Justice, Equity, Diversity and Inclusion at StG

What is JEDI?

JEDI is an acronym for justice, equity, diversity and inclusion.

What is the Purpose of the St. George's JEDI Coalition?

To establish a school-level coalition of teachers, administrators, board members and parents who will advance the school’s work to create and sustain a community committed to racial equity and all forms of diversity.  JEDI coalition members will:

  • Share ideas, feedback and concerns regarding diversity, equity and inclusion.

  • Advance policies, procedures, people and practices that confront and reshape mindsets to create a more diverse, equitable and inclusive community and school system.

  • Increase communication between faculty, parents, students and the StG community at large in regard to JEDI activities.

  • Provide opportunities for all constituencies within the StG community to be active participants in advancing the school’s JEDI mission.

The JEDI Coalition

The StG JEDI Coalition members represent the constituencies that make up the school’s community and will communicate with and work collaboratively with the groups they represent around JEDI issues.  They include the JEDI Task Force, comprised of trustees, and the JEDI Council, comprised of StG teachers and staff.

Statement of Justice, Equity, Diversity and Inclusion:

This statement conveys internally and externally what the JEDI Council believes about Justice, Equity, Diversity and Inclusion and the purpose of our work.

St. George’s has always been a school that derives great strength from the neurodiversity of our students; we affirm the need to deepen our commitment to racial equity and all forms of diversity. 

We believe our students, our faculty and staff, our trustees and our families thrive in an environment where the dignity and worth of every human being are lifted, where all feel a sense of belonging and where the principles of justice, equity, diversity and inclusion are prioritized. We recognize and celebrate our differences of race, ethnicity, religious belief and practice, gender, sexual orientation, family structure, physical ability and learning style. We acknowledge the existence of privilege and systems of oppression and actively strive to combat these issues within our school community. We are working together, intentionally, to identify and remove barriers that prevent access, opportunity and advancement for all people.

The St. George's Statement of Justice, Equity, Diversity and Inclusion is informed by the National Association of Episcopal School’s definition of Episcopal Identity and Principles of Good Practice for Equity and Justice in Episcopal Schools, the National Association of Independent Schools (NAIS) Principles of Equity and Justice and the Independent Schools Association of the Southwest (ISAS) Commitment to Equity and Justice.

A More Diverse, Inclusive Community:

Admissions - Developing a diverse student body is a top priority at St. George's Episcopal School. The Admissions Committee is comprised of the Director of Admission, Admissions Coordinator, Division Directors (Early Childhood, Lower School, Middle School and Resource Services), Director of Counseling and Wellness and a faculty representative applicable to the applicants' prospective division. The decision-making process is determined by academic and social and emotional development of each student, as well as the dynamics and composition of the incoming class and school. 

Our Admissions Non-Discrimination Statement reads: St. George's admits students to all the rights, privileges, programs, and activities generally made available at the school and does not discriminate on the basis of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability in violation of state or federal law or regulation in administration of its educational policies, admission policies, scholarship and loan programs, athletics, and other school-administered programs. Limited financial aid, based on need, is available. We are committed to an inclusive school culture.

The 2020-2021 percentage of our student body identifying as diverse is 21%.

Faculty and Staff - St. George's 2020-2021 percentage of administration, faculty and staff identifying as diverse is 29%.

Partnerships and Professional Development- Professional development is integral to our diversity, equity and inclusion efforts and we are proud of the opportunities we provide our faculty and staff.  At the start of every school year, new faculty and staff participate in a justice, equity, diversity and inclusion workshop as part of their New Faculty/Staff Workshop. Professional development funds are available each school year to send faculty and staff to national conferences and opportunities focused on diversity, equity and inclusion. Starting Small, a faculty learning community, focuses on encouraging an inclusive community within the Early Childhood division.


JEDI on the St. George's Blog

JEDI in the Classroom: Belonging
Veronica Gillispie-Bell and Our StG Faculty

When reduced to its essence, JEDI at StG is belonging. It is ensuring and reinforcing that every child feels safe, valued, included and supported at St. George’s. As parents, this gives us the confidence that each of our children is loved for who they are and feels a sense of belonging every day they walk through the doors of their classes. Our faculty, staff and administration do a wonderful job of weaving the principles of JEDI into the fabric of StG, of instilling in our children the values that recognize the dignity and worth of every human being. 

Change Is Possible… Justice, Equity, Diversity and Inclusion (JEDI) Are Possible
Veronica Gillispie-Bell

JEDI at St. George's refers to our community's work for justice, equity, diversity and inclusion. In our first blog post of the 2022-2023 school year, Dr. Veronica Gillispie-Bell—trustee, parent and JEDI Task Force chair—reminds us that, "Change requires us to get uncomfortable," but also that, "We cannot exercise our core values (perseverance, integrity, respect and compassion) without also making St. George's a place where everyone feels them."

The Positivity of Leona Tate and the TEP Center
Dr. Joseph Kreutziger

St. George's 5th graders visited the Tate, Etienne & Prevost Interpretive Center this week and received an opportunity to tour with, interview and learn from Leona Tate, one of the three girls to integrate what was then McDonogh 19 Elementary School (now the TEP Center). Dr. Kreutziger recounts the trip and the students' valuable experience, as well as Ms. Tate's challenge to stay positive and focused.

An Unexpected Path
Kate Remillard

Kate Remillard, incoming Interim Director of Lower School, writes about her journey to teaching and introduces Growing Minds, an initiative driven by St. George's educators with a goal "to expand our knowledge and use of books that reflect a diverse racial, cultural or religious perspective, as well as those that feature characters with different intellectual and physical abilities or unique social-emotional struggles. Our name, Growing Minds, comes from the idea that we have so much to gain from taking a peek into another's perspective and seeing our own perspectives reflected back to us. This is how we grow our minds and open our thoughts to the world around us."

A JEDI Interview with Leona Tate
Jonathan Leit

St. George's parent, trustee and JEDI Task Force member Jonathan Leit has authored this incredibly meaningful post, which also includes a must-watch video interview component. The interviewee and subject of his writing is Leona Tate, who in 1960, with Gail Etienne and Tessie Prevost, desegregated McDonogh 19 in the Lower 9th Ward at 6 years of age and later joined Ruby Bridges at William Frantz Elementary School in 4th grade.

Connecting Project Work and JEDI: Belonging, Trust, Perspectives and Inquiry
Rebecca Teall

JEDI work at St. George’s is ingrained in so much that we do on a regular, daily basis. The goals of fostering a sense of belonging for each and every student and sharing new and different perspectives are especially embedded within our school’s emphasis on project work. Today’s blog post, written by StG Project Coach Rebecca Teall, connects the importance of trust, connections, communication and inquiry to project-based learning and community within the classroom and school.

Holy Days of December Around the World and Within Our StG Community
The Board of Trustees JEDI Task Force: JEDI Committee: V. Gillispie-Bell, A. Michaels, J. Leit, C. Schieffelin, R. Hong and J. Kreutziger

December is a month of celebration! At St. George’s, as we embrace justice, equity, diversity and inclusion, we honor the diversity of religious beliefs in our community. We believe that our school is a place of belonging. We encourage you to read and learn about faiths that may be different from your own and celebrate with them throughout the month of December.

JEDI Voice: Faculty Member Jake Guth and Hispanic Heritage Month
Jake Guth

In this school year's first monthly JEDI blog, St. George's Spanish Teacher Señor Jake Guth reflects on his journey as a World Languages teacher, the intertwined study of languages and culture and the opportunity he has to foster inclusivity and help students create a sense of belonging for others. His post today teaches us more about Hispanic Heritage Month— especially its title— and the meaning of more and more commonly seen term Latinx.

JEDI Voice: Laura Wilt
Laura Wilt

St. George's Parents Group President and Board of Trustees member Laura Wilt reflects on her childhood, during which she was frequently the "only minority in virtually every room" and speaks to the StG community's power to inspire lifelong learning for both students AND parents.

JEDI Voice: Danielle Lobell and Starting Small
Danielle Lobell

Starting Small is a volunteer professional learning community made up of Early Childhood staff at St. George’s Episcopal School. We focus on learning about and actively employing anti-racism and anti-bias practices in the StG Early Childhood Division.

JEDI Voice: Annie Balart Michaels
Annie Balart Michaels

St. George's Board of Trustees Vice-Chair and Lower School parent Annie Michaels describes her family's recent trip to Montgomery and Selma, Alabama-- a significant step in their JEDI journey and one that allows her to see JEDI work through her sons' eyes.

JEDI Voice: Faculty Member Jake Guth
Jake Guth

Jake Guth, Middle School Spanish Teacher, discusses his experience attending the NAIS People of Color Conference, providing his five key takeaways: Dr. Bettina Love; the complexity and evolving identity of ourselves; calling in > calling out; affinity groups; and moving beyond allyship.

JEDI Voice: Dr. Veronica Gillispie-Bell
Veronica Gillispie-Bell

"JEDI work is hard; it’s uncomfortable, and it’s relentless, but it is rewarding. It challenges how we think and how we feel. I am impressed and in awe of the number of faculty, staff, parents and board members that are not satisfied with the status quo and want to see more justice, equity, diversity and inclusion at St. George’s and in our community at large. It won’t happen tomorrow, next week or even next month, but we will be a place where each child is appreciated not only for their learning style, but also for every diverse characteristic they bring to St. George’s."

Navigating News of a Modified Phase 1 and Unrest at the Capitol
Dr. Joseph Kreutziger

Yesterday brought events that affected us as New Orleanians and Americans. It is accurate to say that we have a dual pandemic, and the national health and safety challenges to our well-being are equaled by the challenges to not only our core principles of civil discourse and decency but also democracy. What happened at the Capitol as well as the levels of community spread are both alarming, and both hit home.

The First Step in Being Anti-Racist
Layla Sutton

"The world of education is a deeply impactful societal structure, and we are ready and prepared to ensure that we start here at our school, at St. George’s, with being a part of the solution and not the problem."