Suggestions
Regina Rosi Mitchell
Head of Upper School at Marlborough, inspiring students to discover who they are, engage deeply in their studies, embrace their communities and lead lives of purpose.
Regina Rosi Mitchell is a seasoned education professional with a diverse background in leadership, innovation, and entrepreneurship.
With a Master's degree in Education Entrepreneurship from the University of Pennsylvania and a Master's degree in Spanish from Middlebury College, Regina brings a strong academic foundation to her roles.
Having studied Spanish and International Studies for her Bachelor's degree at Kenyon College, Regina's multilingual abilities enhance her communication and relationship-building skills.
Regina has a rich history with Marlborough School, where she held various positions including Head of Upper School, Director of the Center for Entrepreneurship and Innovation, Assistant Director of Upper and Middle School/Dean of Student Life, Spanish Teacher, and Research Fellow at the Fulbright Association.
Regina's expertise lies in fostering healthy school culture, creating curricular innovations, and enhancing student readiness for the future.
She excels in team leadership, donor relationship management, and articulating the value proposition of educational institutions.
Regina's bilingualism and public speaking skills enable her to connect with a diverse range of stakeholders and communities.
Her approach to leadership involves asking challenging questions, fostering creativity, and encouraging teams to envision new possibilities for education.
Regina's ability to balance strategic vision with attention to detail and organizational skills makes her well-suited for leadership roles in the education sector.
Highlights
Understanding intersectionality is critical for advancing DEI efforts in our schools. Here's just one example of why it matters:
"A study conducted by Crenshaw, Ocen, and Nanda (2015) examining the experiences of girls in school found that two percent of White girls were subjected to exclusionary suspensions compared to 12 percent of Black girls. The literature suggests that girls of color face higher rates of suspension and expulsion for subjective behavioral infractions. The study revealed that teachers sometimes exercised disciplinary measures against Black girls to encourage them to adopt more “acceptable” qualities of femininity, often related to looks and demeanor—standards that appear to reflect a White, middle-class idea of femininity." -SWiFT Education Center
If you've been wondering what all the fuss is about with Critical Race Theory (CRT), this is a great article that examines CRT in schools, how it's actually being integrated in K-12 curricula, and what GOP lawmakers are trying to achieve with new legislation.
My take?
Children need to understand ALL aspects of their nation's history--the good, the bad, and the ugly--in order to understand the present and avoid repeating the mistakes of the past. If we truly want our students to be creative problem solvers and solution seekers who address the social problems plaguing society today, they have to understand why inequalities exist in the first place. Understanding systemic racism and white supremacy is a critical starting point. And this can be done in a way that doesn't make anyone feel bad or guilty!
The 1619 Project has gotten attention from both political sides. I listened to the podcast when it first came out 2+ years ago, and immediately thought it would be an excellent resource for teaching US history and enhancing the traditional curriculum. When it comes to teaching history and civics, CRT and traditional curriculum are not mutually exclusive. We can teach about the Founding Fathers AND about the role of slavery in building the United States.
Finally, let's leave politicians out of our classrooms and let our teachers do their jobs.
