Dr. Monica Manns
Monica Manns, Ed.D, MRC, MEd serves as the Chief Equity, Diversity, and Opportunity Officer of a large school district. She works to establish, execute, and evaluate the division’s cultural diversity efforts to include but not limited to strategic consultation, professional development for staff, amplification of student voice, school-based equity action planning. Dr. Manns previous work includes the non-profit sector, juvenile facilities and public schools. She is a devoted wife and mother of two college-aged children.
Chief Equity, Diversity, and Opportunity Officer of a large school district is Dr. Monica Manns. She works to establish, execute, and evaluate the division’s short- and long-term cultural diversity programs, manages the relevant professional development of staff, supports the amplification of the voices of children through school-based equity action and collaboratively works internally and externally to identify opportunities that elevate both students and staff.. Prior to this position, she was the Director of Education (Principal) of John G. Wood School, a private day school located on the campus of Virginia Home for Boys and Girls (VHBG) that supports youth with severe emotional and behavioral issues, such as schizophrenia, bipolar disorder, depression, and significant discipline issues. Later, she was promoted to Vice President of Educational Services at VHBG, one of the oldest non-profits in Virginia supporting disadvantaged youth. She has worked in numerous governmental and private facilities, such as Adult and Youth Correctional Facilities, Alternative Schools, and General Education. She holds degrees from Berea College, the University of Kentucky, Virginia Tech, and William & Mary, in addition to a diploma in Administration from Virginia Commonwealth University. She is a devoted wife and mother of two college-aged children.
Education: English & History
Minor: Black Studies
Minor: Women Studies.
Berea College, Berea, KY.
University of Kentucky, Lexington, KY.
North Carolina Adult Corrections, Lexington, NC.
Minnick Education Center, Roanoke, VA.
Special Education Emphasis
Virginia Polytechnic Institute and State University. Blacksburg, VA.
AVR (Alternative School), Henrico County Public School System, Richmond, VA
Virginia Commonwealth University
Director of Education, School Principal
Virginia Home for Boys and Girls – Richmond, VA
Henrico County Public Schools, Richmond, VA
William & Mary College, Williamsburg, VA.
State of Virginia
Henrico County Public Schools, Richmond, VA
Led vision, strategy, and execution for all facets of educational services and training within three K–12 alternative schools and organizations dedicated to children’s behavioral and mental health in the capacities of teacher, vocational coordinator, principal, Director of Education, and Vice President of Education and Professional Learning. Defined and influenced the direction of strategic planning, program design, internal controls, and assessments. Example of Supporting Endeavors:
- ensured the continuity of operations, overcoming a budget deficit and effectively managing financial operations to continue the procurement and maintenance of educational equipment, payment of salaries, and development of new programs (including community case management support, transition evaluations, vocational training, and professional development), allowing us to mitigate the deficit of one of the non-profit day schools from approximately >$50,000 to a revenue of $1.5 million within a 4-year span;
- fostered strong strategic partnerships that resulted in alliances throughout the business and educational communities in multiple school districts
- maintained an updated command of issues impacting the organization’s mission through participation in professional meetings and organizations and enrollment in continuing education courses;
- implemented cognitive behavioral and trauma-informed care responses and professional learning;
- designed and implemented a state-licensed elementary school for students with significant behavioral and mental health concerns;
- implemented instructional programming and offered support, resulting in a 100% graduation rate for students with academic and behavioral limitations two years in a row
Supported the visioning and strategizing for the implementation of Community Learning Centers (CLC) with a school district, both in the roles of school-based staff, Education Fund Board Member, and later the interim Director for Community Learning Centers within a large school district. Example of Supporting Endeavors:
- supported the development of grant proposals, letters of inquiry, and grant reports for submission to prospective and existing funders which supported Laburnum Elementary School becoming a Community Learning Center site and receiving a three-year extension for Glen Lea Elementary School (Wilder Middle and Ratcliffe Elementary schools are in year 2 of implementation on a three-year grant) which is now within the Department of Family and Community Engagement;
- oversaw the implementation of instructional programming for the district CLC programs as interim Director.
Dissertation: Unfolding the Logic of a 21st Century Learning Center: Program Evaluation. Studies on the beneficial effects of community learning centers have been extensive, but the formative process of developing programming for a community learning center has received less attention. My study identified the perceived vs. actual program components and used this information to develop a Theory of Change to be used to assist with programming, resource development (e.g., grants and monetary solicitation), external program collaborations, and prospective expansion.
As the district’s first Director of Equity and Diversity, I have championed, facilitated, and guided processes and programs to make the district more equitable and inclusive. We received the highest results of any offices or departments based on climate surveys, which measured internal stakeholders perceptions of the effectiveness of meeting their assigned strategic goals, with our office receiving the highest scores on average. Example of Supporting Endeavors:
- developed and facilitated the strategic vision and Office for the Equity & Diversity Department and addressed student (parent) and staff concerns about equity, diversity, and inclusion;
- initiated and now serves as staff counsel to the school board equity and diversity advisory committee (EDAC) that works to provide school board recommendations;
- developed and curated the Elementary Coalition, whereby a cohort of educators from each elementary school will participate in half-day professional learning focused on equity and culturally responsive education in the classrooms to build the foundation for instructional practices that encourage inclusivity, understanding, and an appreciation of differences among students. training and coaches’ school-based;
- developed and curated equity teams that are designed to promote inclusive school communities; encouraged proactive engagement and dialogue about diversity, equity, and inclusion among students in primary and secondary schools;
- supported Human Resources with various recruiting and retention initiatives that work to ensure our workforce reflects our increasingly diverse student body, including the acquisition of grant funds in support of these efforts;
- advocated for the establishment of Opportunity Schools, which provide additional funding for staff and other supportive resources to schools that have historically struggled with student achievement, staff retention, discipline, etc.
- received six National Association of Counties’ (NACo) Achievement Awards:
- Staff Retention Efforts (developed a plan for enhancing staff diversity efforts by creating and curating education resource groups that seek to empower staff by using affinity meetings to grow them personally and professionally based on predetermined needs)
- Culturally Responsive Education Model (framework for instruction and programming efforts that promotes self-examination, respects students’ sources of knowledge, exemplifies high regard and high expectations, promotes belonging, and incorporates research-based instructional practices)
- Communication for All Students and Families involves implementing inclusivity initiatives to include students and families who identify as immigrants or refugees, particularly those for whom English is a second language, in our communication feedback loops. Additionally, it involves promoting and supporting collaboration with external entities that provide services and support to refugees and immigrants.
- Equity Ambassadors (amplifying student voice, ensuring diverse representation, promoting student leadership, and championing school-based issues of equity) to include Language Navigators.
- After a nationally traumatic event, the Culture of Dignity and Responsive Action Plan developed a plan for creating and curating staff well-being through healing and listening circles, book studies, and discussion groups.
- Newcomer Event as a result of stakeholder climate surveys and the regular influx of non-English-speaking families and refugees, responding to the challenges these families face includes access to resources, communication, and employment opportunities. We divided the newcomer event into two sessions. The morning session focused on career awareness and job training, while the afternoon session consisted of a job fair; participants were given the option to be provided with a student volunteer who spoke their home language to assist them in navigating this opportunity.
Co-facilitated a district stakeholder committee that collaboratively put forward revisions to our calendar, and the 2020–2021 school year calendar now includes a recognition of a major religious holiday for Christian, Jewish, Hindu, and Muslim populations. Later, I chaired a statewide diversity calendar and school-based meals committee (2021), providing recommendations for curating a more inclusive calendar and meals for K–12 and high school education institutions.
Keynote Speaker for The National Association of Education Foundations “Equity – The Words and The Work” (2023)
Goal-Oriented AthleThletes in Education (G.O.A.T.Ed.): From Student-Athletes to Athlete-Educators
The Black Boys and Men Symposium (2022)
Conscious Content: The Practice of Integrating Culturally Relevant Content into the ELA Curriculum
VATE Annual Conference (2021)
Developed a Culturally Responsive Education Model (CREM) to frame Professional Learning that is shaped like a wheel with ‘Self-reflection’ and a ‘Culture of Belonging’ in the middle. The CREM model requires teachers to first reflect on their cultural competence and become aware of the importance of honoring their students’ funds of knowledge. Next, they are expected to garner an understanding of the five supporting spokes on the CREM wheel – embedding students cultural knowledge in their lessons (content knowledge); allowing opportunities for students to study their affective domain and reflect on others (knowledge construction); identifying the most effective learning styles for students (equity pedagogy); embedding opportunities to engage in socially oriented instruction (prejudice reduction); and ensuring communication, engagement, policy, and procedures are responsive to ALL students and families (school empowerment).
Professional Development Opportunities to Non-Profit Organizations, School Districts, and County Establishments. To include but not limited to the following:
- Emotional Bank Account
- Culturally Responsive Educator Model
- Implications of Poverty in the Classroom
- Unconscious Bias and Microaggressions
- Daring Dialogue in the Classroom & Community
- Using Funds Of Knowledge To Build Relationships
- Rejecting the Deficit Model of Students in Poverty
Uniquely situated to serve as motivational life skills coach for those who need assistance with identifying their goals, overcoming obstacles, and developing the skills and mindset needed to achieve personal and professional success with a particular emphasis on individuals are some key responsibilities and activities that a motivational life skills coach may engage in. Example of Supporting Endeavors:
- provided goal – oriented counseling services for youth and families;
- provided goal – oriented counseling services for incarcerated youth;
- provided counseling services for three state prisons.
Coached leaders and school teams on effective classroom management, the use of co-teaching, and differentiated instruction are known to boost students’ academic and social progress. Leveraging evidence-based practices and professional experience to assist with innovating programming that led to improved academic and social growth in students through more effective classroom management, co-teaching arrangements, and differentiated instruction. Example of Supporting Endeavors:
- supported the revision of the Code of Conduct, transitioning it from a zero-tolerance model to a preventive discipline code of conduct model, which was recognized by the state;
- designed and implemented a culturally competent model of preventative services aligned with the PBIS concept for this Virginia school system with 50,000 children. Also, we provided real-time, on-site instruction for staff on how to relate to pupils from diverse socio-economic, racial, and cultural backgrounds;
- designed and administered a district-wide three-tier model of mental health and behavioral programming for students and staff, focusing on prevention programs that reduced risk factors and increased student resilience;
- created the evidence-based in-school suspension program RESET, which within a year reduced recidivism among students in all pilot schools;
- ensured the new Dean of Students position’s effectiveness by providing training and support during implementation and increasing communication between school and parents, reducing disciplinary actions;
- supported the implementation of a transformative practice model that is similar to preventative discipline but ensures clear accountability measures in the school district as part of the revised preventative discipline Code of Conduct.
Promoted student agency is the capacity of students to take ownership of their learning, make informed decisions, set goals, and advocate for their needs and interests. It encompasses a sense of autonomy, empowerment, and self-efficacy that enables students to actively engage in their educational experiences and take responsibility for their academic and personal growth. Example of Supporting Endeavors:
- empowered students via the design and facilitation of Equity Ambassadors (amplifying student voice, ensuring diverse representation, promoting student leadership, and championing school-based issues of equity) to include Language Navigators is a program of students representing 16 ethnicities who collectively work in groups to create and post videos that explain in detail the many announcements and important details families need to support their children’s education. Students use slides, voice-overs, charts, and arrows to explain the various procedures in their native languages;
- designed passage programming to cultivate leadership positions among male youth in their communities. The program will assist them with defining what it means to be a woman and a leader if they are taught to think critically and to comprehend themselves and the world around them. We hope these boys and girls will become men and women through an intensive process of self-reflection, community and global analysis, and an awareness of their own ideas and ambitions;
- developed and curated a design studio for students (and families) who live in under-resourced communities to attend and be exposed to hands-on activities in support of STEM, art projects, life skills (i.e., sewing), communication (i.e., AVR, podcast, etc.).
Received the “Best Achievement” award from the Virginia Association of Counties (VACo), which is the highest honor awarded in the state for county programming. Our Equity Ambassador is a high school program that amplifies student voice by engaging and educating them on issues of equity and inclusivity (belonging within a culture of dignity), with a mission to align with our Equity & Opportunity strategic pillar:
- create opportunities for them to engage in daring dialogue on current equity issues impacting our school communities, while also providing them with skills to engage with peers outside the program;
- provide them with the knowledge and leadership skills necessary as they design and facilitate initiatives that address equity and diversity (inclusivity) issues within their school and the larger community;
- expand their scope of awareness and understanding by intentionally requiring them to engage with diverse students from across the district.
Oversee Restorative Practices training and coaching entails teaching individuals, organizations, or communities how to implement restorative principles and techniques to build and maintain positive relationships, resolve conflicts, and address harm in a constructive manner. Example of Supporting Endeavors:
- provided individuals with the skills and tools needed to prevent conflicts, de-escalate tensions, and address and repair disagreements in a constructive and respectful manner;
- engaged community-building activities such as restorative circles, community meetings, and team-building exercises help foster a sense of belonging, trust, and mutual support among group members;
- promoted accountability and responsibility by encouraging individuals to take ownership of their actions and the impact they have on others;
- Through dialogue and reflection, participants develop a deeper understanding of the root causes of conflict and harm, fostering empathy, compassion, and mutual respect.
- empowered students via the design and facilitation of Equity Ambassadors (amplifying student voice, ensuring diverse representation, promoting student leadership, and championing school-based issues of equity) to include Language Navigators is a program of students representing 16 ethnicities who collectively work in groups to create and post videos that explain in detail the many announcements and important details families need to support their children’s education. Students use slides, voice-overs, charts, and arrows to explain the various procedures in their native languages;
- designed passage programming to cultivate leadership positions among male youth in their communities. The program will assist them with defining what it means to be a woman and a leader if they are taught to think critically and to comprehend themselves and the world around them. We hope these boys and girls will become men and women through an intensive process of self-reflection, community and global analysis, and an awareness of their own ideas and ambitions;
- developed and curated a design studio for students (and families) who live in under-resourced communities to attend and be exposed to hands-on activities in support of STEM, art projects, life skills (i.e., sewing), communication (i.e., AVR, podcast, etc.).
Received the “Best Achievement” award from the Virginia Association of Counties (VACo), which is the highest honor awarded in the state for county programming. Our Equity Ambassador is a high school program that amplifies student voice by engaging and educating them on issues of equity and inclusivity (belonging within a culture of dignity), with a mission to align with our Equity & Opportunity strategic pillar:
- create opportunities for them to engage in daring dialogue on current equity issues impacting our school communities, while also providing them with skills to engage with peers outside the program;
- provide them with the knowledge and leadership skills necessary as they design and facilitate initiatives that address equity and diversity (inclusivity) issues within their school and the larger community;
- expand their scope of awareness and understanding by intentionally requiring them to engage with diverse students from across the district.
As a special education teacher, I developed and implemented individualized education plans (IEPs) for students with diverse learning needs, including autism spectrum disorder, ADHD, and intellectual disabilities; differentiated instruction to accommodate students’ unique learning styles, abilities, and challenges; and used evidence-based teaching strategies, such as multisensory instruction and positive behavior support techniques, to promote student engagement and academic performance.
As a Special Education Leader (coordinator, principal), I developed and implemented plans to improve outcomes for students with disabilities and promote inclusive practices; collaborated with school administrators, teachers, and related service providers to ensure effective implementation of individualized education plans (IEPs) and accommodations for students with disabilities; and led professional development initiatives.
As the Director and (later) Vice President of Education and Training for a non-profit program serving primarily students with an Individualized Education Plan, I provided leadership and oversight for all aspects of the special education program, including program development, internal and external professional development, budget management, and compliance with federal and state regulations; and I developed and implemented strategic plans to improve outcomes for all students, including expanding programming to include a range of services from elementary schools through vocational programming.
