Welcome Tricia Ebarvia, Director of Diversity, Equity, and Inclusion!
Dear Greene Street Friends School Community,
It is with great pleasure and excitement that I announce the appointment of Tricia Ebarvia as Director of Diversity, Equity, and Inclusion. A veteran teacher, Tricia comes to Greene Street Friends from Conestoga High School, where she has taught for the past 20 years and chairs the English Department.
I am incredibly appreciative of the Director of DEI Search Committee: Bianca Adger, Clerk (5th grade Teacher), Josh Goodstein (6 / 7 / 8 Science Teacher), Mary Mehala (Director of Finance and Operations), Kareem Rogers (Lower School Dean), Amira Sedki (School Counselor), Anna Weisberg (3rd Grade Teacher). They each spent countless hours reviewing hundreds of resumes, screening and interviewing candidates to identify three finalists and ultimately Tricia.
Committee Clerk Bianca shares that “Tricia is not only amazing, she is EXCEPTIONALLY amazing! Tricia is a nationally known DEI practitioner, a co-leader of the Institute for Racial Equity and Literacy, and is a leader in this work. She is also a published author and regularly leads workshops about decolonizing the classroom. For more about her, join her 23,000+ twitter followers: @triciaebarvia”
In applying for this position, Tricia noted that “... a responsibility I have as an educator, and that all schools have, is to ensure that teaching and learning ultimately serve to create a more just society.” We couldn’t agree more!
The daughter of immigrants from the Philippines, Tricia has answered the twin callings of teaching and social justice work. She holds a Bachelor of Arts Degree in English and Educational Policy from the Pennsylvania State University and a Master of Science Degree in Education from the University of Pennsylvania where her thesis topic was “Moral Education in Secondary Classrooms.” During her decades as a teacher Tricia has focused on culturally responsive pedagogies, revising curriculum to align with social justice standards, and she has served as an Equity Affiliate Leader and member of her school district’s Equity Leadership Team. In addition, Tricia is the co-founder and co-director of the Institute for Racial Equity in Literacy, a two week summer program for educators that examines literacy practices through an anti-racist lens. She is well known in the world of diversity, equity, and inclusion among educators with many presentations, publications, and awards.
Tricia herself attended a small K-8 school with 28 students in the graduating class, and it left an indelible mark on her. She said she was drawn to Greene Street Friends as a school with a social justice mission and a place she could have more impact. In her presentations to our faculty and staff, we felt her passion for change and shared her belief that we must all support each other’s growth.
Please join me in welcoming Tricia Ebarvia to Greene Street Friends School.
Head of School
Dear Greene Street Friends Community and Family —
It is with humility and gratitude that I am honored to become Greene Street Friends’ first Director of Diversity, Equity, and Inclusion.
As a daughter of immigrant parents from the Philippines, I was raised to value education. My love for reading and writing—and fueled by a sense of service—led me to teaching. My twenty years of experience teaching young people have taught me that there’s something sacred about the classroom, a place where students can feel a sense of community, one that challenges them to be their most authentic and best selves.
I believe that schools play an integral role in intentionally creating spaces for all students to be their best selves, where they can learn how to make a difference in their own and others’ lives, taking an active role in creating a more just society. This past pandemic year, in particular, has made clear the urgent need for schools to interrogate their role as antiracist leaders in their communities—and it’s with this spirit that I step into my role.
In my own experience as a student in small, private k-8 schools, I learned how powerful schools as communities of care can be. Although I am new to Quaker schools, my conversations with teachers, faculty, staff, and kids during my visit affirmed my belief that Greene Street Friends is a place where every child can be nurtured. While there is work still to be done, what drew me to Greene Street Friends was knowing that a strong foundation rooted in an ethic of care was already here, ready to build upon. I am here to be a thought partner, a listener, a connector, and above all, an advocate for all kids to be seen and heard and empowered.
In addition to teaching, as a department chairperson, I’ve led colleagues in reflecting critically on our practices, revising curriculum and instruction to be more student-centered and culturally responsive. I bring to Greene Street Friends my experience working collaboratively on equity teams and facilitating courageous conversations about race with faculty and staff. I am especially proud of the work I’ve done with students in diversity and equity-focused clubs and activities. My call to antiracist action has also extended beyond school: I co-founded #DisruptTexts, a movement to advocate for a more inclusive, equitable language arts curriculum, and in 2019, I co-founded the Institute for Racial Equity in Literacy, a professional institute attended by educators across the nation (and globe). Working in community with other educators of color affirms my deep belief that the path towards liberation for all begins in our relationships with others. “We are each other’s harvest,” Gwendolyn Brooks once wrote, “We are each other’s magnitude and bond.” Indeed.
As the Director of Diversity, Equity, and Inclusion, I take seriously the responsibility and trust that you have all placed in me—and I will work every day to ensure that Greene Street Friends lives up to and into its beliefs about creating a racially and socially justice community for every child. It is, after all, what I would want for my own three children. I am not naïve to the challenges of this pursuit—and I embrace them. I look forward to listening, learning, and working with every member of this special community to effect positive change in all our children’s lives.
In gratitude and joy,