Monárrez dedicated to city’s students
Recently Leadership Worcester hosted the education session for the Class of 2025. As a part of that day-long intensive, I had the opportunity to visit schools and to engage in deep conversation with educators, parents, students and policymakers. What I saw opened my eyes to both the challenges faced by our district and to the good work going on in the Worcester Public Schools.
The day began with an overview of the district — the number of schools, types of programs, student demographics and the services available to the nearly 25,000 students enrolled. In addition to the central work of teaching, the Worcester Public Schools' 4,800 employees provide transportation, health services, food services, athletics and more.
While variety in service lines is not uncommon in major corporations, we often don't consider this as part of the work of schooling. Rachel Monárrez has proven to be an exemplary leader, fostering innovation, advocating for equity, and placing the needs of Worcester's students at the forefront of her agenda as she helms this complex enterprise as superintendent of schools.
In her presentation to the group, she demonstrated a keen understanding of the evolving landscape of education, the needs of this community and the policies, programs and social trends that are redefining the learning experience of our students. Through a shared and comprehensive strategic vision, Monárrez and her team have spearheaded initiatives to foster a culture of excellence among staff and students.
To empower teachers and the school support staff involved in front-line teaching and learning, Monárrez has created quadrant teams — groups of veteran educators and specialists assigned to each of the district's four quadrants to work directly with schools in implementing best practices and addressing emerging and ongoing concerns.
Leaders from the group are in schools four days each week and meet on the fifth day to consider what they have learned and identify shared concerns and opportunities, along with matters that need to be addressed at the systems level. As a result, teachers, principals and schools are no longer acting in isolation but as part of a larger body working together.
An understanding of the value of diversity and inclusion within our school district is evident among leadership. The district is implementing strategies aimed at fostering respect and empathy between and among students, teachers and families.
The new parent advisory group, which meets monthly under the umbrella of the family and community engagement team, assures that the experiences of parents and kids along with the expectations and expressions of the variety of cultures in our diverse city are a part of decisions affecting quality of school life.
These deliberate efforts to integrate a wide array of cultures into our schools not only enrich learning but equip young people with the essential skills for life in an increasingly interconnected world. Related to this are the measures to ensure that our teaching staff reflects the diversity of our student body. This intentional work to assure that our kids interact with those from a variety of backgrounds will prove instrumental in breaking down barriers and fostering an inclusive learning environment where all students feel represented and supported.
It is at the schools and in the classroom where the rubber meets the road, however, and where policies, practices and good intentions are tested. In my visit to two schools, one elementary and one high school, I witnessed our schools in action.
What I heard was the quiet hum of kids at work and what I saw were teachers focused on teaching and students focused on learning. I saw space used creatively and technology being used responsibly. In deep conversations with kids over lunch I learned about the enthusiasm for the community that is their school, their interest in their studies, their close, supportive relationships with teachers and other staff, ability to think and question critically, and perhaps most inspirational, their plans for the future.
Through my work in Worcester, I have had the opportunity to interact with Monárrez and the district staff on numerous occasions and have been impressed by their dedication to our school district and remarkable capacity for transparency and humility.
What I see is a commitment to uniting the community, building consensus, inspiring change and fostering an environment where the voices of students, educators, parents and the community are valued and respected. The district team is working diligently to create a nurturing and inclusive environment where every child has the opportunity to thrive, regardless of background or circumstances.
Yolonda Ramos is a consultant for the Together for Kids Coalition in Worcester.