Diversity, Equity, and

Inclusion (DEI)
&
Specialist Teachers
Joel Maki
Lower School Music
Music Department Chair
Harbor Day School
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Joel Maki

Who we are and how we started-- Currently 14 teachers, staff and administrators; revolving door; and
supportive roles from faculty
What we do- support curriculum, professional development and education, community engagement
“ Equality is treating everyone the same. Equity is taking differences into account so that everyone has a
chance to succeed.” -Jody Piccolt
 Purpose
This presentation is to present myself as a liaison between
specialist teachers and the DEI department. It is my hope that you
leave here today with a better understanding of the DEI initiatives
at our school, and how implementing these ideas can lead to
greater student participation and overall outcome.

Teacher Leader Standards

Domain 3: Promotes Professional Learning for Continuous Improvement

a) Collaborates with colleagues and school administrators to plan professional learning that is
team-based, job-embedded, sustained over time, aligned with content standards, and linked to
school/district improvement goals.

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 Question 1:
Did you ever feel excluded
and/or under-represented
during your education?

(Share reflection within group)

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 “Diversity is about all of us, and about us having to figure out how to walk
through this world together.”

-Jaqueline Woodson

“Equity can never become a reality in education if it is viewed as charity

instead of a professional obligation”.

-Dr. Anthony Muhammad

“Inclusivity means not ‘just we are allowed to be there’ but we are valued.
I’ve always said: smart teams will do amazing things, but truly diverse teams
will do impossible things.”

-Claudia Brind-Woody

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 DEI Department
Mission Statement
Our mission is to promote a culture of understanding where we value the
unique qualities of our community constituents. Instilling a sense of
ownership as we strive to increase awareness and influence actions, we
take a stand against prejudice, and we celebrate inclusivity. Within the
Harbor Day curriculum, we aim to recognize, appreciate, and share each
person’s experiences, thereby enhancing the lens through which we all view
the world.

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 DEI is Not . . .
● About being experts in this work
● About being exclusive
● A passing fad in education
● A problem… It is an opportunity
● A responsibility of minority groups only

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1) We are all learning together through this work. It is through making mistakes
that we grow. (We tell our students this, so we should not be afraid to do this
ourselves) DEI work is not a destination… it’s a journey

2) DEI initiatives are not about appointing winners and losers because that leads
to zero-sum bias or the “us versus them” mentality. We are stronger when we
are voices are collective, and not divided. This does not mean everyone must
immediately have the same vision, but have the willingness to listen to each
other.

3) Reference the first memories of the golden rule in Kindergarten… DEI is

especially important for education organizations due to their work with
learners of all backgrounds. Students need to feel valued and affirmed, and
educators and others whose work impacts them should espouse those values
by exploring and honoring differences.

4) Too often leaders assume that emphasizing DEI planning is a sign of weakness,
demonstrating to the public that it is something we do poorly and need to
work on. The opposite is true, however. Tangibly demonstrating a robust
commitment to ongoing DEI planning and assessment is now seen as a
positive sign that a school environment takes these ideals or principles
1) seriously. Those who value DEI look for visible manifestations of DEI efforts in
selecting what schools to send their children to, or where to work at. DEI
strategies and plans provide an opportunity to differentiate an organization or
institution from its competition. In effecting behavioral, attitudinal and
cultural change, diversity also enhances recruitment and increases workforce
and student satisfaction, productivity and retention. DEI practices and
programs targeting students are identified as “high impact practices.”

2) Achieving DEI goals requires engagement, efforts and contributions from

individuals belonging to dominant groups. Underrepresented faculty are
called on to perform most of the invisible labor or unrecognized work by virtue
of their status (Flaherty, 2019).
 Question 2:
Do I have access to the
tools to include DEI work
in my curriculum?

(Share reflection within group)

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 Resources for DEI Work in:
P.E.
Art
Music
STEAM

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 The Ongoing Plan
● Strategic Plan
● Curriculum Support
● Community Engagement
● Professional Development
-

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 Norms and Rules of
Engagement
❏ Practice both/and thinking
❏ Maintain confidentiality
❏ Lean into discomfort, enjoy creative friction
❏ Approach with a beginner’s mind
❏ Assume good intentions
❏ Listen. Sincerely, honestly, and from a place of
interest.
❏ Empathy, not sympathy or judgement.
❏ Respect every individual journey.
❏ Use your voice, but share time equitably
❏ Value differences. 11

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 Question 3:
How does my identity
affect how and what I
teach?

(Share reflection within group)

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 Molecular Identity

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 Legend
(list of potential words to use to create your identity molecule)

- School you attend - Age / generation

- Family structure - Race (physical traits)
- Appearance - Ethnicity (culture,
- Language (spoken) language)
- Education & schools - socioeconomic status
attended - Religion
- Employment - Sexual orientation
- Citizen status - Gender
- Affiliations & hobbies - Ability (physical)
- Where do you live - personality
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 Share identity drawing
within your group

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 School and Community Demographics

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California department of education. (2020, September 12). District profile:

Newport-mesa unified. https://www.cde.ca.gov/

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Survey conducted of 3rd,4th,5th grade students on topics

 Question 4:
How can I include more
representation of ALL of
our students’ identities in
my curriculum?

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 Debrief
● What are the most important points that you discussed?
● Did you find out something new or surprising about your peers?
● Did someone notice something interesting (e. g. gender-specific or
age-specific behavior) during the discussion?
● How might this activity promote an understanding of multiple perspectives in
your work environment (with your colleagues) and/or in your classroom (with
your students)
● Which group affiliations can be experienced as problematic and/or painful?
● In your opinion, which group affiliations are recognized by society, which ones
are not?

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 ● Questions
● Clarifications
● Need for support (email me
anytime!)
● Google Form

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