MILFORD \u2014 Ingrid Canady felt she had to give the Milford Board of Education a standing ovation. Canady, executive director for State Education Resource Center, was reviewing the board\u2019s list of goals and commitments when she came to No. 5. \u201cWe are committed to laying a foundation that fosters an environment of unity that addresses race, equity and social justice in a safe and supportive learning environment. It is essential to the progress of all people in our learning community that we take deliberate steps to make clear that people who have been historically marginalized are fully included and valued.\u201d The board presented a draft of its goals and commitments for the next five years. Canady had spent some time with the board going over its commitments, but specifically focused on race, equity, social justice and historical marginalization. Board members plan to discuss its goals and commitments at the next meeting. \u201cI looked at this and said what is it about this that really caught my attention,\u201d Canady said. \u201cYou made a bold statement through this commitment and, as I said, I gave you a standing ovation.\u201d It also raised a few questions, Canady said. \u201cRace, what is it? Equity, how do we define it? Social justice, what would we see when we see it? Deliberate, what is our intentional action? Historically, how do we go against the power of the norm?\u201d Board member Una Petroske said that when she thinks of equity, she thinks of it as removing barriers. \u201cEveryone gets the same foundation,\u201d she said. She said it\u2019s possible to be a socially just community, \u201cbut it will be a hard and intentional process.\u201d Canady said the board is accountable for three roles. The first is racial consciousness. \u201cA racially conscious leader is very aware of their own racial identity, it\u2019s not about someone else\u2019s racial identity, but self-racial identity,\u201d she said. The board\u2019s second role is to orchestrate deliberate actions to achieve racial consciousness. \u201cHow do we create a critical interruption, which means asking questions of everything that comes before the board?\u201d she said. The third role, having a vigilant mindset, directly follows the second role and includes deliberate action. Canady said this is the critical interrogation that follows the critical interruption, and that the rule of questioning everything applies to the third role as well. Superitendent Anna Cutaia said the three aspects of being a board member may seem like a short list, \u201cbut they are quite heavy lifts.\u201d Cutaia said it would be a good idea to invite Canady back \u201cto dig a little deeper.\u201d Some of the board\u2019s other commitments include expanding and strengthening relationships within the Milford community; maintaining a system of structures and resources to ensure emotionally and physically safe and secure learning environments for all; attracting, recruiting and fostering a diverse community of talented professionals, and more. The board\u2019s goals are varied. Academically, the board affirmed that learners will be curious and challenge themselves and will comprehend, organize and analyze information to solve problems and articulate solutions. Other goals are for students to engage in self-care to result in a healthy lifestyle, develop into global citizens who think and act beyond self towards service to others and their community, and to be imaginative and curious and challenge themselves to make, shape, and invent their learning experiences.