001all right well it is six o'clock so different set up I'm gonna the workshop worksh call the Gladstone meeting meeting for order I don't know if there's certain words I have to use all right um welcome everybody good to see you night so uh we're going to go ahead and uh number one on our agenda is to call the work session to order which we just did number two is superintendent goals we're going to move that to a little bit later and we're going to skip ahead to the land acknowledgement for meetings so um mind Tammy want to come and join us please join us don't need to sit in the dark corner our okay thank you all right so you there's a document that was shared with you um it's a tab is there
002a land acknowledgement so Anessa Hartman helped to develop this with Clackamus County and so I reached out to the the mayor because I know that they've added um a land acknowledgement to city council and he shared two different ones with me one that he read at one meeting one he read I'd like to be consistent um in doing that so I just kind of wanted to open this up for discussion thoughts about um the land acknowledgement um I think it's it's an important thing to add to our the beginning of our meeting I wanted to get your feedback on that and then then secondly um just whatever thoughts you might have for what to include in that um I just think it's something we need to develop and and then read at at our meetings
003and so any comments or thought people stay recognized as that title now in schools or is it still so sorry indigenous people stay people stay um I am really in supportive of doing the land acknowledgement was something that you know we talked about before I had it on our list of things I wanted to consider doing I talked to I might have talked to Nessa too um but uh and I remember vaguely so forgive me um um when whether we go through a process and just say we'll adopt the city because they've already gone through a process of written writing one that's uh relates to our area or I know that there's places that there's actually a land acknowledgement process you go through to identify what land you're on um involving people as part of
004like involving any of our our families that um through that process so I don't know are you thinking the thought that we'd go through a process and write our own or I heard you say something about being consistent but I also heard you say develop one so I think we what I was going to do is reach out to aess I have not done that yet to see if there's one that was like a draft that was written for Clackamus County or so something that's consistent throughout the county since we share the same land so that was that was my thought so support that develop I guess just meaning research a little more before we come up with that and you said Anessa wrote this document she helped write this from what I understand um
005she worked with I think it was a committee of people I think it says at the end and there is a at the at the the last page there's a clamus county equity and inclusion office so I thought I would also reach out to them and see if there's exist anymore it's a really good question I believe disbanded I believe on page 15 of this document has the current draft well my curent I believe the the one that clamus is now using unless I'm mistaken do you know anything about it g no well I I I think it's very possible that they might have disbanded um okay I I'm fully in support as long as we're very intentional about the process for how we if there is if we are developing something that process should
006be extremely intentional in my opinion um and if we're not then just making sure we pull the right partners and entities together to right figure out what that looks like but yeah I'm fully support may I ask what other school boards are doing is this a trend with every school district so I know North clamus I believe North clamus is doing this um I don't I'm not sure of other do you know Bob um I don't know yeah I know that in some communities it has been a the Bice issue um so that's that's all I can tell you is I know that one of our neighboring districts um kind of went upside down when they made the presentation okay yeah I think it's important that we're in agreement and so you know if we're
007if we're not all in agreement and we have some hesitation I think we need to discuss that some more but yeah it would be interesting to hear from ANA if she knows what's being done at like either a county and Statewide level a good question what are doing one board meetings I watch David Douglas they do a land acknowledgement have for the last several years course black does they have a land acknowledgement is there specific guidance on language and crafting or is this like all districts normally develop their own separately like I don't know if there's like a framework that osba has provided in the past or is this something that we would be doing kind of from the ground up well I mean I think Beyond you know kind of taking inspiration from the
008stock un my thought is just to see what's already out there right locally around us that share the same land so and then if I mean and then find out how they adopted theirs if they created it did they use an agency to help them to create it how they yeah how they came up with it I was hoping that that the city council had one that we could just just cohesively share but that's apparently not the case yet so it is the same land process for developing consistent land with the with the city with the city and yeah because I don't know if it matters I don't know enough about land acknowledgements like this one's specific to Clackamus County but Clackamus County is huge yes so it makes more sense to do one specific
009to Gladstone yeah and that's why I wanted to reach out to Anessa because she lives here yeah or at least did live here I'm not sure if she still does but um so I know that she knows more about this the land here than than I do maybe sometimes going vague and not going so deep into it you're still recognizing the cause but not going into theid of facts go away you know organ Association help us on working with other I would I I would caution against making this too perfunctory of a process because I do think like if the whole point of a land acknowledgement is sort of like a tacid acknowledgement of the land we all live and work on um you know but like again doing a streamline process that feels effective
010and being very lucid about you know um the intent and the result of what we want it to feel so it feels Earnest and not just like we're checking off a box and it's just a thing meeting you said that there are two examples of the city he sent me a look at him really quick like this is how short that it's been posted on one of our school's website but this is how I think that David Douglas is so the one in clus Count's docum is huge oh typically not like that the one that this that is from the um the mayor is is pretty short so one of them says we res I'll just read them there's two of them we respectfully acknowledge that the city of Gladstone Oregon is situated on the
011traditional lands of Clackamus shinuk calap caluya I need to learn how to say that correctly tribes we honor and recognize the rich history culture and contributions of these indigenous peoples who have stewarded this land for thousands of years we express our gratitude for the opportunity to live work and gather on these ancestrial lands and we commit to learning from the wisdom and resilience of the indigenous communities that continue to shape the region as we move forward let us strive to build relationships based on mutual respect understanding and collaboration with the IND indigenous peoples of this land may we work together to protect and preserve the natural beauty and resources of this area ensuring a sustainable and Har harmonious future for all who call Gladstone home that was read uh October 10th and there was one
012more that was read in May and that one uh we gratefully acknowledge let me see okay we gratefully acknowledge the CL and kalapuya native peoples on Whose ancestral homelands We Gather we honor them as a vibrant foundational and integral part of our community commun we recognize their accomplishments as the native stewards of these lands as well as the diverse and vibrant native communities who make their home here today we thank those who have connections to this land and serve as stewards working to ensure our ecosystem stays balanced and healthy without a full representation of everyone's experience we will never be able to design and develop a better future that was read in May so I can forward these to you so you have them to look over and uh as well as I can reach
013out to the mayor and see if they're willing to um to maybe work together to to get a work we're kind of in coordination for coming up with ones and also where did these come from yeah so I was I was curious I don't know do does anybody know if we have in at least in this General vicinity um any organizations that are specifically focused on on working with indigenous populations and run by indigen I several up at Nia or my go-to that comes to mind is Anessa that knows a lot of this um and so that she was going to be my go-to person so that's what I thought yeah so what I what we'd like to do is um in pring I can look into this if anybody else is interested we can
014look into connecting with some other people Gathering some more data uh some more information and then maybe at our next meeting we would like to come up with a draft that we could read over and get some feedback on yeah sound okay right great we we saw of staff at the the lecture that was at h of the high school and they definitely offered the help support the school board and with didn't I want so I know you have a personal connection with her but I believe her I have this card I can I can for it to you I know his his first name is Daniel last name is escaping me at the moment but that's her Cho staff was with her too you remember his last name I have his card in yeah
015so that I mean I resources that week and we we want it done right we want we don't want to do a a mediocre job we want to make sure it's very intentional is there a way of making sure that like and again I this may be going a little bit further down the road but I mean like is there a way of providing an opportunity to sort of like provide student input so that way like this isn't just a thing that's like sort of from the you know the school board down that is like with city council but isn't like sort of um inviting you know student participation in some f like again whether it's just like they're looking over drafts and like sort of talking about it so that way like again this
016this should feel like vertically from the full community in some way certainly do that okay any F the discussion on the land acknowledgement or we move on uh the next the next agenda item number four hiring practices think we have some information for us so they have the this they do yeah so I'm gonna share a few slides um that are really just they're informational U their data and then Tammy's going to talk about the hiring pract hiring practices and and the approach we've settled on over the last few years last year you you heard from us report about the growing diversity in our staff over time and a critical question that was asked flat at that time last year was uh I wonder if that is consistent across all employee groups or if that
017is significantly more um weighted toward classified employees that that increase because there was a demonstrated increase so on the second slide you'll see that that thesis was correct um here three sets of data for five years so the student population that the um diversity in terms of ethnicity and race of our students increased slightly over those over those five years from 27% to 29% uh amongst licensed staff so it's licensed teachers and administrators not uh The Only Exception being counselors um it went from four to five to six and back down to 5% however classified employees over that same period of time 7.9% uh up to 13.8% most recently so that was that observation uh was correct that supposition was correct we have not moved U the amount of uh ethnic or racial diversity amongst
018teaching staff or administrative staff uh lumped together over those five years U and certainly the Gap has grown a little bit between uh our students and the representation by staff has it also been um have you been filling or hiring for a greater number of roles and classified staff than licensed eventually um that's possible U this year we hire you saw at the we hire very few people but the opposite was true last year we had probably our biggest group of new teachers so I I couldn't say that with act I'm sorry it's very possible that you've already said this or that it's in in these slides but um this data on this slide is this representing hes or is it representing is there anything representing like the retention of folks what is it this
019is just this is simply representing uh no it's not it's not hires and it is not about retention it's strictly the percentage of our staff who uh identify as ethnically racially are currently snapshot are currently inlo I got those five snapshots and when it says all it's all or all is all includes classified so good question so so we need to subtract the you can't quite do that because of the numbers but you can you can you can project that the the percentage of classified employees who are ethnically originally neers is higher yet than the number represented in all because um the teachers are included in that as well and that's because I had to combine two data sources uh for this the first two numbers come straight from the Oregon state report card the
020the report card that's being released that gets released annually has the has the consistent data between students and licensed employees um the all came from a different report the report that you saw last year and that all is just staff nothing about students correct correct correct yeah and it's 222 right yeah I just want to make that there 22 23 not not this year so any re hires for this year are not reflected so so at 13.8 does that is it fair to say that is the most diverse the all-inclusive staff population has been yes the third slide well really third and fourth shows the uh the Gap in GL still um between the gaping CLS that's Illustrated here relative to um something kind of roughly similar it comes out of the Oregon educator Equity
021report and that report talks about ethnically diverse students and program completers students coming out of graduate school or undergraduate school with their teaching CR right so these are that's the gap between students in Oregon and the group of people coming out of schools of education is 19% the most recent data which is 2021 data uh that was found in the 2022 Oregon educ educ Equity report so I just want to give a little bit of a sense of Relativity it's a kind of a clunky relativity but I wanted to just illustrate that the cloudstone Gap is uh similar to a little bit bigger than the Gap with the rest of the state sry program completers means graduating from high school or teachers who graduated these are these are people graduating schools of Education yeah I
022anwers the question are there people out there to hire right right talks about we have multiple layers we have clearly we are not as diverse as we could be um and it also talks about the pipeline yeah the the diversity of the pipeline so I just want to highlight that report I think it's really fascinating reading I had not read it until I knew this meeting was coming up hang on just just to clarify because I'm terrible in but um The Gap as a percentage represents what so 19% means the Gap in Oregon the Oregon Gap represents the difference between the percentage of students in Oregon who are ethnically or racially diverse and the percentage of uh program completers those entering the teaching profession in Oregon got so there's 19 in the state of Oregon
023there's 19% less viable candidates in educator positions against what the diversity of the student population is I don't think so it's the percentage of uh percentage of students who are ethnically or racially diverse total uh less the the number of the percentage of of new incoming teachers 39% of students in college students in Oregon who are racially and ethnically diverse but only 10% of diverse students are graduating out of Ed programs so the Gap is 19 gotta gotcha so I thought it I then included on Slide Five a graphic from that report that I found fascinating um and this shows those uh racial and ethnic diversity break compon by by uh by group right so the green represents staff in the state of Oregon and again staff are teachers and administrators not counselors and the
024uh the blue are are students in Oregon so so in Oregon this this uh disparity exists so the diversity issue coming at I'm looking at 2021 it looks like it's getting progressively worse because of the way the force is shaping as time moves on I think there have been some recent gains made generally generally Statewide there's our represented hearing gladon okay um then I pulled a few um quotes from this I really would recommend anyone who wants to study this problem more deeply this this report is very rich it's written by the EAC educator advancement Council and I believe this report is is due to come out annually um so the three three blurbs I pulled out of here um are the main finding of the report is that since the 2010 2011 school year
025the gap between teacher and student Unity is essentially so the statement made you know the question about have we moved the needle and the answer in the state of Oregon and gla Stone in 2021 this is this one's disheartening 2021 was a difficult year for educators and this this scores that uh in 2021 61% of first year teachers did not return to their position the following year black African-American and native Hawaiian Pacific Islander have the highest levels of attrition while white and Asian Educators have the lowest and then finally initially hiring more Educators or teachers of color may seem like the straightforward solution to addressing racial disparities it goes on to say simply resolving to hire more diverse candidates will not address systemic problem so it is not enough alone to do the hiring but
026the question about retention y gets underscored there and and making the workplace comfortable and positive and I'm just going to add this is like Tammy's own perception about just kind of we talk about grow your own and in Miss count we have a HR Group we meet with and um that whole pipeline from being a classified person right to get to a teacher program um you know it's difficult and universities are trying to work towards it um ESD has tried off and on to kind of help with that but it's a financial barrier um for a lot of people um it's a how-to um for a lot of people and um as a classified employee in general they have to leave their job then to go do their student teaching right so you're working in
027an education Arena to try to become a teacher and then you have to leave your job to go do your student teaching um so there's there's in that pipeline to get people who are already in education those are generally the ones that you're you know want to try to bring up through the Rings but there are some varant David doules does have yeah and we we have some people we have directed we have we have classified employees right now in the program will them to do their aort if they're into consideration like the cost of living or not only like leaving your job job to go to school but if the salaries are being paid by the various school districts are a point of retention how that plays into this report does notes not touch
028on the fin well and I think we also need to look at when we say grow your own think of our students that are that are wanting to become Educators and when they graduate we want to continue a connection with them as well so that I mean who better to be back at our teachers in our school than our former students so I I think we have some work to do there too does it compare to nationally in any way I mean I didn't get any national dat this I'm just think there's been a heavy attrition rate across the country for the profession right into 2021 to 2022 your transition for us that number in Gladstone uh we had 20 about 22% attrition that year so our our relativity to that 61 was 22 which
029is good even though it didn't feel very good um and certainly the five you know the five new staff we have this year was was felt good because that that it's an indicator of healthy levels of attrition um so that is the report that uh the data that I've gathered for you um I think it was a smart question down and sadly the answer is what we thought it was um I I'm going to divert just for two quick slides to just share with you because we have the opportunity in a work session to talk about all things uh diversity equity and inclusion a little bit about uh what is going on in the district right now one of the heavy areas of focus is uh bias response so uh your policy ACB and the
030uh AR behind it ACB AR uh spell out that we need to have a process for uh for dealing with protocol for dealing with incidents of bias of all nature of which racial is one and um just an update on that we've had staff training now last spring and then again this uh this fall for all staff uh we added in uh handbook changes both to student and staff handbooks so that essentially what you're doing in that case is you're giving notice you're letting everyone know this is a change in practice but we want to make sure that you're aware and then beyond that what we need to do is is do that do that same thing for students so formally we've been doing that thing that same thing for students by the way of
031Elementary level counselor lessons which are developmentally different than what's happening at secondary level and that secondary uh um some staff at at craford would just preview today of what the um training for the um awareness lesson for students will be um and part of that is giving students an easy way to report right so what we've done is we have put a reporting tool on every Chromebook and that's that's at the secondary school so the students have the cap capacity but something they use every day normally it's not weird to take out your Chromebook anymore uh they have a way to do that um reporting privately um and we do have you know there's been some question about at what point will we get some detail on how many bias incidents are we seeing and
032what what types I it's still very preliminary I'll tell you we've have process 17 this school year um pretty early to be making any patterns or predictions I will tell you that the the plurality of them like 40% of them involve slurs of some kind and the most most frequently used slur is the n word and and the reporting is from the app that is student reporting of the 17 to date no to date it's been reported to administrators we expect that number to spike a bit when we push out the reporting capacity that all level yeah it's all gr level actually heaviest of the but thank you it's it's if if you imagine um kids are repeating that age they're repeating things um and there's a the more social pressure perhaps not to at
033secondary schools so when when that data grows a place where we can give you more you I I just want you to know that I have a spreadsheet that includes every incident as it comes through what kind of incident what was the resolution what was the repair if there if one was available and what sort of bias what was the bias based on and and sometimes it's multiple are there um supports given to teachers to the like in terms of lessons for the elementary around how to have these kind of conversations with especially I know personal experience fif graders I would guess you have more at at the fifth grade level the elementary um but because I I know that like part of the prevent obviously repair is a response but teaching right definitely needs
034to be a response because they are repeating they don't understand what they're doing they may or may not understand um what they're saying and the impact it has so that's one thing our staff have asked for so the the the Cadence of our Equity leaders um process we have now we have new Equity leaders positions so all buildings are represented in that and it's very similar to the group that you all met with um in in size um but the compensation has changed and the the Cadence has changed so that we able to uh the first time we met was really to set the year second um time was to dial in our our bias response on what those trainings for students would look like and for staff the third that we just had was
035well staff have asked for opportunities to practice interrupting they just want literally fish pole and practice what are interruptable conversations and so that's that's the next iteration it always folds out by a month right and um finally the uh some of the other Equity leader group priorities for the year um include uh the board's uh consideration of U possible amendments to the equity stance um you have you have that information from that group um staff interrupting bias opportunities and then we have the we have all staff training darl Dixon and that's going to be on I think the dates are not on my slide but they are on January 2nd and day three those are all day opportunities that we would love invite anybody who's anybody of members of the board who would like to
036participate in that it will be extremely similar to what you did if you've already been through that train okay yeah yeah I would encourage any of the newer members to participate in that it's not only enlightening but it's also like the process of going through that with theater we'd love to have had him um two days in a row it's just that's not what our school calendar offers in terms of inservice days but those are using those two inservice days so that's just a little bit of a regrounding in the context of is happening right now any like data or tracking on a bias oper that has been interrupted and and that like starting to work and reducing the number of IAS or is that I think I think the data is too immature to
037know that all of these things by by nature of their having been reported and and processed is that they have been officially interrupted okay whether how smoothly but uh just by the fact that that we have a process down in a protocol doesn't allow for a detour of saying well we didn't know we're actually likely to see an increase of reports which is good thing I think we know what happening it just wasn't being Tred yeah or addressed always like I If staff were trained on reporting it and students didn't know to report it or have a way to report it then it was just going un said and we're feeling like it wasn't being addressed but I'm expecting actually to see an increase in reporting and eventually then a decrease but I'd kind of
038like to see the increase first yeah means that there're getting reping yeah happening it's what we've been told to expect yeah well awareness generally you hope would show the uptick soings I didn't mean to diverge too far from the topic which was our hiring practices and and just our data around representation amongst our staff so Tammy's going to talk about the specifics of the Hing okay just briefly and I'm sorry I did not give these um to you guys ahead of time but it's nice evening reading material you can free ticket bags it um this is just going to outline our current hiring um procedures in practice um doesn't go into great detail about um you know other things um that we uh can look at um and trying to bring more diverse Educators into
039the arena um but the first page um is just a hiring procedures checklist it's an internal document that um administrators managers and supervisors use so that we can have consistency uh when we are going through a hiring process that everybody knows um what's expected um how to walk through it how the interviews should look the materials um that need to be collected and brought back to HR or ultimately a recommendation for High um and that gets updated in and as needed and it sits in the cabinet um on the computer so that administrators can access it in anytime they need to um something we've added in the last couple years is the bias awareness guide um it's a document when we do get a committee together to um do a hiring process um we have
040everybody read through it um ask if people need clarification or question um and we do so we're doing it like right before we're going into interviews so it's kind of right fresh mind um and then we have them also sign a confidentiality and bias awareness um document just saying that yes they have read it they had the ability to um ask questions if they needed to um and also like I said for the confidentiality so um like I said you'll probably want to read through these a little bit better and if there's um suggestions or comments I welcome you to email Jeremiah and I but that's just the basic hiring process that we go through for higher outside of that the things that we're exploring um is just kind of that whole pipeline right it
041can there's a variety of ways to go about trying to attract um diversity into your District um from things on your website to your mission statement to your job descriptions um like jeie was talking about like retention what kind of support and retention um you know source do you have once somebody is I think those are the processes we probably need to look more deeply at um but I see it as I would hope not to do like one-offs but to really you know have a comprehensive um you know Direction and look into and process that we can kind of go start finish on um are there resources given to hiring managers around like using specific questions and or like rubrics and scoring guides kind of thing to help so we do have a scoring
042guide um yeah that that they can use um questions I mean J handles a lot of the licensed um hiring I work more on the classif um but the questions are vetted um and you know R through us but I don't as far as we don't usually direct what kind of questions they're going to ask but um we have started including in all of those especially for our license hes um you knowers just to kind of say where people are at and the ad are out in their own Journeys yeah one thing I would add today so one thing that has been attracted I'm told by by by newer hires U whether they represent diversity or not uh is that they they have read the board Equity stance uh and they appreciate and appreciate that
043it's that it's featured on the website um so that has acted that that anecdotally has given some attraction a question that I've inserted into into so there's been a maturation of tell us about your Equity Journey like that's kind of always it's just like generally question one or a a an early question in the interview um is to actually have the equity stance available and say tell me about have you read our Equity stance and what are your reactions to so looking for a bit more of a sense of depth candidates yeah so you're talking about kind of like connecting the pipeline for recruiting is that more passive like you said things that they listed on their website are there really like Career Fairs or do you go to certain educator programs when they're graduate
044or is there any proactive they're um actively we go to the job fair every year um so we do go to the um to the Portland job fair um there's websites like we advertise all of our sites um all of our jobs on the wallet um and so we do reach out you know to agencies through kosa um to try to reach I the two diversity job fairs that I know of since Co um are strictly on uh online only so they're virtual um and um so you know I I actually just printed off one uh the applier for one coming up in Spring just to kind of sit in on it a lot of it is um more National where people are looking you know state to state um so anyway virtual to me
045is just a little bit different it's a little bit harder DSD um like I said they've kind of been on again off again um in offering some support for um you know how to uh amp up our our hiring process um and providing somebody that can help districts and support them and look at what they're doing and things that they could do um that would help improve that outcome yeah I have a couple of questions and there in different directions I'm hoping I don't forget either one of them um is there are there any I assume that our district hosts student teachers practicum students throughout the year any given year um is there any strategy around or relationship building specifically around attra ing folks in through student teacher I mean that's one way that we
046have people on our campuses anyway who are basically testing out what it's like to work in our schools is there any work being done around um around the experience that those young new professionals are having in our schools that's one question I had the other question I had um was oh so we see these big gaps which is not not necessarily surprising although it's not great um has there been any uh work done to look into specifically in Gladstone schol why why the gaps are there have we why the gaps are there in the district um specifically in our district and um has there been like what has we have the data now we have some data which is great we need that do we have any any other have we done any other Research
047into why the gaps are the way they are whether that's with existing employees previous employees um any I'll take the second question first because it's easier to answer I have not and it's it's a good question it's a it's a reasonable thing to consider doing I'd have to think a little bit about so you're trying to you're trying to ask why something doesn't exist and so I would want I need to think about how to do that um maybe through exit interviews or through um polling of our of our staff who do represent diversity um racially thickly um in a sensitive way but we have not so I I would also be curious because I know being a hiring person when I look at get candidates in for a position I you know obviously we're
048not asking on a candidates application right you don't know who they are um so but I do I try to do as much SLE thing as I can to try to find candidates um myself but I have found personally they're not a lot applying there's not a lot of coming through the graad programs and there's not a lot applying to them so I'd be curious if you had in your system I know because they don't say it and I understand why because historical bias that but now we're actually trying to find people and I'm pouring through their Pro their applications trying to figure out are they a diverse applicant yeah I mean like you're you're rting up against what is again this is anecdotally and I'm saying this is like the only person of color
049right now on the board it's it's it's an existential conversation about the Pacific Northwest it's an existential conversation about this region um and this community where like it's hard to attract diverse candidates for any job position education just generally in Gladstone because you don't want to be the only person to color in a room and the candidates and the conversation about retention also touches upon the challenges where when you are the only person of color in the room it's difficult to feel supported when you run into things like bias incidents and like a community struggles with having that come from a space that is robust when this for like a lot of people kind of like a relatively new thing and like as an HR concern it isn't as simple as like hey let's let's
050bring in more iers and I think you know part of the point in the document about how like it is a prescriptive let's hire more diverse candidates and bring more in you know I think every HR person in every industry in this area which is was that simple but it really isn't yeah well that's why I was asking if we had any actual information about why our school district in particular which it probably is quite similar to other school districts in the area but still it is hard to just hiring more PE trying to hire more people isn't is not necessarily gonna fix that issue I like they said in the yeah I was C so where I was kind of going that is like talk to hiring managers of like are you interviewing diverse
051candidates like it are we getting applicants that are you know which then speaks to our region and our area and are they drawn to our districts um having things I think uh like having an equity stance or the work that we're doing around Equity does draw people in because they're like oh they're do the work right the more we do that that's just anecdotal perception right the more you see a school district doing the work and having the support y you're likely to say that's a that's a district I want to go to yeah I mean like it's it's hard not feeling like an again this speculation entirely but I mean it comes down to like if you want more diverse candidate polls there has to be some form of financial incentive or like a
052cultural incentive that wants to draw those candidates here and right now it's like you know those resources don't exist you know and I don't think that's like anything that's unique to CL means well and also some hopefully positive stuff like classif salaries getting more competitive with our surrounding and there's some things that are kind of addressing the I think more of like the nebulous why you know of it being expensive to we're not having attracted you [Music] know it will be it's you know as we go through different um bargaining Cycles I think you'll recognize that it it is and will be an arms race because every other District want I wanted to your your first question um Genie was about a student teacher experience and I wish I could say that it was more
053intentional than it is but we do make every effort to make the experience uh mutually beneficial um and the reality is we intake requests from colleges of edor or canvasing um and and we say if it's Elementary it's a little easier if it's secondary they need a biology experience and they need a physics experience and then we say do we have somebody with three plus years of experience who we want to pair them with and then does that person have the energy for the extra work so um that all makes it a little delicate and not real um not we don't we're not able to do a whole lot systemically with City Teachers I just want to comment a little bit on your second question because yes we do have diverse candidates and no we're
054not hiring them and that's my question about why and so are we applying an equity stance to to new hires are we looking at what's really best for our students and considering that and I see that missing and so that's that's a major fail in my book yes and I think that those are things you know that we can take suggestion and comment and look at our practices and see how we that I I like the I got the scam and scan the bias um awareness guide um I think that it is I do like the idea of incasing the equity stance in with this to say this is where we stand and as a board we want to set some goals around increasing the diversity of our staff and that helps while we always
055want to choose the best candidate we do have there are very good diverse candidates so we you know I think that helps our hiring committees as well say you know how do we prioritize and having a board stance around that does support I also I appreciate your question about the rubric you mentioned rubrics at some point and I think um I'm curious about what what barriers there are built into the application interview hiring I mean there are a lot of barriers built into the educa the higher education system Alone um and then just culturally in the Pacific Northwest a ton of barriers but in terms of what we can control in our school district the what barriers that might seem invisible to some of us in positions to to hiring managers to anybody in the
056district that that are are built into maybe built into the process of um what it takes to apply interview be hired and how we're measuring quality candidates I'm sure there are a lot of obviously with education there are certain credentials people have to have um and that that alone is it it is important and it's also a barrier for a lot of a lot of folks just on Purely Financial basis you have to obviously go into a higher education program go deeply deeply in debt to then get out and try to find a job that you know no educa no job in education pays as much as we would all love for them to be able to pay right so that being the case has there been I'm curious about the what are the criteria
057that we're using to determine the best candidate for hire and especially in a context where there are already some pretty significant barriers built into becoming a licensed educator in any school district what are the barriers that we can actually what are are their barriers F into the way that we're doing firing and retention and and and what are they and are there are they things that we can start to lessen a little bit um yeah no I've got it written down it's not something I can answer right now yeah obviously I think it's there's um I think some um some ways that we can look at that and some people that I can reach out to um that could have an outside lens um looking at our process and what we do and would be
058able to probably identify those better than I can um you know but yeah we can look at that for sure is there a way of talking about having this be sort of like an ongoing process where we have like a a recurring sort of audit about sort of the diversity stats and hiring practices cuz like I'm assuming Staffing through the district is like just an ongoing process but like is it just between school years is it a cyclical this is when clusters come in and is like is it worth it for us to just sort of like have that be sort of we get a report every year or like maybe twice a year so that way like again I think we all want diversity but how do you flip it in a way that
059feels effective without compromizing the hiring process of making you know an inclusive process feel um as a must have versus a nice to have if that makes sense you know like and again I think us tracking that as a going concern is helpful because like again as long as we're in the dialogue as a bsiness thing even though it is challenging with the the the candidate pool just us having it be a priority for the board on the agenda it just me that like it is a thing that we can present talk about with candidates be like hey we have challenges out here but this is a thing we're tracking you know and it's part of an ongo long-term campaign you want to address sure yeah I think annual thing makes sense without it being
060like you know like a like a administrative W goose chase there are two different ways this happens to to part of your question front front half of that uh classified hiring tends to happen year round right there is no real total true cycle um because folks get hired here the certified folks primarily get hired ideally in the spring but all too often also but classified to this specific conversation is less of aute issue than it is for the it's organically or for whatever reason that that that data has approved yeah probably because of the board's stance being part of that um where the where the number hasn't moved is on certify when it is more more predictable it's going to be spring and summer but the data is always going to the one the data
061is always going to look backwards sure it's always going to be looking at last year's yeah we're not looking at the highes you're looking at last year teach that's what's reported you tend to have more than three candidates for position has open us to be no certainly definitely more than three yeah and um for but the those fields have shrunk and that's true uh at least as much administratively as it is for for other positions might talk about our group interviews as to how we I did want to bring that up actually because I was like it kind of goes against our bias examples of bias to do a group interview as the first round so I was curious of why you choose to do the first round group because then you end up comparing
062candidates to each other you also see a lot more people yeah we see something on the four or five times more candidates job doing and I will say because I've been doing the group Universe literally since I was hired here almost and I've done them too I'm not saying they're not like yeah I've done it too but I just thought oh if we're trying to combat contrast bias but yeah group interviews is that one of the ways made me wonder I my own personal experience in all of the interviews that I have sat in um I have received nothing but positive feedback from the candidates of um loving the opportunity many times they walk out exchanging phone numbers um you know from what they're learning from a colleague um and that's on the classified side
063and the they come in with you know some nerves and I usually just try to dampen that you know in the environment and so I find it to be a very positive um thing and yeah for me you get to see way more candidates and oftentimes we reach out to those people that maybe didn't get that job you know to invite them to come going to be a sub or you know when something comes up unfortunately little bit time later you know so I like keeping the biggest window I can open yeah um and I find that um just a paper screening um it it doesn't feel right to me um because I see very different things when I look at paper when I bring people in and so yeah I I mean for me
064I love the group process and getting more people um in front of us and giv them that opportunity it it would be interesting to see if there I and I'm not an HR professional so um excuse any lack of knowledge there but um I have been a hiring manager for a long time um I it would be interesting to see if there was a way or some sort of like ongoing systematic approach to collecting when you said and and I have no doubt that you know many candidates do come away from the experience and it was a great experience and also um they're talking to they're they're going they're trying to get a job they're not going to come out and say this was terrible especially if they're talking to the you know somebody who's
065in the any decision-making power at that moment it would be interesting and I'm not trying to insinuate that anyone is lying to you or that you have a bad read but it would be interesting to see if there's a way to um throughout the course of a hiring process even for candidates who don't end up getting hired or offer offered a position or even don't move on to the next round for whatever reason to to see and I administratively I know this is probably I don't know what kind of lift this would be but to get to get some sort of [Music] um system for confidential feedback about experience through the hiring process similarly about experience for the the employee ex the employee experience who have been hired um around some of the things that
066Charlie was mentioning even like what is the what is the reality the day-to-day reality for our employees of color who do work in our school district um and are part of the massive minority numbers um what is that experience like what are the that is continuing to stay where it's at um I would I would be really interested to see if there were some ways that we could in an ongoing way collect some of that information so we're not just saying oh this Gap is here the way you fix it is by you know XYZ if we don't know what's actually if we don't actually have the data to say these are the factors that are most significantly causing that Gap um in the report or in the state report card that you were talking
067about are can you see examples of other District in the county like is there a positive example of someone that looks like we might have a smaller Gap that we could talk to and see how they're doing things or is it there is some so thisp it's it's developing so this group The EAC uh is trying to create a dashboard uh which could be used for relativity purposes right it can also be it's just a way they track this automatically um and we've engaged with them as being pilot district for the dashboard what the runway is I have no idea actually have the data sharing agreement um waiting for Signature so but that's just that's for a pilot of something that promis is to kind of do that I don't have that just this is
068a challenging topic right I mean they're saying to try to hire hire more diversity but if the candidate Pool isn't really that is it the same everywhere in our County or is it what I'm hearing is what I'm hearing is um I presented that the data hasn't moved right and then we have practices and our practices have improved but we still have to continue asking ourselves hard questions uh until the data starts moving I mean we have in our Equity STS we have an equity Equity lens question are we are we using those are we asking our administrators asking these questions about candidates in the hiring process I mean I think that that would be one very helpful opponent yeah I can look into that for sure and then we can impl okay thank you
069everybody for some really great conversation I was looking at the report um does list the districts that have like 40% or higher diversity but it doesn't really say it doesn't say what they educator right it talks about the student yeah student I I wish it listed who are the districts who are it's not all Urban it's not it's not um actually one of them was like surprised see if I can find it again um was it like Troy I saw or something like that she paper oh you have the paper yeah yeah right this looks like a great report um very interesting matilla 74.8% Jefferson County can you send us5 if you just Google it it pops right up we send it we can just send you a link Ella jeffon County Ontario Nissa Troy
070those are all very rural area and that's student diversity yeah student diversity that's what I was like I wish they would have done the side by side of the ones that have the highest student diversity what is their staff a it's so funny because you know they think really hard and long about how to do these surveys and what to put in it and stuff on the other side it's so easy to say why didn't you just why you do no I mean I mean even even the stats we talking about about those districts it's like I I would put money down that like if you look at those as a breakdown of po of diversity within those communi you see hpic right and the Gap migrant work the Gap the biggest gap of all
071the focal in between the student population and the educator population is the Latino y yeah yeah thank you should I better news to report all right uh we're going to move on to um our executive session the executive session of the Gladstone School Board oh do we need to end yes first are we coming back into the regular session I no um I think you can just read your statement okay and then you can the regular session okay thank you uh the executive session of the Gladstone School Board 115 clerus County Gladstone Oregon is called to order under oh no okay under un to order under Authority o 92660 notice to media in accordance with ORS anybody in here but 192 6604 regarding executive sessions news media Representatives may not be allowed to attend portions
072dealing with collective bargaining strategy or consideration of student exposion all other matters discussed in the executive session must remain disclosed