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    African American Male Advisory Committee (AAMAC)

    In September 2017, the African American Male Advisory Committee presented their Final Recommendations to the superintendent and senior leadership. The presentation represented a culmination of 15+ months of work from the committee on recommendations focused to improve outcomes for African American male students. Final Recommendations booklet (pdf)

    The top three recommendations from each committee were highlighted in a Power Point presentation, presented in written version and discussed in dialogue with members of senior leadership. The recommendations and ideas have been generated and vetted by community members and committee members. Accordingly, the AAMAC has included long-term policy recommendations coupled with short-term tools that can be employed immediately to empower the community to leverage the good work that is already taking place.

    After delivering a comprehensive set of Recommendations for African American males to Superintendent Larry Nyland in September 2017, the then-five distinct sub-committees of AAMAC have reformed into one collective group, intent on following the recommendations into policy and practice. As a whole committee, it made sense for AAMAC to review its vision to ensure it aligned with their current work as well as the ongoing needs of African American males.

    AAMAC Council of Elders

    AAMAC Council of EldersAAMAC formed a Council of Elders within the larger committee to go into schools and observe school’s efforts of welcoming environments. The recommendation was part of the Family Engagement focus and is also a critical component of School Board Policy 0030.

    Three schools were part of the initial effort: Leschi Elementary, John Muir Elementary and Orca K-8. The Elders received full volunteer training in September plus an introduction and orientation at each school site. The Elders will spend time in each of the three schools, observing the physical, social-emotional and academic environment and share their observations at future meetings.  

    AAMAC Council of the Elders, pictured left to right:  Delbert Richardson, Marty McLaren, Dr. Donald Felder, Rodney Jones, Princess Shareef and Ina Howell

    EOG Gallery Walk Showcases Educational Equity Work Throughout Seattle Public Schools' History

    The EOG Gallery, located at the John Stanford Center, showcases Seattle Public Schools’ equity-focused work. One highlight; In 1977, The Seattle Plan for eliminating racial imbalance by the 1979-80 school year made Seattle the largest city in the United States to voluntarily undertake district-wide desegregation through mandatory busing.

    The display contains:

    • a compilation of histories, documenting influential figures, events and periods
    • an outline of School Board Policy 0030 (Ensuring Educational and Racial Equity)
    • a multimedia presentation that connects EOG work to student impact

    AAMAC History

    The African American Male Advisory Committee's (AAMAC) roots go back to the original African American Male Think Tank, a group that authored six initiatives whose purpose was to improve the quality of life and education for all African American males within Seattle Public Schools. Five of those six initiatives were operational and the positive effects, such as establishing a method for authentic community engagement and providing professional development addressing racism, implicit bias, trauma, social justice, equity, and culturally responsive pedagogy, can be seen in our schools today.

    View the Recommendations of the African American Male Think Tank

    Mission

    AAMAC was formed to provide guidance on how to best transform our educational system so that we are ensuring educational excellence for all students, particularly our African American males. Our work will focus on:

    1. Positive Beliefs: Shift the beliefs, attitudes and behaviors of adults to recognize and cultivate the gifts and strengths of every student.
    2. Positive Relationships: Nurture students’ sense of belonging and validate their identities.
    3. Positive Learning: Provide responsive and culturally relevant instruction that engages students in their learning.
    4. Positive Partnerships: Support reciprocal partnerships that ensure students are known, challenged and supported.

    Read more about the Seattle Public Schools strategic plan.