Amid ongoing federal pushback against diversity, equity, and inclusion programming, Darnell Thigpen Williams is stepping into Belmont Schools’ new role of Diversity, Equity, Inclusion, and Well-Being director, bringing a lifetime of education experience with him.
Superintendent Jill Geiser has called his hiring an important investment for the district.
Raised in Chicago, Illinois, and with a long career in Massachusetts, Williams is “a transformative leader in education, bringing over 25 years of diverse experience as a classroom teacher, curriculum writer, professional development director, entrepreneur, and adjunct professor,” according to the Belmont Schools website.
In an interview with The Voice, Williams said he was initially interested in Belmont because he saw it as an opportunity to make a difference at a high-performing school district with significant equity gaps.
“Academic excellence devoid of equity is ultimately superficial,” he said in a statement to The Voice. “True achievement flourishes only when we prioritize mental health and foster a genuine sense of belonging among all students.”
Supporting a Holistic View
According to Williams, a key priority for the district is providing equity-focused professional development for staff, which examines the roles of unconscious bias, identity development, and intersectionality.
He predicts that this professional development could help shift the district away from being hyper-focused on achievement at the expense of the well-being of students and teachers, and toward a more holistic approach.
Making this shift could be a town-wide initiative, he said, adding that he is exploring the possibility of partnering with community organizations to create an annual conference that centers on equity and well-being for the town.
“This approach not only advances our practices in culturally responsive and anti-racist education but also positions Belmont as a leader in this vital work,” he said. “By prioritizing these discussions, we can create a transformative impact on our district and inspire a commitment to equity and excellence at every level.”
He also sees an opportunity for Belmont Public Schools to develop strategic partnerships with local colleges and universities to provide additional educational pathways for students.
“At Belmont, we currently have only one pathway to success—academic achievement,” Williams said. “Research shows that without expanding our innovation, technology, and vocational pathways, many students will be unprepared for the workforce.”
Cultivating Community Spaces
While the district already hosts some affinity groups for students and staff, Williams said he hopes to make this program more robust, integrating input from a district-wide equity team. This team would include representation from all of the schools.
The role of the affinity groups would be twofold, he said: first, to create spaces where groups who feel they have been marginalized can receive social, emotional, and mental health support; second, to generate conversations about what the needs of different groups are and how resources can be allocated to support them.
Williams cites research that affinity groups increase job satisfaction and a sense of belonging for staff. According to Williams, in predominantly white, affluent districts like Belmont, it is common for marginalized groups to feel left out.
“Affinity groups play a crucial role in addressing this by creating a space where members can connect over shared experiences and challenges,” he said. “They empower us to collaboratively present our insights and concerns to administration, ultimately influencing decision-making, policies, and practices that foster inclusivity and equity within our schools.”
An Excitement for the Work
Renée Heywood, who worked with Williams in the state Department of Youth Services (DYS), said Williams contributed to an educational infrastructure that led to incarcerated youth achieving high academic outcomes.
According to Heywood, during Williams’ time with DYS, approximately 91% of the students in the department, including youth with disabilities, were passing the English Language Arts (ELA) section of the Massachusetts Comprehensive Assessment System (MCAS), surpassing state outcomes.
She attributes this in part to staff learning to address their biases, develop high expectations for students, gain content knowledge, and build positive relationships with students through professional development.
“The quality of professional development that he has always delivered has been transformational,” she said.
Moving Forward
Geiser said Williams is meeting with students, staff, and parents to develop his understanding of the school community.
According to his update to the School Committee on May 6, Williams also plans to develop a hiring and retention committee, which will meet monthly beginning this August to “research best practices in hiring for a diverse workforce and identify strategies for retaining a multicultural, multiracial, and multilingual workforce.”
He also plans to build school- and district-wide equity teams, to “collaborate and share
insights, making recommendations that promote equitable practices and ensure all students have the resources and support they need to thrive in an inclusive environment.”
In terms of establishing channels for gathering feedback, he is creating equity roundtable discussions (for staff) and community advocacy forums (for community members).
The equity roundtable discussions, which will be held quarterly and began on May 28, are intended to promote dialogue and strategy development to address equity issues in Belmont Schools.
The community advocacy forums will begin in the fall and be held three to four times a year, encouraging discussions among community members about educational issues impacting the schools.
Williams’ role will also include supporting student well-being, which Geiser sees as deeply interconnected to diversity, equity, and inclusion work.
“It’s important for us to remember how all these pieces fit together,” said Geiser. “This is an important investment for our students.”
