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Kling M.A. '96 and Kling Heads program 2015. Greetings from Seattle.
Hi, Erika! :)
Were you already collecting about race in your donor and alumni databases, or did you need to collect that data to get started? My organization does not collect data on the race of our donors, and there is strong reluctance to ask/collect this data that I am trying to overcome.
From the teacher perspective, I’m curious about he degree to which this work has inspired curricular review, and how that has been guided with faculty.
Thank you - that is so helpful!
I am curious about tightly held traditions and rituals and whether and how McDonogh has begun to attend to those that should no longer be practiced.
This is SO inspiring to hear. Thank you so much. I am curious about how much is your office ("outgoing families") influencing the admissions office ("incoming families") ? It would seem like McDonogh would want to close the storytelling/narrative gap of what McDonogh is all about.
I’m wondering if you could speak to the make up of the three working groups you mentioned (Truth & Reconciliation, etc.). Who sits on these working groups from the McDonogh community? I appreciate how specific and forward-thinking they are and I’m curious about which voices are at those tables (board members, faculty, alumni, etc.) given that they’re under the larger board of trustees governing body.
@Carla, what a great question; I’m so glad to have heard Erika’s narrative of this situation at McDonogh. Thank you both.
I apologize but have to leave for a 2 PM mtg. Thank you very much. Great and important information.
Thank you very much for sharing that specific McDonogh example.
Brian Kaufman (he/him)
This was really informative and inspiring, thank you! I’m sorry that I have to leave early.
Thank you! That’s so interesting!
Room 2: Here are our notes
Questions Group 1 DevelopsWith a board that’s not thinking or resistant, what’s the most compelling argument that creates a call to action? (Racial Literacy - school working on it, but board isn’t: so what to do with how they’re out of sync)Going through a learning agenda - what constitutes that learning agenda for the board, and how do you get them to sign onto that work (vs. “this isn’t why I’m here”). How does the board understand itself in terms of racial literacy especially around DEIJB?Going through a shared defining, what is the role of goodness, bad actors, what are those strategies to kindly and firmly reinstate the purpose of this work? And around who the school is serving or not servine?Approaching this from philanthropy/giving is new to some, so what else is it that we’ve missed? Have we also missed some kind of place-based approach?Are independent schools really designed to take on a learning agenda?How do you work with “we’re diverse, we don’t need to do this kind of work”?What are th
(In the copy our last question got cut off):
What are the assumptions not allowing you to move forward?
Group 2 document may need an adjustments to viewing rights - I had to request permission
Sorry about that!
Thank you for taking notes, Erin!
Thank you very much, Erika!
Thank you so much, Erika!!!
Thank you so much!!
Thank you so much! Very inspiring and informative session!