Mukilteo School District Equity Statement
The Mukilteo School District is committed to providing quality educational services to all students and their families, regardless of race, ethnicity, religion, language, abilities, socioeconomic status, country of origin, immigration status, sexual orientation, gender, and gender identity. We are committed to promoting a vision for public education that advances inclusiveness, equity, and racial and social justice in our schools and society. We believe that excellence for all students can only be achieved through equity and our commitment towards:
•Preparing all students to succeed by ensuring a culturally relevant curriculum.
•Recruiting, hiring, and retaining diverse staff that more closely reflect the school community.
•Designing a plan that works to eliminate racial and socioeconomic achievement gaps.
•Providing staff members professional development that examines institutional beliefs, policies, practices, and teaching which promotes racial equity in achievement.
•Ensuring that equitable distribution of resources across buildings is based on individual school and community needs.
•Providing all students with access to resources, opportunities, supports and interventions that maximize academic success and promotes social-emotional growth.
•Identifying and removing barriers for our students in our current policies, procedures, systems, or practices.
•Establishing and maintaining community partnerships (e.g. parents, social services, community organizations, businesses, community colleges and universities) to better address the needs of students and their families.
Director of Equity
Administrative Assistant: Tina Leger
Gerry Ebalaroza-Tunnell's Bio
Gerry Ebalaroza-Tunnell has many years of experience leading and managing initiatives focusing on equity, diversity, inclusion, and belonging. She is committed to nurturing a diverse population by identifying needs and implementing solution systems that lead to a deeper understanding of cultural humility, competence, and the impact on human functioning and social relations between diverse groups.
Gerry is currently working on her doctoral dissertation within the department of Transformative Studies and Consciousness from the California Institute of Integral Studies in San Francisco. She identifies as a Pacific indigenous scholar, born and raised in Honolulu, Hawaii.
A certified trainer of the Institute of HeartMath’s Resilience Advantage Program, a graduate from Antioch University’s Masters of Whole Systems Design and a Social Science major from Washington State University, Gerry understands the importance of co-creating change and the social sciences of learning together.
To add to her list of credentials, Gerry holds Graduate Certificates in Systems Thinking and Design, Integrated Skills for Sustainable Change, and Permaculture Design.