Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60Greensboro Day School has changed along with the larger Greensboro community. Today, our school is more reflective of the broader diversity we see throughout the Triad, and our increasingly diverse cultural, racial, and socio-economic representation is enhanced by the presence of more than 30 international students. Our school’s inclusivity and Diversity Statement adopted by our Board of Trustees in 2008 reads: Inherent to the Greensboro Day School Mission (Vision and Guiding Principles) is respect for others. This commitment, enriched by a broad range of backgrounds and viewpoints, is an essential part of the educational process. This ethic is best nurtured in an atmosphere of intentional inclusivity and open-mindedness. Therefore, we are dedicated to cultivating a principled community of learners that welcomes diversity, including: age, culture, gender, race, religion, faith, sexual orientation, socioeconomics, and ability. In an effort to gain a clearer understanding of the relationship between this statement and the work we do each day as school leaders, the three Division Directors joined me last year, along with the Assistant Head of School, and Director of Educational Technology to read and discuss the NAIS book, Diversity Work in Independent Schools. This book study invited us to wrestle with the various ways we can continually improve the alignment of our school’s founding beliefs with our current leadership practice. Following that study, our administrative team, which included the Assistant Head of School, Business, Advancement and Admission officers along with the Division Directors, the Director of Educational Technology and myself met for a day with Dr. Gene Batiste, who is the former NAIS Vice President for School Field Services and Equity and Justice Initiatives. Our time with Dr. Batiste was spent discussing the issues involved with developing strategic priorities that would aid our ongoing efforts to be a community that actively embraces a culture of diversity, equity, and inclusion (DEI). During our afternoon session, we expanded this conversation to include recent attendees to the NAIS’s People of Color Conference and members of the Board of Trustees. Out of that day, it was decided to extend an invitation to a broad representational group of GDS community members to a full day workshop that took place in June 2015. Led by an outside consultant, 40 teachers, parents, board members, administrators and students gathered to explore ways to ensure that each member of our community felt recognized, valued and had a voice. During our time together we reviewed the history of diversity work since the founding of GDS in 1970 and established four areas of priority. As a continuation of that work, the Upper School students have formed various clubs that invite students to participate in affinity groups where a greater understanding of different perspectives can take place. They also participate in such offerings as Anytown sponsored by the National Conference for Community and Justice and the annual Student Diversity Leadership Conference hosted by the National Association of Independent Schools. The staff has also found opportunities to gather as an affinity group to discuss issues that are important to them. Faculty are invited to “Meet in the Middle” meetings where they can read, share their stories and learn more about the issues that are important to them. Our theme this year, “A year in Harmony,” calls upon all members of our community to strengthen their voices by gaining a clearer understanding of who they are and who they want to become while working in harmony with those around them. It’s not always easy to work in harmony, and it takes both developing our own voices and listening to and valuing the voices of those around us. The work of Diversity, Equity and Inclusion is not accomplished in a workshop and it cannot be the work of a few dedicated voices. It is everyone’s work, and it takes our constant attention and desire to have each of us feel an equal part of our community. 22 | Winter 2017 GDS Magazine | 23