One of the benefits of my role is the opportunity to engage with the school community on topics related to equity, inclusion, and belonging. As a co-coordinator for the Equity, Inclusion, and Compassionate Leadership(EICL) program, I have the privilege of sharing my perspectives and engaging in meaningful conversations with community members. Through workshops and presentations, we explore various topics related to EICL, providing opportunities to deepen our understanding and evolve our thinking.
As part of this effort, I am honored to collaborate with Bess McKinney to present points of view that can help our community continue to grow and learn in our shared commitment to promoting a more inclusive environment.
The following indicators help categorize the evidence for my work:
- Participates actively and constructively in Program Development Day activities
- Presents during Program Development Days and conferences
- Takes advantage of professional development provided by the school
- Identifies and pursues professional development opportunities appropriate to enhancing effectiveness as an educator
(1) Participates actively and constructively in Program Development Day activities
When I became the EICL Intrim-Coordinator, I initially found the idea of sharing my thoughts with my colleagues daunting. Having my perspective on equity was one thing, but a completely different challenge to assist others in the community with similar ideas. However, once I assumed the role, it became clear that the most effective approach was to present specific ideas that could be easily digestible during meetings and also provide guidance for future endeavors. I aimed to offer practical applications that could immediately assist individuals in the short term while presenting more profound concepts that could benefit the community and institution in the long run. It was at the time and still is essential to acknowledge that everyone approaches equity, inclusion, and belonging from different perspectives and at their own pace, requiring time, patience, and recognition of these differences.
In crafting an EICL experience during program development days, we often think about the bigger idea related to a goal set up by the EICL Yearly Work-plan and what is the one practical piece of information which will help faculty and staff in their day-to-day work right away. Both practical and philosophical ideas must reach as many community members as possible. Evidence supporting this work with be shown in the EICL presentation offered in the opening meeting for the 2021-22 school year. During this year, we introduced several ideas to the community; some concepts were new, and for some, it was a review. For example, we presented and introduced why we do Land Acknowledgments and why and how the school will roll out Affinity Groups for students. The first is a quick concept for folks to digest, and the second is related to a strategic goal to help students feel a better sense of belonging at EPS.
In putting together this experience, we had to be deliberate. Our goal was to get faculty and staff to participate and understand that identity works, like creating affinity groups, is essential for a culturally responsive institution to help a community feel seen and affirmed at the place where we spend so much of our time.
EICL work is continual and is often present during PDDs at EPS. Please see the link below for more details regarding the example shared above.
EICL PDD #1 for the 2021-22 School Year
(2) Presents during Program Development Days and conferences
The reasons for presenting may vary depending on the situation. Sometimes we may be required to present for the Academic Design Group (ADG) to support our larger EICL goals, while other times, we may need to help our adult community make sense of a traumatic event that has impacted our students, such as an act of violence witnessed by millions. Regardless of the reason, our role remains consistent: to provide support to the community through empathy and understanding. Please see the examples below, which are related to the murder of Tyre Nichols and how it impacted EICL and the classroom.
EICL Division Meeting 1.30.23 (Tyre Nichols)
(3) Takes advantage of professional development provided by the school
While there are many opportunities for professional development within our institutional structures, seeking knowledge and professional training off-campus is often encouraged. Two impactful professional development opportunities that come to mind are the People of Color Conference (PoCC) and the National Association of Independent Schools’ Diversity Leadership Institute (NAIS-DLI), which I attended during the summer of 2020. Attending these conferences before starting my role as EICL Co-Coordinator helped inform my thinking regarding my evolving responsibilities, and I continue to use the resources shared at those events. I find it easiest to demonstrate the influence of these conferences through images captured from them (see below) and the link to a site called Affirming Black Lives in Schools that helped me share resources with my colleagues. These conferences and resources have greatly influenced me personally and as a diversity practitioner in our community.
(4) Identifies and pursues professional development opportunities appropriate to enhancing effectiveness as an educator
As an educator, I understand the importance of professional development in enhancing my effectiveness in the classroom. However, being a lifelong learner and practicing what I teach is equally crucial. As a freelance trumpeter, I have found that some of the best opportunities for professional growth occur “at the gig” – in rehearsals and performances with other musicians who challenge me artistically.
The phrase “steel sharpens steel” accurately captures what I want to express in this section. Working with other musicians in chamber groups and orchestras has taught me as much about music as attending conferences and workshops. These experiences have not only improved my skills as a musician but have also influenced my curriculum design and teaching practice.
The knowledge and understanding I have gained through my freelance work have been shared with my students at EPS several times. In addition, some of the musicians I have worked with off-campus have even provided valuable insights and inspiration to my students, helping enrich their school experiences.
To illustrate the connection between my freelance career as a performer and my work as an educator, I have included some pictures and videos as evidence for this post. These pieces of media showcase some of the links I have made with my students and the impact my experiences as a musician have had on their learning.
Check out this article about a recording I played with Lyric Brass back in 2018
Dr. Michael Nickens and I have been friends and colleagues for a long time. In January 2021, Dr. Nickens visited EPS to work with students and served as our keynote speaker in the school’s celebration of Martin Luther King Jr. Day.
In November 2016, Dr. Castro participated in TEDx sponsored by Sno-Isle Libraries.
Dr. Castro is a freelance trumpeter seen below performing at several prominent venues.
