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From YouTube: Global Perspectives, January 2023
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This month, Karen McDonough, the AACPS Manager of International Family Outreach Programs, talks with Jocelyn Potts, an AACPS School and Community Liaison.
A
A
A
You
so
much
for
being
with
us
today.
I
know
that
your
department,
your
office,
is
not
new
to
Anne
Arundel,
County,
Public
Schools,
but
I
know
that
there
are
many
people
who
really
don't
have
an
understanding
of
what
your
office
does
and
what
how
it
fits
into
our
system.
So
to
start
with,
can
you
tell
us
a
little
bit
about
yourself
and
your
trajectory
to
get
to
this
position
in
Anne,
Arundel,
County,
Public,
Schools,
absolutely.
B
Well
again,
my
name
is
Jocelyn
Potts
and
I
have
been
with
Anne
Arundel
County
Public
Schools.
Now,
since
2010.
I
started
off
as
an
elementary
school
teacher
at
Ridgeway,
Elementary
School
I
started
in
second
grade,
but
I've
had
the
opportunity
to
teach
second
third
and
fifth
grade
and
excitingly.
This
past
first
marking
period
I
had
the
opportunity
to
teach
fourth
grade
at
Ridgeway,
Elementary
School.
B
A
And
I
do
want
to
ask
you
more
about
exactly
what
what
your
job
does
and
what
is
you
know
the
content
of
your
job,
but
obviously
you
were
one
of
our
staff
people
that
was
pulled
to
be
a
teacher
for
a
short
period
of
time.
So
thank
you
for
for
that
for
assisting
your
our
schools
in
that
manner.
Absolutely
so
tell
us
a
little
bit
about
the
office
of
equity
and
accelerated
student
achievement
and
specifically,
what
is
your
role
within
that
department?
Absolutely.
B
B
Our
job
is
really
to
ensure
that
the
goals
and
the
objectives
of
the
office
of
civil
rights
memorandum
agreement
are
addressed
and
that
all
students
are
exposed
to
Equitable
opportunities
and
because
of
that
OCR
memorandum,
we
want
to
make
sure
that
disparities
for
African-American
students
are
being
addressed,
as
well
as
making
sure
that
all
students
are
being
elevated
and
that
we're
eliminating
all
gaps.
Perfect.
A
A
B
Absolutely
so
it
can
be
local
businesses,
but
you
know
also
higher
education.
You
know,
institutions
within
the
area.
You
know
local
community
service
and
non-profit
organizations.
For
example,
I
have
a
partnership
with
it,
takes
two
incorporate
it,
which
seeks
to
Mentor
children
and
help
children
with
their
reading
goals,
and
things
like
that
so
I
partner
with
them
and
bring
them
into
the
schools
and
allow
them
to
put
on
different
programs.
Maybe
that
you
know
focus
on
reading
that
focus
on
leadership
skills.
B
A
If
there's
a
specific
school
that
has
a
need,
they
can
reach
out
to
your
office
and
you
help
them
come
up
with
either
a
partnership
like
you
just
mentioned
that
helps
them
achieve
whatever
goal
they're
trying
to
to
get
to
right.
Does
the
services
that
you
partner
with
or
the
organizations
that
you
partner
with?
Is
it
always
bringing
them
into
the
school,
or
is
it
sometimes
getting
students
to
go
to
different
places
to
different
businesses,
or
it's
all
coming
to
the
school?
No.
B
Not
at
all,
so
it's
really
twofold,
like
you
said
so,
you
know
county-wide.
We
have
this
initiative
to
increase
family
and
Community
engagement,
but
then
also
the
other
side
of
that
is
being
specific
to
the
schools.
So
it's
a
little
bit
of
both
and
it's
not
just
bringing
you
know
those
Community
organizations
into
the
schools.
It
is
exposing
students
out
in
the
community
as
well
would.
A
B
A
B
A
Very
good
you
had
mentioned
previously
some
of
the
initiatives
that
you
have
at
some
of
the
different
schools.
Can
you
give
me
you
mentioned
one.
You
give
me
an
example
of
another
program
that
you're
maybe
having
you're
running
with
one
of
our
schools.
That
would
help
us
understand
a
little
bit
more
about
how
you
do
what.
B
A
B
The
student
is
in
in
need,
the
family
is
in
need,
so
my
responsibility
is
to
reach
out
to
different
food
banks
and
Partnerships
and
to
connect
the
school
and
the
school
counselors
with
these
different
agencies
or
different
support
systems,
so
that
then
they
can
provide
them
directly
to
the
family,
so
whether
it's
in
need
of
food
or
clothing
vouchers
or
whereupon
the
holiday
season
right.
So
this
family
lost
a
parent,
so
is
in
need
of
things
for
the
holiday
season.
B
A
B
A
So
I
from
what
you're
saying
it,
it's
also
something
that
we
do
at
all
levels
right.
It
isn't
just
there's
elementary
middle
school
and
high
school
and
obviously
the
needs
would
vary
depending
on
that
that
school
Community
do
you
see
different
needs
in
the
air
in
our
school
system
between
the
northern
part
of
the
county
and
the
southern
part
of
the
county,
things
that
might
be
programs?
B
Really
any
examples,
but
here
within
you
know
this
area
in
the
Annapolis
Area.
There
are
so
many
resources,
so
I
may
have
less
schools
reaching
out
to
me
within
this
area
than
I.
Do
the
northern
part
of
the
county.
So
that's
something
to
keep
in
mind
that
a
lot
of
the
resources
that
exist
for
our
school
system
are
located
here
in
the
Annapolis
Area,
which
are
great,
but
we
also
have
to
make
sure
that
we're
working
hard
to
serve
all
of
the
county
right
so
that
all
students
have
the
same
access
to
resources.
Very.
A
Good
I
really
like
the
way
you
explained,
equity
and
equality
and
I
can
imagine
that
sometimes
parents
have
these
questions
from
their
kids
and
it
may
be
something
that
as
parents,
parents
may
not
know
exactly
how
to
have
that
conversation
with
their
students.
Do
you
have
any
ideas
or
tips
for
parents
that
are
looking
to
have
a
meaningful
conversation
about
Equity
with
their
with
their
students,
I.
A
B
So
listening
would
be
the
first
step
to
the
verbal
and
the
non-verbal
communication
and
then
also
assessing
what
is
your
students
level
of
understanding
of
equity,
and
you
know,
issues
surrounding
Equity.
What
has
their
experience
been
like
so
asking
those
questions,
but
asking
them
at
a
time
that
isn't
a
stressful
time
for
them,
because
you
want
them
to
be
as
open
and
as
honest
as
possible
with
you
and
then
I
feel
from
there.
You
can
then
begin
to
have
those
conversations
you
can
contact
our
office
for
resources
and
books.
B
You
can
contact
your
child's
school
counselor
for
books
and
and
different
videos,
and
things
like
that.
That
may
be
age
appropriate,
but
I
do
feel
that
age-appropriate
conversations
can
happen
regardless.
If
we're
talking
about
you
know
primary
grades,
all
the
way
up
through
12th
grade,
students
are
more
than
capable
of
handling
those
type
of
conversations.
B
So
one
of
the
roles
of
the
office
of
equity
is
to
ensure
that
you
know
students
are
exposed
to
how
to
advocate
for
themselves
and
implementing
different
programs
in
different
Avenues,
where
students
feel
that
they
have
a
voice
and
that
their
voice
is
heard.
So
once
parents
are
able
to
listen
to
the
verbal
and
non-verbal
once
they're
able
to
assess
their
students,
understanding
of
issues
of
equity,
then
I
think
that
those
conversations
can
take
place.
B
I
also
suggest
that
parents
Loop
their
teacher
their
students
teacher
into
the
conversation
so
that
teachers
are
aware
that
these
conversations
are
happening
at
home.
One
I
think
it
allows
teachers
to
meet
students
where
they
are,
and
then
it
also
allows
those
conversations
to
take
place
within
the
classroom
because,
as
we
know,
issues
of
equity
are
not
isolated
right.
They
happen
within
the
classroom
and
without
outside
of
the
classroom
as
well.
So
allowing
the
teacher
to
be
looped
into
those
conversations,
I
think
is
helpful.
A
And
I
would
imagine
that
if,
if
you
know
a
student
is
having
some
questions
or
concerns-
and
it's
brought
to
the
attention
of
the
teacher,
there
might
have
been
another
student
who
may
not
have
said
anything
who
may
be.
You
know
thinking
about
struggling
with
some
of
these
issues
and
the
teacher
then
talking
about
it
would
be
helpful
too.
Not
just
that
particular
student,
but
other
students
in
the
classroom
absolutely
is.
It.
Is
the
issue
or
the
topic
of
equity
addressed
in
the
curriculum
specifically
at
different
levels?
B
Right
well
as
a
teacher,
the
curriculum
does
do
a
nice
job
of
offering
windows
and
mirrors
and
indoors
and
allowing
students
to
have
exposure
to
different
perspectives.
I
think
that's
an
area
that
we've
grown
within
the
last
few
years,
which
I'm
happy
about
so
I,
think
that
in
itself
allows
conversations
and
different
topics
to
come
up
because
you're
exposed
to
different
perspectives,
you're
exposed
to
different
cultures
within
the
curriculum.
B
So
that's
nice
that
students
are
able
to
not
only
see
themselves
but
then
they're
also
able
to
interact
with
you,
know,
characters
and
different
situations
that
maybe
they
don't
have
experience
with,
which
allows
them
to
you
know,
have
a
view
into
someone
else's
life
which
ultimately,
we
want
to
increase.
Empathy
right
among
our
students,
so
I
do
think
that
there's
an
opportunity
within
the
curriculum,
but
I
also
think
because
we
have
such
a
push
on
our
social,
emotional
learning
that
those
conversations
are
able
to
come
up.
A
B
A
We
have,
is
it
three
times
a
year,
four
four
times
a
year
that
we
have
Unity
day
and
I
as
a
staff.
Member
I
I
always
really
appreciate
that
that
brings
I.
Think
that's
one
of
those
opportunities.
That's
like
well,
you
know
what
what
is
Unity
day,
what
you
know.
What
is
that
about?
How
did
it
get
started?
B
A
A
B
Well,
our
office
focuses
on
three
areas,
so
we
had
a
retreat
this
past
summer
and
we
really
took
a
deep
dive
into
all
the
initiatives
that
we
are
currently
working
on
and
have
worked
on
throughout
the
school
year
and
I
tell
you.
It
was
upward
of
65
to
70
different
initiatives
and
I.
Don't
think
because
we're
doing
the
work
daily
I,
don't
think
we
really
understood
or
realized
the
capacity
and
the
responsibility
and
the
breadth
exactly
exactly
so.
B
So
you
know
we
are
here
and
my
role
I'm
one
of
two
school
and
Community
Specialists
within
the
office
of
equity,
so
we
are
Community
facing
so
if
there
are
community
events
going
on,
if
there
are
Community
needs
as
a
whole,
that
the
school
system
can
partner
with.
You
know,
I'm
available
to
consult,
to
guide
and
to
kind
of
partner
with
our
broader
Community,
to
ensure
that
our
students
needs
are
being
met
and.
A
That
brings
me
to
I
think
what
I
hadn't
previously
thought
about,
but
maybe
there's
somebody
in
our
audience
who
had
works
at
an
agency
or
is
part
of
a
business
that
would
be
interested
in
partnering
with
your
office
and
providing
you
know
some
of
the
Partnerships
that
you
had
talked
about.
Would
they
reach
out
to
you
directly
through
our
you
know
our
I
guess
just
your
email.
Maybe
we
can
provide
that
information
as
well,
and
that
would
be
you
know,
maybe
another
opportunity
for
somebody
else
to
get
involved
and
to
offer.