In the Middle School, the ABCs of inclusion (Affirm Identity, Build Community, and Cultivate Leadership Skills) are an important part of our approach to Diversity, Equity, and Inclusion. This simple mnemonic device from Beverly Tatum, Ph.D., provides an outline for critical dimensions of effective learning environments.
This effort begins with Tiffany Smith, the Director of Middle School, and is grounded in The BVR Student. During her tenure as director—and with assistance from Associate Director of the Middle School Ann Bevan Hollos—Tiffany has instituted norms in the Middle School community and effective strategies for engaging students and families. This includes establishing the routine of asking a student to share what a particular “BVR Student” skill or habit means to them in our weekly Middle School Meetings. For the Middle School faculty and staff, she has facilitated conversations that ask them to contemplate their relationships with students, examine their instructional practices, and engage in self-reflection.
Others in the MS assume essential roles when it comes to DEI—with the entire community expected to fully engage in the work.
In the Middle School classroom:
- The Associate Director of Support Services Terri Flannery helps faculty develop equitable learning communities in their classroom with the focus on a student-centered approach. This encourages teachers to get to know each student and create a sense of community where each individual feels valued. Once trust is established, students become open to receiving critical feedback from teachers and classmates and take academic risks.
- MS faculty design lessons that encourage empathy, challenge students to go beyond their comfort zone, and allow students to engage in thought-provoking conversations about identity and social justice. Examples include:
- Jon Greenberg’s “Melissa the Movie Project” (6th Grade Humanities)
- Melissa Bell’s “Ramp Investigation” (7th Grade Math)
- Sara O’Toole’s “Everyday Unit” (8th Grade Theater Arts)
- Amy Winston’s “Here’s the Thing” (7th Grade Visual Arts)
- Kathleen Kosberg’s “In the Heights Keepsake Box” Activity (8th Grade English)
In MS advisory, class meetings, advisory spaces:
- Students explore different aspects of their identity and ways to demonstrate kindness to others. Tammy Graham, the MS Counselor, oversees the Advisory Circle program. Advisory Circle is a dilemma/scenario-based conversation in advisory groups. These dilemmas ask students and advisors to explore real situations and grapple with possible solutions. For example, students explored excluding others and spreading rumors.
- Faculty and staff facilitate our affinity spaces: Students of Color Community Meeting, and Sexual and Gender Alliance (SAGA).
In MS student life programs & afternoon activities:
- Amber Kuntz, Director of MS Student Life and Athletic Programs, works with coaches and staff to create an environment where students develop skills, learn to collaborate, and have fun. There is a focus on the importance of students understanding what it means to work as a cohesive unit to achieve a common goal. All essential components in building strong relationships among students with different backgrounds are identified and fostered throughout programming. This philosophy is applied to all our afternoon activities program.
In ‘College Students’ Sense of Belonging,’ Teffell L. Strayhorn identifies two key elements of engagement: what institutions do and what students do. This encapsulates my role at Beaver: helping all Middle School students especially those from underrepresented populations become involved in the community and assisting adults as we create environments that foster a sense of belonging among all students. – Joe Christy, MS Director of Engagement and Inclusion
As a Middle School community:
- Joe Christy, MS Director of Engagement and Inclusion, works with students, faculty, and families to implement research-based practices that foster a sense of belonging. Examples include a Get To Know You activity in September for students and Lesson Planning and Autonomy tools for faculty. He also organizes and participates in affinity gatherings for students, faculty, and parents and guardians and has stressed the importance of utilizing data as we endeavor to improve in our areas of growth.
- Liz Latour, the Director of the Hiatt Center, encourages faculty and students to practice perspective getting as they learn about and explore issues that affect communities. This approach emphasizes asking questions and empathetic listening rather than studying from afar and making assumptions. Each January, she and Michelle Wildes, the Associate Director of the Hiatt Center, work with faculty, staff, and administrators to organize an in-depth, full-day social justice retreat for MS students. During this event, students learn about becoming an advocate for justice by developing powerful skills and tools to address microaggressions and discrimination. Workshops have been led by US students, adults in the greater Boston area, and faculty and staff.
- Throughout the year, MS faculty participate in several MS BVR 101 virtual workshops with noted experts in social psychology, developmental psychology, and neuroscience.
- In order to gauge where we are as a community, we regularly collect data from students, faculty, and families. This year, we will administer surveys in-house, which will allow students to play an active role in distributing the surveys, analyzing the results, and offering possible ways for us to grow. At least three middle school teachers—Vanessa Savas, Geeta Jain, and Elaine Hamilton—will use the classroom survey to receive feedback from students in three areas. In addition, in the winter, we will administer the all-school climate survey to all our students.
We are deeply committed to creating a diverse and inclusive community.
In this Distributed Leadership Model, our Director of Engagement & Inclusion help support the ongoing work of the BVR Middle School community.