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Roseville HR outlines recruitment gains, BIPOC "stay" interviews and next steps
Summary
Human resources presented a staffing diversity report, described recruiting partnerships and summarized voluntary BIPOC staff interviews that surfaced themes on belonging, microaggressions, workload and retention; the district outlined follow-up actions including affinity spaces, interview-team changes and accountability checks.
Roseville Area Schools— human resources team presented its annual staffing diversity report on April 22 and summarized a voluntary BIPOC staff "stay" interview process designed to surface problems and inform retention work.
Executive Director of Human Resources Kenyatta McCarty said the district continues a multi-year plan to recruit and retain staff who reflect student diversity. "Representation matters," McCarty told the board, describing the district—s recruitment partnerships and retention efforts.
Recruitment and retention specialist Amanda Cotton outlined outreach work this year: a cross-district teacher expo, partnerships with the University of Minnesota Twin Cities, Howard University and the University of St. Thomas, participation in multiple job fairs, and a local "RISE" grow-your-own program with St. Thomas. Cotton said the district has roughly 27% of staff identifying as BIPOC and 15% of teachers identifying as BIPOC, numbers she called steady but needing long-term growth.
The presentation then described a two-year BIPOC stay-interview process. McCarty and staff conducted voluntary 15-minute interviews with BIPOC employees (licensed and nonlicensed) to gather "street data" on what keeps staff in the district and what would improve retention. About 65% of BIPOC staff participated.
Themes reported by staff and by the focus-group analysts included: a strong sense of belonging in some schools, appreciation for the district—s equity commitments, and deep connection to students and families. At the same time, participants reported challenges: experiences of microaggressions, the need to code-switch, workload and caseload pressures, uneven opportunities for promotion and concerns about clarity and accountability for policy and professional development.
Shaba, an English teacher and focus-group analyst, summarized responses to the question "What can I do to ensure you feel supported at work?" She said staff wanted clear invitations to decision-making, routine check-ins from administrators, culturally differentiated professional development, and opportunities to sit at the table with colleagues of shared identity. "When people had great relationships with administrators and coworkers, they would speak freely and at length," she said; when relationships were strained, responses were short or guarded.
Focus lead Loretta Dowellow Towns described local initiatives already underway: funded affinity-group meetings, a mentor-mentee program for BIPOC staff, professional learning targeted to cultural literacy, and a pilot of staff clustering so BIPOC staff do not work in isolation on a grade-team. Dowellow Towns noted those efforts are currently funded largely through state grants (PESLB teacher mentorship and retention grants) and expressed concern about sustainability if grant funding declines.
District next steps included stronger notification systems so cultural liaisons and program staff can attend IEP, discipline review board and attendance meetings; expanded affinity and building-level supports; interview-team composition changes; and development of a five-year plan to maintain momentum between stay-interview cycles.
Board members commended the work and asked staff to provide regular progress updates and accountability measures. Superintendent and HR leaders said they would return with measurable checkpoints and that some actions would be implemented this summer and next school year.
