Culturally Proficient Learning Communities: Confronting Inequities Through Collaborative Curiosity,
Автор: Lindsey D et al Название: Culturally Proficient Learning Communities ISBN: 1412972272 ISBN-13(EAN): 9781412972277 Издательство: Sage Publications Рейтинг: Цена: 9821.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Integrating the four Tools of Cultural Proficiency with the PLC framework, this guide provides school leaders with practical strategies for building equity-focused PLCs to help all students achieve.
Описание: Shows how central Common Core tenets - rigor, meaningful curricula and assessment, and higher order thinking - can become educational realities for every child in your school or district. This resource enables readers to understand how underlying beliefs related to historically - underserved students may create roadblocks to effective instruction.
We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.
We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.
We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.
Above all, we learned that the “normal” many of us have yearned for was never good enough—that we must envision a “better world,” where we build on our multilingual students’ unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.
It’s this “better world,” a world in which communities, schools, and classrooms work together as a “whole-child ecosystem,” Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classroomssets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:
1. Imagining Communities describes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member’s assets and competencies, and the ways recent crises have amplified their struggles.
2. Imagining Schools takes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.
3. Imagining Classrooms demonstrates how to optimize learning opportunities—both virtual and face-to-face—so our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.
“Student and family, classroom, school, and local community are not silos unto themselves,” Debbie, Margarita, and Margo insist. “They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.” Beyond Crises is the first critical step forward.
We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.
We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.
We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.
Above all, we learned that the “normal” many of us have yearned for was never good enough—that we must envision a “better world,” where we build on our multilingual students’ unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.
It’s this “better world,” a world in which communities, schools, and classrooms work together as a “whole-child ecosystem,” Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classroomssets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:
1. Imagining Communities describes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member’s assets and competencies, and the ways recent crises have amplified their struggles.
2. Imagining Schools takes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.
3. Imagining Classrooms demonstrates how to optimize learning opportunities—both virtual and face-to-face—so our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.
“Student and family, classroom, school, and local community are not silos unto themselves,” Debbie, Margarita, and Margo insist. “They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.” Beyond Crises is the first critical step forward.
How often do you hear, “The only parents who showed were the parents who didn’t need to be here.”
But how often do you consider time of day, lack of child care, cost of dinner, transportation, language of the presentation, even relevance of the topic—all real-world barriers for families of our historically underserved students.
Here at last is a resource that will open up access and reveal all-new ways to forge more culturally inclusive partnerships with families and communities . . . partnerships that extend well beyond parent-teacher conferences, PTA meetings, and the occasional bake sale.
The two big services Equity Partnerships provides? Using the Tools of Cultural Proficiency, you’ll
Discover new concepts and strategies to engage families and communities—and reduce, if not eliminate, barriers--through four essential principles: communication, connection, collaboration, and community
Engage in frequent opportunities to reflect on your own assumptions and values, then collaborate with colleagues to co-create systemic practices and policies for devising, implementing, and assessing family and community engagement actions in your schools and districts
We know inherently that family and community engagement is critical to the success of our students. Let Equity Partnerships be your go-to tool for breaking down the walls that for too long have limited all of us.
“Raising the next generation is a shared responsibility and privilege. These authors have been first responders for decades by promoting Cultural Proficiency as a means to ensure equity and access for all. In Equity Partnerships, they identify the powerful and critical link of family, school, and community engagement to strengthen families, build community support, and increase student success.”
--TRUDY ARRIAGA, Associate Dean for Equity and Outreach, California Lutheran University, and Coauthor of Opening Doors
Автор: Lindsey Delores B., Thousand Jacqueline S., Jew Cynthia L. Название: Culturally Proficient Inclusive Schools: All Means All! ISBN: 1506356249 ISBN-13(EAN): 9781506356242 Издательство: Sage Publications Рейтинг: Цена: 5226.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: As schools become more diverse with students of differing abilities and needs, this self-reflective and action-oriented guide helps create and support more inclusive schools and classrooms that intentionally educate all students.
First, just to be clear: Leading While Female is not a book about how to get a leadership job. Nor is it about fixing or transforming women into male managers or mindsets.
Instead, Arriaga, Stanley, and Lindsey’s bigger ambition is to help both women and men educational leaders confront and close the gender equity gap—a gap that currently denies highly qualified women and women of color opportunities to better serve our millions of public school students.
Designed as both a personal and group discussion guide for taking action, Leading While Female draws on the research of feminism, intersectionality, educational leadership, and Cultural Proficiency to help us all:
Better understand the impact of faux narratives that foster lack of confidence among girls and women
Utilize the Tools of Cultural Proficiency to examine barriers to overcome and support functions to locate for your own career planning
Learn from the stories of women leaders who have confronted and overcome barriers to career development, including women of color who were targets of implicit bias
Explore and expand the roles and opportunities for our male colleagues to serve as allies, advocates, and mentors.
If we look at the data, we can safely say women are doing the work of classroom teaching while disproportionately, men are making administrative and leadership decisions. Here at last is a resource for the breaking down the barriers and leading the way for future generations of women leaders.
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