Questions and Answers about Equity and Social Justice Work
in the Guilford Public Schools
Guilford Public Schools is committed to addressing the culture and instructional practices in our schools to foster an environment of equity and social justice. This work is supported by the Connecticut State Department of Education, Connecticut Association of Public School Superintendents, Connecticut Association of Boards of Education, Connecticut Association of Schools, American Federation of Teachers Connecticut, and Connecticut Education Association.
Joint Statement on the Importance of a Culturally Responsive Education
The questions below have been asked of us about the equity and social justice initiatives in our schools. While some of these have been paraphrased, they are real questions that have been directed to us by community members. We hope you find this evolving document helpful in providing answers to questions that arise regarding this work.
What is the equity and social justice initiative I keep hearing about in GPS?
GPS has committed to several specific actions that will make the schools more equitable for all students and will help all students to be able to engage in difficult conversations about racism and social justice:
- Contracting with a Family Equity Liaison,
- Making efforts to hire more teachers from diverse backgrounds, including participating with the Connecticut Teacher Residency program.
- Educating teachers in the application of culturally responsive and sustaining teaching practices,
- Educating principals in the development of culturally responsive and sustaining environments,
- Self-auditing our curricula (Language Arts and Social Studies first) to ensure that all students can see themselves represented in the materials used in their classes and to be sure that teachers are comfortable and skillful in addressing uncomfortable topics like historical or current examples of systemic racism in ways that are balanced and fair and open to all perspectives.
Is the Guilford School District teaching Critical Race Theory (CRT)?
No. GPS does not teach CRT. CRT is a legal theory developed in the 80’s to explain how racism has and continues to impact the legal system. It is often taught in law schools. Since the 80’s, the concept has spread to other disciplines outside the law. The concept is often taught at the college level. It is not taught in GPS. The term does not appear in any district, school or curricular documentation. We are not aware of any K-12 school system that does teach CRT.
Is the school district just teaching CRT under another name?
GPS is not teaching about the implementation of law nor a legal concept. GPS has no curricular topics that specifically or overtly teach the concept of systemic racism. GPS has committed overtly to developing as a school system in ways that will make our system more equitable and socially just for all students. Those terms have meanings of their own apart from CRT.
What will the Family Equity Liaison do?
The Family Equity Liaison will be available to students and/or families who feel that they are being treated unfairly or that their needs are not being met because of the way in which they identify. Anyone who identifies as part of any marginalized group - based upon race, ethnicity, gender, gender identity, orientation, religious affiliation or any other affiliation - may reach out to the Family Equity Liaison for assistance. The Family Equity Liaison will advise and counsel the individual or family and may advocate on behalf of the individual or family or serve as a mediator for the individual or family with building administration. The Family Equity Liaison will coach principals on how to continue to develop positive, culturally responsive and sustaining school environments. The Family Equity Liaison will report to and meet regularly with the Superintendent to assist in identifying patterns or areas of concern and to develop systemic responses to such.
Was the contract for a Family Equity Liaison responsible for reducing Music staffing in the schools or will it result in the laying off of white teachers?
No. The contracted Liaison position is new, it will in no way impact any other positions.
Will the recruiting of teachers from more diverse backgrounds result in the laying off of white teachers?No. We are working to encourage more teachers with diverse backgrounds to apply for positions in Guilford when we have openings, thereby broadening exposure to a diversity of perspectives and experiences.
The Connecticut Teacher Residency program provides one opportunity in Guilford for an aspiring teacher to gain certification while working as a paraprofessional in GPS. This is a new position and does not displace anyone.
What does “culturally responsive and sustaining teaching practices” mean?
It means that teachers allow diverse voices to be heard in their classrooms. It means that materials used in classrooms have been written by people from diverse backgrounds and include characters from diverse backgrounds. It does not mean that traditional texts are being excluded or replaced. It means that teachers will be skillful in facilitating conversations about challenging topics without imposing their own viewpoints and without silencing any minority viewpoints. In the study of history, it means addressing the difficult whole story when discussing complex issues like the history of slavery and racism in America.
Are we removing texts by white authors from schools?
No. We are adding text selections to broaden the reading diet of students.
Are advanced classes being discontinued?
No. We continue to offer accelerated math options as well as Advanced Placement, International Baccalaureate and Early College Experience courses.
Are course offerings being eliminated because of the work on equity and social justice?
No. There have not been, nor will there be, any classes or course offerings eliminated as a result of equity work.
What parts of American History will be revised as a result of this work or the curricular audit?
None. We will continue to cover the topics of American History that we have always covered as required by Connecticut standards. Our curriculum has not changed since 2015.
Will student grades be affected by this work?
Student grades will not be impacted in any way.
Are the grades of white students being depressed to level the playing field for other students?
No. Grades are based on objective assessments of progress.
Will parents be made aware of topics being discussed in classes?
Yes. Parents always have access to topics, materials, readings, assignments etc. and can discuss those with teachers as necessary.
Are students being told that white people are oppressors and that black people are victims?
No. A variety of primary source documents are read, analyzed, and openly discussed. Students are expected to ask thoughtful questions and to reach their own conclusions as supported by credible evidence.
Are students being taught that America is a racist country or that capitalism is wrong?
No. As stated previously, a variety of primary source documents are read, analyzed, and openly discussed. Students are expected to ask thoughtful questions and to reach their own conclusions as supported by credible evidence.
Are students being grouped or segregated by skin color for discussions about race in their classes?
No.
Why was How to be an Anti-Racist provided to teachers in the district? Why wasn’t a similar text with an opposing position distributed?
How to be an Anti-Racist was given to teachers in the district in June of 2020. Teachers were invited to read it over that summer. During that summer, protests about social and racial justice were taking place across our country. The book provided context for what was occurring in our country at the time, and it provided a different perspective to the idea that being “color blind” or that not being overtly racist oneself was a reasonable approach to ending systemic racism in America. The book was given to teachers because it was thought-provoking and because it encouraged educators, in particular, to think about how we have always presented material and worked with our students. The district has a history of using challenging and provocative texts and TED Talks to spark self-reflection among professional staff including titles like Why Don’t Students Like School and The Surprising Truth About Learning in Schools.
It was not necessary to provide a counter text that argued that presenting material in the traditional way and that not being overtly racist to or with our students was an alternative approach because in Guilford we are already good at both of those approaches. We are good at not being racist; this book asked us to think about our own practice and to ask ourselves if that was enough.
The book has been referenced by the administration as we have worked on specific actions related to equity or social justice (specifically in discontinuing the use of the high school’s Native American mascot). It has not been added as a curricular text or required in any student classwork.
How were/are the texts White Fragility and Waking Up White being used?
These texts were used with principals in the school year 2019-20. They were shared with the intention of challenging the thinking of our school leaders. Half of the leadership team (approximately 10 people in each group) read each of the texts and participated in a book club that lasted for the first half of the school year. In our discussions about the texts we found ourselves both agreeing with and disagreeing with parts of what the authors had to say, and although the discussions were often challenging, all involved were always respectful of and open to differing opinions. These texts and discussions provided background, which we used in our planning and leading of future steps taken as a school system.
Are students being asked to write racial autobiographies?
No. The principals were encouraged to write their racial autobiographies in the summer of 2019 as a way of entering into this conversation and this work. Their writings were private and intended to spark self-reflection. No teachers or students were asked to engage in this activity.