Brooke's Commitment to Diversity, Equity, and Inclusion
We believe in the power of diversity and inclusion, including, but not limited to, race, ethnicity, culture, religion, language, socioeconomic status, citizenship, national origin, gender, sexual orientation, age, and physical abilities. We believe that diverse working teams make better decisions that strengthen our Brooke community. We want our students and staff to be people who seek to understand the perspectives of others and who constantly seek to walk in the shoes of others across lines of difference.
With 93% of Brooke students identifying as Black or Latinx, we prioritize uprooting racism through academics, equipping our students with tools to advocate for a diverse, equitable, and inclusive future. By equipping a racially diverse staff to set high expectations for our students and deliver culturally competent instruction, we aim to counteract the pervasive presence of societal racism that our students encounter as a condition of their daily lives.
We believe great teachers of color have a unique contribution to make in the ways they serve students, uphold a culture of achievement, and build strong staff culture. It is important for our scholars to have a diverse staff because they need to see people who look like them as successful professionals who share some of their lived experiences. We are committed to sharing the responsibility of fostering an anti-racist culture where all staff members are empowered to boldly share their lived experiences and perspectives.
Using our organizational values as a foundation, we seek to build an organizational culture where our efforts in building a diverse, equitable, and inclusive community are all recognized and valued.
Brooke is committed to creating inclusive school cultures
We believe that diversity, defined broadly, is important and leads to better teams that make better decisions. But given the fact that our students identify overwhelmingly as Black and Latinx, we are most concerned with the critical shortage of Black and Latinx teachers, and therefore focus most intently on that priority. Below, you can read about some of the ways we seek to recruit and retain great Black and Latinx teachers. For more details on our progress on fostering diversity at Brooke, we hope you’ll review the attached recruitment and retention report, which we produce annually.
Our commitment to diversity is anchored in our
Recruiting Diverse Candidates
Our Associate Teacher Program seeks to attract and develop a diverse group of aspiring teachers. In addition to a competitive salary, our Associate Teacher Scholarship targets candidates who have experienced adversity in their lives and could most benefit from additional financial support, by providing an added stipend. Finally, we have some key partnerships with Generation Teach, Teach for America and other like-minded organizations to support recruiting associates and lead teachers of color.
Retaining Staff of Color
Brooke’s high overall staff retention, which is consistent across racial groups, is driven by a number of factors. For Black and Latinx staff, we have created a Diversity Initiative Group, led by three former Associate Teachers, which provides small-group social, networking, educational and professional experiences dedicated to promoting conversation and fellowship with teachers at Brooke. We conduct a twice-annual staff satisfaction survey and continually monitor results for all staff and people of color more specifically.
Teachers and leadership work together to create an anti-racist learning environment. Our goal is to cultivate class cultures where student’s academic and cultural identities are developed simultaneously. The power of diverse backgrounds students bring to the classroom is our foundation for collaborative, yet rigorous learning environments. Brooke strives to consistently highlight and affirm the diversity of staff and students; those practices permeate the school’s culture.
Sixth Grade Teacher, Brooke Mattapan
Great teaching relies on great people with high expectations.