Kilpatrick, Amber - Grand Rapids Public Schools
Are you an incumbent?
No
Brief Intro of Candidate
I am an Eco-Spiritualist, Community Builder, and Advocate for Change. For decades I have served my community in ways of trauma informed leadership, education, environmental advocacy, and inspired action. My diverse background weaves a tapestry of our interconnectedness. My background includes serving as: community organizer, as a founding board member of The Body Mind Being Project and Beyond the City, as a Parent Action Leader (PAL) within our GRPS district, as Founder of Mindful School of Yoga, as a substitute teacher, a parent volunteer, and as creator of the Mindful Classrooms Project.
Endorsements
I am seeking endorsements from Moms Demand Action and the Grand Rapids Teacher's Union
Top financials Contributors
Website and social media links
Friends, neighbors, parents & caregivers in the Grand Rapids Public School district
How would you engage and include parents, caregivers, community members and students in decision-making in your district around things like curriculum, budgeting and district policy?
Through sincere invitation, follow up, time, and authentic interaction.
Communication is not a current strongsuit within our district. Most families and caregivers may not know about opportunities to engage in the above topics and/or be able to attend at the times these conversations are offered. Using my social platforms, website, and word of mouth (especially in groups of which I'm currently involved: PALs, Parent/Caregiver Facebook Groups, Neighborhood Organizations, etc) to inform and invite will be just a few ways to build engagement. Furthermore, I intend to remain involved in promoting and engaging in the work of Urban Core Collective and their Community of Practice. Amplifying their advocacy, organizing, and leadership cultivation.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
In the US overall, school discipline has been modeled on a punitive system. One of punishing students who behave in unwanted, "different" or disruptive manners. This system disproportionately impacts students of color and students from lower socioeconomic backgrounds. It's my understanding that GRPS carries out school discipline primarily by this punitive model. However, I am also aware that GRPS has started to introduce restorative practice into it's buildings. I believe Restorative Practice, with it's emphasis on community building, accountability, and relationship building, is an initiative we must strengthen, support, and model throughout our district.
What are your thoughts on how to improve student mental health
First and foremost, it will require a nurturant bond with a grounded, self aware, and present adult. This can be a teacher, staff, parapro, school counselor, parent/caregiver...
So, how do we ensure these adults are available to our students? We need to create environments of care and support for everyone. SEL and mental health resources for students AND staff. Trauma informed education and practices, neurodivergence awareness and trainings, environments of calm and less triggers (dimmed lights, softer bells, fewer intercom interruptions...), practices of breathwork and mindfulness built into each day. Mental health is muscle building, it takes time and practice. If student mental health becomes a priority for the culture of our district (I'm here to assure it does), and if we're all engaged in the work together, it will have a profound impact on student mental health.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
To improve Black student achievement, we must prioritize Black student achievement. Advocating at the state level for more district assistance (funding!) and intervention teams is a start. As a district we must also work hard to ensure our Black students have access to certified, high quality teachers and innovative programs (not virtual teachers), extra curricular programs for Black student leadership development, social emotional (SEL) programs, and continuously affirm Black student's inherent worth and value through environmental cues, our language and messaging, and in creating a culture of care within each and every school building.
What are your thoughts on how to ensure that all students and their families, regardless of race, gender identity, sexuality, disability, religion, income status, etc., feel safe and included in your district?
This requires a lot of work. And most of it at the individual level of every person within the system of GRPS. From the Superintendent and Administration, to the classroom teacher, to the coach on the field, to the parent in the pickup line. If, as a district, we can regularly communicate, practice, and demonstrate our commitment to: personal growth and inquiry, to understanding our interconnectedness and shared humanity, to honoring the very real pain and struggle of students and families of diverse backgrounds, identities, abilities etc - Then, and only then, can we even begin to consider that all members of our district will feel safe and included.
What are your thoughts on how to recruit and retain staff, particularly staff of color, in your district with regard to pay, benefits, and working conditions?
Recruitment: I believe we need to look at who is already showing up to support our students (volunteers, community orgs, parapros, outstanding substitutes) and support them in obtaining the certifications & education they may need to move into teacher and admin roles. We can also identify current students who show an interest in teaching/leadership and ensure they receive the support, education, and funding necessary to move into a career of education. Retention: Higher pay, more benefits, and cultures of care surrounding the whole person/professional/teacher. Holding our administration accountable to providing leadership that is open, transparent, welcoming of feedback, and dedicated to improving working conditions.