The MUSD Equity Team was established in 2020 to guide, develop, and sustain equity initiatives in order to disrupt racism and improve all school and site systems for our community. The members consist of administrators, teachers, and classified staff that came together with a passion to transform our school district into one that embodies restorative and cultural relevancy. In the 2021-2022 school year we hope to grow and engage with more stakeholders. Join our team!
Educational equity is at the heart of MUSD's existence. Our Milpitas scholars and staff are a community committed to continually disrupting racism in all aspects of the institution of public education. We will uphold equitable practices to ensure our scholars and staff are free from oppressive barriers and will thrive in their global communities.
The MUSD Equity Team operates as a transitional, intermediary organization within the structures of the district, actively partnering with all to build the will and skill of the district to actualize educational equity for all of our scholars.
Expose how embedded, systemic white supremacist values in education are both upheld and/or dismantled.
Apply an antiracism lens when reviewing current policies or creating new ones.
Transform systems to create equitable outcomes for all marginalized youth and families.
Cultivate and sustain equity within the MUSD community.
Promote shared accountability in the necessity and urgency of equity and anti-racism.
Connect with us
There are many ways to be a part of this work, with varying levels of time commitment. If you heard about a spotlight that interested you or are passionate about being involved in our team, please let us know using the Google form Email: email@example.com
Our Story: Testimonials
Deanna Sainten, Weller Principal: I am passionate about and driven to dismantle systemic injustices, created and supported by racism, that limit opportunities, access, and freedoms for young people. This is my life’s work and my main motivation for joining our school district’s equity team.
Sarah Mauhay, Weller Teacher: As a white educator, I am committed to lifelong reflection of my own privileges and accompanying biases in order to create culturally responsive and anti-racist spaces for our students. I am committed to lifelong action, and I joined our team to cultivate and sustain equity district wide so that all people can fully participate and reach their fullest potential.
Kelsey Goode, Sinnott Teacher: While considering what the theory of change looks like in our society, I have dived deep into anti-bias, anti-racist work learning that the way we’ve socialized in our white dominated culture is inherently, systemically racist. I commit and recommit to the work of self-examination and anti-racist work, through learning, acting, practicing, and practicing some more.
Recep Iscan, Weller Assistant Principal: Growing up, I noticed early on that I and those closest to me had such varied experiences in the educational spaces we shared, and from there, my view widened. Today, I stand on the shoulders of many justice warriors as I continually learn how the power of the stories that reside within us, when shared in community, can be the catalyst to unravelling our legacy of racism.
Sandra Quintana, Mental Health Program Manager: As a daughter of an immigrant and also the beneficiary of privilege, it is my core value to learn and grow in order to create an equitable world for our students. My experiences in Special Education and Mental Health further enhance my desire to build the change we want to see to create access, healing, understanding, and justice for all.
Michelle Eacret, Senior Administrative Secretary: As a white person, I wanted to dive deeper into anti-bias and anti-racist work to continue to educate myself and do the deep, personal work of confronting biases and making sure I am not complicit in the white dominated culture. I feel this is important for our students and our community.
Parwinder Johal, Spangler Principal: As an immigrant, I want to make a difference and create opportunities for all our students. It is important to me that as a community we confront biases, understand each other, and lift others who might not have had the same opportunities or privileges. Equity work is important for students, families and staff.
Ana Pardo, Milpitas HS teacher: I believe that we should not keep doing things just because we’ve always done them or change them just to find something new. So, I like to examine things to make sure we’re doing them for the right reasons.