Milton Reynolds is a San Francisco Bay Area based career educator and activist.
His activism has been devoted to juvenile justice reform, law enforcement accountability, environmental justice and youth development. In support of these efforts Milton served 12 years as a commissioner on the San Mateo County Juvenile Justice and Delinquency Prevention Commission and was one of the founding members of the Racial Justice Coalition, an organization created to mobilize community in support of a law enforcement data collection bill to end the practice of racial profiling in California.
From 2002 through 2016, Milton served as the board chair of Literacy for Environmental Justice (LEJ) a Bayview/Hunters Point based non-profit organization focused on youth leadership development and addressing the legacies of environmental racism in the Southeast of San Francisco. LEJ is currently leading the largest wetlands restoration project in the history of San Francisco. Though no longer serving as board chair, he remains actively involved with LEJ.
Milton also sits on the advisory board of the Paul K. Longmore Institute on Disability at San Francisco State University. Part think-tank, part cultural center, the Paul K. Longmore Institute on Disability challenges assumptions about disability and differently abled people.
Milton served as a middle school Self Science instructor for the past 24 years, first at Nueva and later at Odyssey Middle School. Before his current employment position, he was one of the founders and the Curriculum Design Specialist for CoAction, an Equity and Communications consulting firm. Additionally, he was a researcher in the Stanford Integrated Schools Project, a Stanford University based research investigation designed to determine whether educators, by virtue of their classroom practice could reduce or eliminate stereotype threat, in service for creating identity safe learning environments.
Currently, Milton is a Senior Program Associate with Facing History and Ourselves. His work with Facing History and Ourselves has been largely focused on providing professional development for teachers in deepening their classroom implementation of the Race and Membership in American History: The Eugenics Movement resource book. The book is a case study developed for classroom use and is focused on four domains of eugenic policy influence including education, immigration, marriage restriction and sterilization.
Over the last 16 years Milton has witnessed great uptake and enthusiasm of teachers and students alike in grappling with this history and believes that increasing the awareness of this history is critical for creating a healthy and functioning democracy.
Milton’s background includes such varied and divergent experiences as being a youth counselor, middle school teacher, service-learning coordinator, tour guide, stand up comedian, and a research associate at U.C. Berkeley and most recently at Stanford University participating in the Stanford Integrated Schools Project. Milton received his B.A. with distinction in Sociology from San Jose State with a minor in Communications.
With over two decades of classroom experience and another 16 plus years as a curriculum design specialist, I believe I bring unique insights and skills sets to the table, assets that would be of great value to CCSS.
I have spent the last 16 years of my career as a Senior Program Associate with Facing History And Ourselves. This work has provided me with an intimate understanding of the challenges and opportunities educational communities confront in implementing history/social studies curriculum.
This work has offered an abundance of points of entry, which have enabled me to develop strategic approaches for deep and sustained engagement with individual educators, school sites and in some cases district wide implementations.
I enjoy strategic thinking and am adept in supporting others to create sustainable models that leverage the intersections of professional development, curricular mandates/opportunities and capacity building for those tasked with delivering such outcomes.
My current position with Facing History gives me access to large numbers of educators in addition to other educational organizations and it is through such partnerships that I am able to more thoroughly support the educators and communities I serve. My longer career as a classroom teacher, educational researcher, and equity and inclusion consultant allow me to situate education within a broader societal context, an understanding that’s of increasing importance in these turbulent times.
My current position necessitates that I think with both short term and long-term goals in mind, specifically in regards to how best to utilize workshops, summer institutes, and conferences as mechanism to enrich the lives of and improve the practice of the educators I engage with.
If selected, I would look forward to supporting the design process for the upcoming San Jose CCSS Conference, as well as working to recruit educators and local scholars and historians in support of that effort.