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Date: 6/16/2021
LONGMEADOW – Last week, Reminder Publishing reached out to candidates for Longmeadow School Committee to ask their opinions on key issues ahead of the June 22 town election. The first half of the Q&A was featured in the June 10 issue. The second half is below.
RP: The Longmeadow Coalition for Racial Justice Task Force presented its recommendations to the Select Board on May 3 and critiqued the anti-racism work done by the school department, saying the feedback outreach effort was limited and did not include representation from all demographics. Do you think there is more work to be done by the committee and administration on identifying practices and steps to promote anti-racism?
Keane: More work is needed to identify steps and practices to promote antiracism. Our antiracism work in Longmeadow Public Schools is in the beginning stages. This school year, an equity audit was conducted by the Center for Leadership and Educational Equity. A Better Lesson provided coaching sessions at the classroom level and targeted, district-wide professional development on antiracist education. Efforts were made to recruit a diverse applicant pool for the Wolf Swamp principal search. And work on our curriculum adoption policy to consider purchases through the lens of antiracism, identity, and criticality is taking place.
I am encouraged that equity and antiracism work has begun. This work has been mostly about laying the groundwork for action, not taking action. Our equity report shows that students are experiencing racism in our schools now, so urgent action is needed. In addition to the work already happening, I support continued professional development for educators to better understand racism, explore personal biases, and evaluate pedagogy to eliminate marginalizing practices. Additionally, I support direct work with our student population so that our kids can grow in knowledge and understanding of race and equity issues within our community.
If I am elected to the School Committee, I commit to approaching decisions through an equity and antiracism lens and to make research-based decisions. I will continue my personal journey to understand race and equity issues in Longmeadow, and I will welcome a dialogue with community members willing to offer insight, perspective, and experience.
Monahan: The School Committee focuses on specific goals each year. Members collaborate on these goals and periodically review progress. In the fall of 2020, the Longmeadow School Committee members set the following goal: “The School Committee members will advocate and support the district’s commitment to inclusive, anti-racist educational practice, culture and climate.”
The administrators and SC members engaged in ongoing dialogue regarding equity throughout the year. For example, I was very excited that the administrators conducted “Empathy Interviews” with students of color, students with learning disabilities, English Language Learners, and many other students in the LPS system, in order to better understand their experiences. The Center for Leadership and Equity in Education conducted an intensive study of our schools for over a year. The study provided us with qualitative and quantitative data. The administrative work will continue with ongoing support from the School Committee.
All students have the right to feel comfortable and safe at school. As a community, we need to focus on continuing to implement pro-active measures, including anti-bias strategies, for all.
Verriden: I had the distinct honor of serving as Chair of the Longmeadow Coalition for Racial Justice Task Force and I believe I can speak for the Task Force when I share that we support and applaud the Longmeadow Public School’s stated commitment to inclusive, anti-racist educational practice and the decision to partner with an external organization to conduct an Equity Audit. The Equity Audit that was recently released and discussed publicly shares many of the strengths of Longmeadow Public Schools and the dedicated staff while also highlighting the hard work that has to be done on the road ahead.
To that end, the Task Force also included a recommendation to the Select Board that the town consider “the development of a dedicated liaison to coordinate efforts with the School Committee” in order to magnify anti-racist efforts across Longmeadow. The specific critique of the anti-racism work being done in the schools discussed in our presentation was focused on limited opportunities for public feedback and engagement that were offered by the external organization leading the Equity Audit.
To be sure, there is more work to be done by the committee and the administration and this was made clear both by the Equity Audit Report and by school administration officials during public listening sessions to discuss the report’s findings. It is my hope to have the privilege to continue to serve our community as a member of the School Committee on our journey to realize a more equitable and anti-racist Longmeadow.
RP: What other issues should the school committee begin, or continue, to tackle?
Keane: For students, the School Committee must support Social Emotional Learning (SEL) and ensure the teaching of grade-level standards.
A focus on SEL is necessary because many students felt a sense of isolation this year. Mental health support and opportunities for meaningful peer connections are vital. Students must first feel safe in order to learn.
Students must also have equitable access to grade-level instruction. Current research suggests that as we emerge from the pandemic, the reteaching of below-grade-level standards will put students at a disadvantage over the course of their educational careers. We must scaffold grade-level instruction to help students learn what they need to know.
For educators, the School Committee must support funding for professional development and high-quality resources. We must also promote self-care and wellness among educators, especially after this wild year!
The continual evolution of instruction since last March has been jaw-dropping. What new practices should endure once we return to more normal school routines?
Our leadership teams also need support so they can continue to be inspiring educational leaders; effective and transparent communicators; and strong advocates for students.
For families, the School Committee must cultivate strong relationships by providing opportunities for feedback and dialogue.
Successful school districts engage families in meaningful ways so that families can actively support their students’ learning and development.
The nature of remote learning resulted in an unparalleled level of family engagement this school year, and we must capitalize on this momentum to keep families involved.
Monahan: For the past year, our teachers, staff and administrators have been working diligently with students, parents and caregivers to provide the best possible educational opportunities for all students – while prioritizing the health and safety of our students and staff. Our present School Committee has supported these efforts with a balanced, informed and thoughtful approach. Now more than ever, it is important to have experienced and knowledgeable members on the School Committee. My ability to lead and collaborate with returning and new School Committee members is critical, for a consistent, successful School Committee. We will continue to be ready and willing to take on whatever issues we are faced with, within our purview when it comes to policy, budget, and the evaluation of the Superintendent.
Verriden: I believe the School Committee has been diligently working on some of our most pressing issues and will need to prepare to move to the next level in the years ahead. COVID-19 was a massive disruption that taught educators and families many lessons (both positive and negative) and the School Committee will need to prepare to remain a leader as we return to learn next fall.
The disruptions from COVID-19 also highlighted many equity issues for the district and the School Committee has already held up an equity focus with their commitment to anti-racism and partnership with the Center for Leadership and Educational Equity. Longmeadow Public Schools’ next strategic plan must position the administration, staff and students to lead for social justice in the twenty-first century.
We also need the physical space to enable that learning and the School Committee has been hard at work trying to identify a solution for Longmeadow’s middle schools. Both buildings are over 50 years old and the costs of updating and maintaining the facilities continues to grow. The School Committee needs to finalize a decision and begin to move forward for our middle schools staff and students.
And of course, I saved the best for last. The School Committee needs to continue to keep staff and students at the forefront of decision-making. Our people are our most precious asset, and the School Committee must maintain a commitment to developing our people to flourish.