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Highline Public Schools
15675 Ambaum Blvd. SW Burien,WA 98166

Office Hours:

Monday-Friday: 7:30 a.m. - 4:30 p.m.

Procedure 0010 P3 – ADULT LEARNING ON RACE & IDENTITY

Highline Public Schools is deeply engaged in work around equity, race and identity to better foster and support an environment in which our students, families, and staff grow, thrive, and succeed.This work, and the language used to describe it, is rapidly evolving.This procedure will be reviewed at least annually to reflect current practices and language.

Adult learning is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values.  Adult learning can be designed to foster growth in both professional and personal life.

Objective:  While the majority of our goals are student focused, we know that the adults who work with and surround students—employees, parents, community members—need support as they learn more about equity, including race and identity.  In order to support our adults we will:

  • Provide differentiated equity-related learning for district staff, parents, community partners and Board members that enhances our effectiveness at eliminating or significantly reducing systemic, measurable inequities in achievement.
  • Engage all staff in the annual Equity Symposium, a day-long event featuring speakers and workshops on equity-related topics, and in ongoing professional development in equity work.
  • Ensure that the district’s focus on equity is visible in all recruitment efforts to ensure that new staff come to the district ready for and committed to this work.
  • Infuse equity and learning on equity, race, identity, and cultural responsiveness into induction processes for all staff.
  • Ensure that schools and departments have equity, race, identity, and cultural responsiveness, including accountability measures, as prominent elements in annual plans and goals. 
  • Ensure that all professional development, provided by district staff or others, reflects and integrates the district’s focus on equity; exit tickets should include questions to assess the degree to which equity was a focus of the professional development.
  • Develop a lending library of resources that staff can check out or otherwise access.

Accountability
At least annually, the Superintendent will issue a report updating each area of work, including progress made and areas for improvement, as well as areas that will be changing for the upcoming year.  The report should include both qualitative and quantitative data and may result in recommendations to change policies, procedures, or practices throughout the district.

Highline School District 401
Adopted by the Board: November 2019