In the early 1990s, in his role as a district plant manager for the New York City Board of Education, my father brought forward several diverse candidates. Although his actions were not then framed as “equity initiatives,” he did so to give all people a fair chance.
I am proud to have been a part of that diverse profession in New York City in the 1990s. Diversity among custodial ranks—although not completely achieved—is now often advocated for in society. There is still work to do, but the school leaders I worked with in the 1990s opened doors and created opportunities that contributed to diversity today.
We recognized that opening opportunities for diverse populations benefited both the individual and the organization. Custodial staffs have often exhibited diversity in hiring that exceeded other work areas in our K–12 school systems, to the benefit of the organizations served.
What we then called fairness, opportunity, or equality is now better defined as equity. I have proudly continued that initiative for all areas of employment in every position in which I have served. Advocating for diversity at all organizational levels and changing organization culture to support these initiatives are core to my beliefs.
Everyone deserves an opportunity; however, people who are given those opportunities must serve effectively. In a school district, the focus must always be on providing the best environment for our children. Favoritism in any area removes the focus from serving children.
Political machinations must never take priority over the children we serve. Diversity initiatives must focus on supporting the needs of the job candidate and the system.
Increased diversity helps break down barriers and keeps the job focused on objectively serving the needs of children; aligning diversity initiatives with those needs is paramount. Diversity efforts must be increased, and existing positive changes must be sustained. We are in a better place serving the needs of children as a diverse profession.
An effective custodian has a consistent focus on the right way to do a task.
Personally, I may not have “ascended” as fast as I would have had I joined the chorus of stakeholders minimizing the importance of custodial staffs. People who choose to diminish the contributions of custodians are failing to see and understand the big picture. Our custodians are the front line in preserving the safety of our children, often at significant risk to their own safety.
During the closures attributable to the COVID-19 pandemic, the custodians in my district, without complaint, continued to provide food to our children and kept our buildings ready for an unknown return date. That happened throughout the country to various degrees, but my colleagues took it to another level. They worked every day to complete whatever task was needed to keep our children safe. They worked hard and worked smart, using the best methods to address health concerns.
An effective custodian has a consistent focus on the right way to do a task. Some may identify this trait as stubborn; I prefer to call it dedication. This approach projects consistency of purpose only affected by clear evidence of a reason to alter accepted paradigms.
Provided with the correct tools and training, effective custodians will enhance our environment. Better products and procedures protect the health of our children, as well as the health of the custodians preforming the work. Forward-thinking cleaning programs may also have a positive fiscal impact, based on process efficiency and product efficacy.
Keep your focus on what is best for our kids, and you will always be able to identify custodians as part of the plan. All custodians are not perfect, obviously, but that is true of workers in all careers. There are far more good custodians than bad custodians.
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During my career, I have been asked about my insights into what goes on in schools. The answer is quite simple; I knew enough to listen to the custodians. They were always there for our students and staff and took the time to listen and observe. They had a complete understanding of their school building and their school’s culture. Learn from them and listen; they are much wiser than you know.
My father, who retired as a New York City Department of Education plant manager, started his career as a board of education custodian engineer. When asked what he did during his career, his answer was always simply, “I was a custodian.” If prompted, he mentioned that he “ended” his career as a manager but would always consider himself to be a custodian. He was proud to be a colleague and friend of the people who dedicated their careers to serving all of our children.
As I reflect on a career closer to ending than beginning, I consider how I will be remembered. Thirty years of my career have now passed, and I have had the privilege of serving as a coal passer, cleaner, custodian, custodian engineer, adjunct instructor, manager, director, consultant, writer, assistant superintendent, community advocate, and equity committee leader. There is much to reflect on. The world has changed and so have our schools.
The people I will most remember are my diverse group of friends and colleagues in the custodial systems in which I have worked, managed, directed, and now indirectly oversee as a district business leader. I hope the custodians I have worked with in Long Island and New York City know that I appreciate, and appreciated, their service.
Further, I hope they will agree with the way I will choose to frame my career for those who inquire after my retirement. Remembering the words of my father, when the time comes, I ask to be called a former custodian as well.