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Springfield Public Schools outlines districtwide diversity, inclusion and racial equity initiative and plans to expand
Summary
District leaders and union and community partners briefed the school committee’s DEI subcommittee on DIRe, which now involves 39 schools and aims to add 10 schools per year; members asked for current survey data, clearer metrics on educator diversity and plans to sustain the work beyond initial training.
The Springfield School Committee’s DEI subcommittee heard a district presentation on the Diversity, Inclusion and Racial Equity initiative (DIRe) that leaders described as a district‑wide effort to address persistent racial disparities in student outcomes and staff experiences.
Tracy Little Sassini, district counselor and DIRe presenter, said DIRe began as a collaborative effort in 2020 with district leadership, labor partners and community groups and now includes “39 schools that are participating in DIRe,” with a goal to add 10 schools next year and 10 the following year to reach full district coverage. “Our focus is on dismantling systemic and institutional racism and improving student outcomes,” she said.
The presenters — who listed partners including the Springfield Education Association, the Springfield Federation of Paraprofessionals, Pioneer Valley Project and Springfield Public Schools central office — described DIRe’s strategic pillars as workforce diversification and retention, culturally responsive curriculum and instruction, restorative practices and embedding equity metrics into district accountability systems. They said the district uses staff and student climate surveys, discipline and achievement data, and curriculum equity audits to shape school action plans and measure impact.
Valerie Williams, chief of human resources, and other team members described professional development and outside partners used to support the work, naming the Center for Leadership and Educational Equity (CLE), Paul Gorski (equity audit), the Equity Literacy Institute and EmpowerEd Solutions as contributors to training and audits.
Teresa Bryant, a DIRe team member, corrected an earlier description of the initiative’s origin, saying educators of color first organized and met with the superintendent in January 2019 and that a later town hall convened by Pioneer Valley Project brought student voices that aligned with educators’ requests. “Once we found out they were asking for the same thing, we got together with them and pulled the leadership team,” she said.
Committee members praised the effort but pressed for specifics on next steps and measurement. Denise Rosa, a school committee member, urged the presenters to provide “tangibles” the committee can adopt and to be held accountable for policy changes. Another member asked whether presenters had current staff and student climate survey data to report and how the district plans to increase educator diversity to better reflect student demographics.
Presenters said DIRe language is included in the current educator contract and acknowledged a sustainability challenge: schools receive three years of CLE training and teams must find ways to maintain practices once formal training ends. The team described ongoing efforts to define roles, compensation and district supports so the work is embedded beyond individual leaders.
The committee was invited to upcoming DIRe showcases that highlight school work and student participation; presenters said they would invite a school from each cohort to present progress at future meetings. The subcommittee moved to adjourn at the meeting’s close; a roll call recorded Miss Hurst, Miss Valentine and Miss Crawford voting yes.
