Diversity, Equity, Inclusion, and Belonging

As a Windward community, we believe that in order to fully achieve the goal of educating children with language-based learning disabilities, the experience of academic success must be “combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting.” Students at Windward are prepared for responsible citizenship in an increasingly diverse and interdependent world.

Diversity, Equity, Inclusion, and Belonging Mission and Vision

At The Windward School, we are committed to a world where every child with a language-based learning disability is empowered to achieve unlimited success – a vision fulfilled by disrupting the educational status quo. The Windward School deliberately builds both its curriculum and culture to foster a powerful sense of belonging through a research-based program that is authentically inclusive and a community in which everyone is seen in their full humanity. ​

The Windward School aspires to bring forth students who are culturally engaged critical thinkers, confident self-advocates who understand and celebrate their differences, and upstanders who identify and challenge all forms of injustice. Windward is committed to these values and expectations of its community members by embracing the importance of ongoing anti-oppression dialogue and critical conversations; by advancing educational equity in underrepresented communities, especially those historically marginalized by society; and by working to ensure that our program is accessible to all who need it.​

Defining Diversity, Equity, Inclusion, and Belonging

You may hear the term DEIB (an acronym for diversity, equity, inclusion, and belonging) at The Windward School and elsewhere when learning about this work. You might ask what does DEIB mean, and what do the individual words convey? Here is a breakdown of the definitions of diversity, equity, and inclusion, and how those words together reflect Windward's ultimate goal for the School's community members—belonging.

Definitions have been adapted from the National Association of Independent Schools' Diversity Work in Independent Schools

Credit: Krys Burnette

We follow three guidelines in our community:

At The Windward School, we treat all people with decency and respect.

At The Windward School, we respect and value diversity in all of its forms.

At The Windward School, we do not blame or shame ourselves or others, especially when we disagree.Windward expands a student’s ability to function in a pluralistic society by teaching self-awareness while encouraging genuine respect and appreciation for people. To that end, we are committed to creating and fostering a community that is inclusive for all its members regardless of race, ethnicity, ability, socio-economic status, religion, age, gender, sexual orientation, or any other attribute that does not define a person’s character. We are dedicated to maintaining a sense of community for all people and for those individuals in particular who have struggled historically to be wholly accepted into society.

We are aware that achieving diversity and all that it encompasses is not always an easy task; however, the rewards are immeasurable for all members of the community. The Windward School’s on-going commitment to diversity and inclusion informs the School’s daily work, helps to shape the community, and guides the vision for the future.

We invite you to learn more about The Windward School and our active commitment to promoting an environment in which differences and commonalities are celebrated.

Meet the DivE In Committee

The DivE In Committee (which intentionally capitalizes the D, E, and I in an homage to its DEIB work) is the leadership team that will guide, advise, and oversee Windward's three-year DEIB plan. It comprises one faculty member, one staff member, and two parents/guardians from each division. Head of School Jamie Williamson; Romina Pacheco, Director of Diversity, Equity, Inclusion, and Belonging; Jon Rosenshine, Associate Head of School; and two Board of Trustee members have also been selected to serve on the committee for a total of 21 committee members. 

All volunteers will serve a minimum year-long tenure. The committee was selected based on individuals' background knowledge, skills (e.g., organizational, writing, interpersonal, etc.) and diversity of representation (e.g., role, race, gender, sexual orientation, professional experience, length of time as a Windward community member, etc.).

Alana Clemente-Glover, 
Associate Director of Development

Tara Dewitt,
MLS Parent/ Guardian

Tom Fiorella,
MMS Parent/ Guardian

Susie Gardiner,
WLS Teacher

Sarah Golden,
Coordinator of Language Arts

Stephanie Huie,
Associate Director of Digital Communications and Publications

Shirley Hwang,
MMS Teacher

Tara James,
WLS Parent/ Guardian

Elizabeth Jarvis,
MMS Parent/ Guardian

Mitchell J. Katz,
Board of Trustee Member

Caitlin Lasher,
Development Associate

Danielle LaRoche King,
WMS Parent/ Guardian

Stephanie Myhal,
WMS Teacher

Romina Pacheco, Ph.D.,
Director of Diversity, Equity, Inclusion, and Belonging

Joanna Hagan Rego, 
MLS Parent/ Guardian

Jon Rosenshine,
Associate Head of School

Erin Roy,
WMS Parent/ Guardian

Elly Steiker-Pearl, 
MLS Teacher

Nellie Sung,
WLS Parent/ Guardian

Anike Wariebi,
Board of Trustee Member

Jamie Williamson,
Head of School

Contact Us
(212) 222-8628

Romina Pacheco, Ph.D.
Director of Diversity, Equity, Inclusion, and Belonging

Danielle Ngo
MLS Campus Diversity Advisor

Karen Jimenez
MMS Campus Diversity Advisor

Kayla Morales
WLS Campus Diversity Advisor

Tanya Ehrlich
WMS Campus Diversity Advisor