EQUITY Continued from page 1
Defined by Randall Lindsey , Kikanza Nuri Robins and Raymond Terrell in the book “ Cultural Proficiency : A Manual for School Leaders ,” “ cultural proficiency is a way of being that enables both individuals and organizations to respond effectively to people who differ from them . Cultural competence is behavior that is aligned with standards that move an organization … toward culturally proficient actions .” The book is used in Equity Institute curriculum . Visit www . acsa . org / equity for more tools and resources .
According to the ACSA “ Equity and Access Survey Report ,” available at www . acsa . org / equity , ACSA members have defined the state ’ s current equity work through such ideas as :
• Ensuring all students receive a rigorous
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and relevant learning experience that is culturally relevant ; providing pathways to college and careers of personal interest and passion for each student .
• Personal , professional and institutional regard for all students that imbues an intrinsic sense of belonging , self-worth and selfconfidence , and that values self-expression , multiple intelligences and a deeply rooted understanding that in each word and with every action , we have the power to create or to destroy academic and civic opportunity for our children . It starts with us .
• Being deliberate and purposeful in ensuring that all students have equal access , support and opportunities to participate in all educational programs by identifying and eliminating barriers .
ACSA Equity Institutes each feature a noted keynoter and include instruction , collaboration and reflective practices , facilitated by such equity partners as T . E . N . Teaching Excellence Network , Generation
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Ready , Partners in School Innovation , and the Center for Leadership , Equity and Research . Major themes include equity , culture and community responsiveness ; cultural proficiency ; disrupting patterns of inequity ; and social-emotional impact . In addition , themes are aligned with the California Professional Standards for Education Leaders Standard No . 5 on ethics and integrity .
“ Leaders set the tone for the success of a school and district ,” Anderson said . “ They need professional support to grow more than anyone else . We must take the time to increase our awareness of the complex aspects of equity leadership , which will result in our ability to close the achievement gap for our uniquely diverse group of students .”
Three Equity Institutes starting in December still have room for registrants . They are :
• Ventura USD , Dec . 1-2 ; Jan . 19-20 ;
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Feb . 9-10 ; and March 9-10 , from 9 a . m . - 3 p . m . daily ; 255 W . Stanley Ave ., Suite 100 , Ed Service Center , Christa McAuliffe Room , Ventura .
• Anaheim Elementary SD , Dec . 8-9 ; Jan 19-20 ; Feb . 9 ( Equity Walk / site visit ); Feb . 10 ; March 16-17 , from 9 a . m . -3 p . m . daily ; TIS Office , 313 Melrose Street , Rooms A / B , Anaheim .
• Riverside COE , Revised Dates , Dec . 16 ; Jan 20 ; Feb . 2-3 ; March 2 ( site visit ); March 3 ; April 13-14 , from 9 a . m . -3 p . m . daily ; Conference Center , 3939 13th St ., Riverside .
ACSA suggests districts send teams of leaders to the institutes , comprising site leaders , district administrators , those responsible for LCAP implementation , parent leaders and school board members .
Find more information and register at www . acsa . org / trainings .
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GRIFFITH Continued from page 1
the opportunity and resources for an excellent and equitable public education . She comes to her drive naturally , having been the first in her family to graduate from college and experience the power of education and the doors it can open .
“ I didn ’ t fit the traditional college-going path ,” she said . “ I had to work two jobs to get myself through college . I vowed that I would work on behalf of equity for all children – no matter their background – to have access to a quality public education .”
In her current position as the executive director for California State PTA , Griffith has the privilege of advancing the mission
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of supporting all children and families , and welcoming the next generation of parents . “ I am inspired that we are working to create environments that are inclusive and welcoming , so that families are empowered to be their child ’ s first teacher , and so they can also learn to navigate a sometimes complex public education system ,” she said .
In addition , she continues to be inspired by colleagues in the public policy world with whom she has worked for so many years . “ We all truly want the best public education system in the country ; in the world ,” she said . “ This inspires me every day .”
Griffith said she is very proud to have worked at all levels of public education , from preschool to K-12 to higher education .
“ I ’ m also proud of my work in the Legislature in the early 1990s , drafting and
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staffing the creation of the Community Day School program for youth expelled for weapon violations , who would otherwise be turned to the streets for a year ,” she said .
The years she worked for Eastin and serving as executive director of the California Curriculum Commission were another source of pride . “ Shepherding the first K-12 , standards-based instructional materials in the state ’ s history was an incredible time and groundbreaking for us all ,” she said .
But first and foremost , she is proud of the fact that all three of her children have attended and graduated from California public institutions of higher education . “ This means the most to me because I grew up living in a family with no high school graduates , let alone college graduates ,” she said .
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Griffith also works with emancipating foster youth who aspire to attend college and career training . She has worked with more than 300 foster youth who have gone on to college and career training programs .
Griffith said ACSA has been and always will be like a family to her .
“ I have never had more support in my career than the time I spent as a legislative advocate and then governmental relations director for ACSA ,” she said . “ It was the best 13 years of my career . I loved serving school administrators , so they could do their jobs with greater insight and knowledge regarding the public policy issues impacting them . I loved assisting and supporting school administrators to become advocates , to lobby state and federal officials , to take brave positions on the issues of the day .”
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RUFERT Continued from page 1
The 2017 Marcus Foster recipient , Terri Rufert , superintendent of Sundale Union ESD , is a person who exhibits all these traits and more . Rufert has been with Sundale since 2005 , and in her current position since 2007 . She said when she first entered the profession as a teacher , her principal told her that she should consider ultimately becoming an administrator to have an effect on more students .
“ That brewed in my head , but I absolutely loved teaching ,” Rufert said . “ About four years into my career , two more administrators for the district office , as well as my first principal , kept on me telling me I could really make even more of an impact for kids . Also , I really thought and prayed about it , as well as talked with my family and knew it was the right decision . I have always been about service to others , so it seemed a natural progression .”
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Like so many school leaders , Rufert draws inspiration from seeing the accomplishments of students and staff .
“ I love to see students , staff and fellow administrators surpass their goals and accomplish more than they even thought possible ,” she said . “ Being able to be an encourager , a supporter , and to walk the journey with them is absolutely priceless .”
Their accomplishments can be chalked up in part to the environment Rufert strives to create in the district .
“ We have developed a community that believes that the impossible is possible through dreaming , goal setting , a do-able plan , hard work , commitment and teamwork ,” Rufert said . “ My accomplishment is hiring the right people that are up for the task , then coaching and mentoring them through the process .”
Rufert works hard to allow others to achieve their goals .
“ I want to ensure that every child has a true shot at realizing their potential and dreams , which means fighting for them
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in the areas of the quality of teachers and administrators , opportunities available , funding , policies , regulations , laws , curriculum / assessments , programs , etc . at the local , state and federal level ,” she said . “ I want to be present for my staff and those children in my district . I also am very ambitious about encouraging other administrators to stand up for what is right for our students and staff . In other words , I want to open doors for our students .”
Rufert has fully realized that as much as she puts into her ACSA membership , she will get back . She has served at all levels of leadership in her region and charter , as well as on the ACSA state Board of Directors , plus her current position as state vice president for legislative action . She appreciates the learning and connections ACSA membership has afforded her .
“ The professional development and training that I have received has been topnotch , but the real way that ACSA has helped me grow the most is in the area of networking ,” Rufert said . “ Being able to talk
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to other administrators in and out of my job-alike from different areas and school / district types has really opened my eyes and broadened my scope and goals of what I would like to accomplish and with whom . The network of people I can contact as a resource or to just help me develop an idea is amazing .”
In keeping with ACSA ’ s Leadership Summit theme of Leading Beyond Limits , Rufert said that her father has been a career inspiration in moving beyond her own limits .
“ My Dad has accomplished more in his lifetime than anyone probably thought he would ,” she said . “ At the age of 74 , he continues to pave the way and make things happen that no one thought could happen – with integrity .”
Recipients of the Marcus Foster Memorial Award receive a $ 5,000 grant to bestow on the designated high school senior or seniors of the award recipient ’ s choosing .
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