farmington Public Schools (MI)
Patrick Lintner, Harrisonburg City Public Schools (VA)
Laura Love, Middleton-Cross Plains Area School District (WI)
Gabriel McCormick, The Public Schools of Brookline (MA)
Octavia Reid, Cleveland Heights-University Heights City School District (OH)
Chris Rossini, Paradise Valley Unified School District (AZ)
Felicia Starks-Turner, Oak Park Elementary District #97 (IL)
Rodney Thomas, Madison Metropolitan School District (WI)

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