Responses to Q & A during Inaugural Roundtable
After our inaugural roundtable discussion, many of the questions that arose were duplicative, and so we will answer them here. As more questions arise we will add to this list.
Does Trinity have a statement on racial injustice?
Does Trinity have a statement on racial injustice?
Trinity’s President issued the following statement: Click here
Who will do teacher training, what will it entail, and how will teachers be held accountable?
The first session of Diversity Training for faculty and staff will be conducted in August by Troy Cicero. We took suggestions from the Black Alumnae Alliance about which topics are most important to cover right away, and we are working with him to tailor a training unique to Trinity’s population and mission. We hope to engage Mr. Cicero (depending on his availability) to return to campus and conduct continuous training throughout the year.
One of the topics will be Culturally-Responsive Teaching Strategies, and the principal will include these strategies as part of the regular classroom observations to ensure each teacher is using the best techniques for reaching all our students.
Is Trinity going to update the curriculum to be more inclusive?
In the spring of the 2020-21 school year Trinity will complete a self-study with the input of teachers, administrators, students, parents, leadership team members, and trustees.
Trinity's faculty are committed to continual review and improvement with regards to alignment to Common Core State Standards and the International Baccalaureate Program's stated outcomes. Additionally, departmental teams meet weekly in Professional Learning Communities to address best instructional practices and adoption of materials which are ever more inclusive and relevant.
Trinity's four by four Block Schedule allows students to take a wide range of diverse and inclusive course offerings. Trinity's Course Catalog can be accessed here.
Trinity's curriculum is subject to regular review by the International Baccalaureate Organization, AdvancEd Accreditation, the Illinois State Board of Education and our in house Curriculum Council which oversees the creation and deletion of courses, programs and electives to meet the needs of our students as they prepare for the rigors of college.
What are some examples of Diverse Texts and Resources in Trinity's current curriculum?
This summer our students are reading several books by authors of color including:
- The House of the Spirits by Isabel Allende.
- In the Time of the Butterflies by Julia Alvarez
- Kindred by Octavia Butler
- Never Let Me Go by Kazuo Ishiguro
Additionally, the Social Studies Department Chair attended an immersive seminar at the National Civil Rights Museum and Trinity’s Social Studies Department has compiled a growing list of teaching materials and resources to be embedded into the curriculum.
The Science Department embeds units on Environmental Racism and Analyzing Environmental Justice into several of their classes. Be sure to go back to our main page and visit the tab “Curriculum and Students.”
What is Trinity doing to create safe spaces and what policies do they plan on implementing?
At Trinity, our primary priority is always safety and everything we do must begin with the students. As such, the policies we enact and the spaces we create are informed by students.
In August, a survey will be sent to the members and parents/guardians of the classes of 2020, 2021, 2022 and 2023.The results of the survey will serve to inform paths forward to improve the Trinity experience for ALL Blazers.
Trinity High School is completely open to the creation of a Black Student Union, or similar organization(s) that students may desire to form. Trinity has a protocol in place for the establishment of student clubs, organizations and societies. Importantly, any and all co-curricular clubs, organizations or societies must be proposed by the students, there must be a faculty moderator, and a portion of the club’s activity must be focused on service to our greater community.
Why were no students on the panel?
The administration of Trinity recognized that we, the adult community, have much to learn. Therefore, this first event was organized as an exercise in listening. The goal of the panel was to educate the adult community in the many ways racism touches our daily lives, how we may recognize it, and its effects on our students.
It is important to the administration that all of our students, as a community, build the foundation for a more inclusive community, so we will be beginning panels and discussions with them when they are together on campus.
How can we get more BIPOC (Black and Indiginous People of Color) adults in the building?
There are two ways: Revamped hiring practices and increased volunteer outreach.
- Trinity High School will be on-boarding a Human Resources professional. One of the requirements is that this person has a background in Diversity and Inclusion best practices.
- Trinity is establishing a new relationship with our alumnae associations and intending to start a young alumnae group as well. We hope to have members of these affinity groups willing to come lead, mentor and speak with our current student body at regularly held events and in some of their classes.
What is Trinity doing for current and future students of color to promote diversity and inclusion?
- Trinity is committed to widening the focus of our diversity training to include students, and to have these sessions ongoing and regularly. Some of these sessions will be done by outside professionals such as Troy Cicero, while others may be led by student leaders and facilitated by trained adults. As mentioned in the section just above, we intend to strengthen our working relationships with affinity groups and bring more BIPOC women into the building regularly.
- Trinity also desires to recruit and enroll more BIPOC students. There will be careful attention paid and quantifiable goals for the recruiting team regarding visits and contact with qualified BIPOC candidates. Financial aid will be awarded whenever possible for qualified applicants.
How can we integrate civic involvement into a curriculum and how do we draw high schoolers and their families into participation?
Civic engagement is a fundamental element of our teaching across the social studies curriculum. Teachers emphasize a multi-perspective view of historical events and we emphasize inquiry-based methods of student learning. There are two specific questions we infuse in all of our courses: What is our Universe of Obligation? and How can we become Upstanders? By having these questions as common themes across our courses we ask our students to consider how they view their responsibility to themselves, their communities, and to society as a whole.
In addition, service is an integral part of being a Blazer. We encourage the students to commit to service that makes a direct impact on their community.
How can alumnae with community organizing experience get involved in the process and play a role?
Contact the Institutional Advancement office, Shena Keith, Vice President of Institutional Advancement.
How can alumnae, parents, and other community members let their concerns be heard?
We have an open, anonymous form for you. Please visit www.trinityhs.org/story to share your story with us.
