Equity & Culturally Responsive Leadership
Equity & Culturally Responsive Leadership
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Listen * Respect * value * heal
Maslow's Heirarchy.pdfC1. Ensure that each student is treated fairly, respectfully, and with an understanding of each student's culture and context.
C1. Ensure that each student is treated fairly, respectfully, and with an understanding of each student's culture and context.
Implemented during the 2025-2026 school year, each Success program displays consistent visuals in every classroom. One of these is Maslow's Hierarchy of Needs. The purpose of this reminder is to ensure each students' needs are met consistently, respectfully, and considering individual circumstances.
Jones SMEC SEL Curriculum.docxC6. Promote the preparation of students to live productively in and contribute to a diverse and global society.
C6. Promote the preparation of students to live productively in and contribute to a diverse and global society.
After 12 years as a special education teacher, addressing student learning in the areas of social/behavior skills is not unfamiliar. Recently, society has evolved to prioritize the acquisition of social/ emotional learning skills to all students. Minnesota state SEL learning standards provide a framework and scaffolding of skills which mirrors academic skills and allows for the development of tiered curriculum. One of my priorities for the 2025-2026 school year was to compile and pilot Tier 3 SEL curriculum for K-3, 4-5, 6-8, and 9-12. Initially based on SCRED's Be Good People SEL curriculum, I have written lesson plans and student activities for daily instruction in whole Tier 3 group settings.
Jones (2) Proposed Topic for Dept. Lead 12_19_25.pdfC8. Ensure policies/practices are in place that address student and staff mental and physical health and trauma.
C8. Ensure policies/practices are in place that address student and staff mental and physical health and trauma.
Over the past four years, SMEC has provided me the opportunity to attend the MN School Behavioral Health Conference. Of the many sessions I have participated in, one of the most valuable was regarding compassion fatigue in our profession. This has since become an area of priority for me as a Department Lead, understanding that the staff wellbeing directly correlates to student wellbeing. During the December Lead's meeting, I proposed a staff book-study on this issue to address and heal the second-hand trauma staff can incur when caring for students with trauma.
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