trevordayschool

"So, how did I come to Trevor? You all came and got me." of important topics (including indigenous peoples, environmental justice, and the LGBTQIA umbrella), but also in promoting respectful discourse and learning how to get your voice heard. Mr. Hood responded that it is imperative that CMIs, or a similar curriculum, exist at Trevor; in fact the first CMI of the school year would be held in February 2022. "Although this kind of work is rarely convenient in terms of the academic schedule or the commitments that students have as scholars, artists, athletes, and leaders, we have to make intentional time for these topics and discussions—not only for the students, but also for their parents and the faculty." Mr. Hood also responded to student interest in how he came to work in the field of DEI. He reflected on his early aspirations for politics, but came to believe that politics has a ceiling. He didn't think politics would allow him to have the impact that he wanted to have. He was visiting the grave of Dr. Martin Luther King, Jr. in Atlanta when his path came to him: education. He felt drawn to education because it has a direct line to the next generation. In his second position after college, Mr. Hood had a Head of School who believed in him deeply, and entrusted him not only with the role of DEI Director, but also with the job of recruitment and hiring of faculty and staff. Although daunted by the enormous task, he was also energized by it, and he set out to develop an inclusive process. He feels confident that he succeeded, not only in the process he created, but in the faculty and staff he helped usher in and the impact they then had on the students. Following a five-year move to consulting, Mr. Hood chose to return to an in-house position at Trevor. "Why Trevor?" he posited. "I put my resume out in 2020 and wondered, is there a corporation or school who really wants to take this work seriously? And I spoke with many schools and organizations. And one stood out, first and foremost because the Head of School was the first person I spoke to in the interview process, as opposed to the last, and his use of an audacious four-letter word." Mr. Hood remembers, "Mr. Reisinger said to me, 'At the end of the day, Koreé, this work is all about LOVE' and I could not have agreed more." Mr. Hood continued. "I do believe that I am here for a reason. I believe that Trevor has an opportunity to do amazing work. I really believe in all of you, especially. You all have the talent, skill set, and compassion to make a difference." Page 28: Trevor students who participated in the roundtable discussion; Page 29: Koreé poses as a proud member of the Class of 2010 at Morehouse College: Page 30: Students in an animated discussion of diversity, equity, and inclusion issues; Page 31: e debut of Koreé's official portrait; is page, left top: e headstones of Martin Luther King, Jr. and Coretta Scott King; is page, left bottom: e statue of Martin Luther King, Jr. at Morehouse College. Dr. King was a member of the Class of 1948; is page, right: Koreé in discussion with seniors Will C. and Ella M. 3 2 T R E V O R D AY S C H O O L n W I N T E R 2 0 2 1 – 2 0 2 2

• Cover