The document discusses the role of district guidance leaders in creating a college readiness culture and how that role varies based on the socioeconomic profile of the district. It describes how the guidance leader acts as an institutional information agent and navigator. In low-income districts, the advocate role is most important to provide extra support to students. In middle-income districts, the program administrator role focuses on improving college fit. In affluent districts, the relationship builder and strategic planner roles are key to meet parent demands and differentiate students for selective colleges. Understanding the guidance leader's role can help district leaders better structure support for college readiness.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Help Amplify The Number Of College Bound Studentsnoblex1
This paper reports findings from ongoing research partnerships with inclusive classrooms and with selective and competitive outreach programs that seek to bridge school, college, and college-based occupations for Latino and other underrepresented youth.
Source: https://ebookschoice.com/help-amplify-the-number-of-college-bound-students/
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
The profile of the perpetrators of the Holey Artisan Bakery attack in Dhaka, Bangladesh, in 2016 – middle-class and well-educated youths – challenged many preconceptions about the motivations of violent extremists. To inform new investment in preventing violent extremism, GCERF has analysed perceptions towards violent extremism among 2,500 students in Dhaka.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
The profile of the perpetrators of the Holey Artisan Bakery attack in Dhaka, Bangladesh, in 2016 – middle-class and well-educated youths – challenged many preconceptions about the motivations of violent extremists. To inform new investment in preventing violent extremism, GCERF has analysed perceptions towards violent extremism among 2,500 students in Dhaka.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Against All Odds: Increasing College Access & Retention for First Generation ...Naviance
Krystal Ferguson, Hobsons K-12 Consultant, presents on the unique challenges that first-generation and minority students face in enrolling and persisting in college. Krystal also discusses strategies for school systems to best support these students to reach their post-secondary goals.
We are one of the top modelling agencies in Mumbai, India for all aspiring models who want to enter the glamor world and a modelling agencies in Mumbai for also all those people who want to avail the services of the models in Mumbai. Visit Now! http://www.modellingagenciesmumbai.com/
We have Block and Bleed type of Manifolds in SS 304 and SS316 construction.
These are normally used for Pressure Switches, Pressure Guages, Pressure Transmitters etc. to isolate the instrument from process and to vent out the blocked air in the process.
Today’s students, especially those who will be first in their family to go to college, crave advice and support from near-peers who can provide invaluable first-hand accounts of what college is really like and why it is important. This session will explore the powerful role that near-peers play in motivating and guiding students to and through college. We will provide examples of how current upperclassmen, enrolled college students, and recent college graduates can offer support, candor, and motivation to see the “light at the end of the tunnel”, particularly for boys who oftentimes lack positive male role models.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Watch Diversity.Review Section 1 and 3.Discuss thetidwellerin392
Watch
"Diversity."
Review
Section 1 and 3.
Discuss
the following question:
1.How can schools encourage and embrace diversity?
How can schools encourage and embrace diversity?
Consider
the following question:
3. In what ways might a school elicit feedback from its stakeholders?
Diversity section 1
Diversity section 3
Read Ch3 its 4 Questions at then end that needs to answer ….
Then the Diversity video by
Diversity recommendations in
Breaking Ranks
Chapter 8: Diversity
Topic A: Expert - Diversity
Juan R. Baughn, Ed.D. Lecturer, Lehigh University, Bethlehem, PA ■ Former Teacher, Principal and Superintendent
Section Navigation
Chapter 3 Understanding the Community
After completing this chapter you should be able to …
■ Identify key community segments important to school–community relations planning and programming.
■ Distinguish methods for community–audience assessment and identifying influential communicators.
■ Recognize the characteristics of community power structures.
■ Distinguish opinion research techniques commonly deployed in school–community relations programs.
Before attempting any communication, school administrators must study the intended audience for the message. When trying to communicate with a diverse community, it’s imperative that school officials know the various components of the community.Collecting information about the makeup of the community is a major first step toward a communications program. This enables administrators to plan intelligently and reduce guesswork. When gathering information about the community, the following topics should be considered:
• The nature of the power structure and the way decisions are made in the community
• The identification of the media and long-term challenges that need attention
• The expectations of citizens regarding education
• Situations to be avoided based on the history of conflict in the community
• Identification of individuals and groups who are friendly or unfriendly toward education
• Opportunities and ways to effect better cooperative relations with various publics
• The identification of gaps that need to be filled to produce more public understanding of educational policies and programs
• The channels through which public opinion is built in the community
• Changes that are occurring in patterns of community life
• The identification of leaders and those who influence leaders in the community
• A listing of the types of organizations and social agencies in the community
To comprehend all of these factors, the study of the community should be directed at its sociological characteristics, the nature and influence of its power structure, and the way in which people think and feel about education and the programs provided by the district. Since the community is constantly changing, continuing studies are necessary to keep knowledge current.
SOCIOLOGICAL INVENTORY
To plan an effective program, the distri ...
Article 2 vivian gunn morris & curtis morris doneWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dropout Prevention in California Schools through Civic EngagementMichelleHerczog
Learn how civically engaging students through service-learning is a proven methodology for reducing dropout rates, building resiliency, and motivating students to become successful learners and effective citizens.
Many rural California high schools are impacted by the disadva.docxalfredacavx97
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited
resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and
school-community interrelationships, this qualitative study examines the practices of educational leaders in three high-
performing, high-poverty, rural California high schools. The authors employed case study methodology using a variety
of data sources including document analysis, interviews, and observations. Cross-case findings revealed that the local
educational leadership had effectively employed multiple instructional, distributed, and transformational practices to
improve student outcomes, and had established multiple formal and informal linkages with institutional entities outside of
the school to accomplish their missions. Contributors to school-wide success in each case included: focus on instruction,
standards, and expectations; strengths of teachers, and; development of multiple support systems for students with varying
needs. Educational leaders in the schools studied with the highest poverty rates and highest percentages of English Language
Learners made significant improvements in student achievement through active involvement of parents and the mobilization
of other external and community resources.
Citation: Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing, High-Poverty, Rural California High
Schools. Journal of Research in Rural Education, 24(9). Retrieved [date] from http://jrre.psu.edu/
articles/24-1.pdf
Marcia Masumoto and Sharon Brown-Welty
California State University, Fresno
Journal of Research in Rural Education, 2009, 24(1)
Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing,
High-Poverty, Rural California High Schools
Introduction
California’s large rural population has unique
attributes, with high proportions of minority students and
English Language Learners, and a growing percentage of
economically disadvantaged children (California Department
of Education, 2005). Unlike the declining agrarian and rural
regions in other parts of the nation, many of California’s
rural areas are experiencing population growth.
Between 1970 and 2000, the child population in
the San Joaquin Valley, a predominantly rural region of
California, grew faster than the state average, increasing
by 20% (Goodban, Hedderson, Ortiz, & Branton, 2004).
During the same period, the percentage of White children
in the San Joaquin Valley decreased from 75% to 43% and
the percentage of Latino/a children more than doubled,
growing from 17% to 39% (Goodban, et al., 2004, p. 6).
Approximately 25% of San Joaquin Valley students are
classified as English Language Learners (Jepsen & deAlth,
2005).
In a 2003 national state-by-state comparative analysis,
Ru.
Contextual FactorsCommunity, District, and School FactorsGreeAlleneMcclendon878
Contextual Factors
Community, District, and School Factors
Greenville, Mississippi is located in the Mississippi Delta area. It is well-known for its blues musicians and agriculture. Here in the city, it hosts its annual MS Delta Blues Festival every year in September. The city of Greenville spans to serve the Washington County which serves the community of schools through the Greenville Public School District. The title I school is Matty Akin Elementary School it serves grades 1st- 5th grade of 700 students. It also is a school which work with children of special needs according and per grade level with specialized teachers. The racial demographic of the district makes up 95.30% African American, 3.44% White, 1.14% Hispanic, and 0.11% Asian. Recent test surveys indicate that majority of the students are proficient in social studies, while only 24 percent are effective in mathematics. Parents, school leaders, and community members at Greenville often collaborate to promote positive learning outcomes among students. Due to different learning capabilities based on each student’s backgrounds, educators often employ a differentiated instructional technique to increase student engagement and knowledge retention (Renner, 2021).
Classroom Factors
The classroom environment is one of the most important factors that affect student’s learning capabilities. The atmosphere where learning occurs affects the state that individuals can feel but cannot touch. This includes the ways in which the classroom is physically arranged. Desks and the blackboards must be placed in ways that make it comfortable for students to effectively access learning materials and communicate with teachers (Renner, 2021). Additionally, posters that are related to social studies lessons should be fixed on walls to create vantage positions for easy accessibility. One of the simplest models of making the physical environment supportive of learning is to ensure that it has high indoor air quality, sufficient spacing, and proper lighting. Additionally, the psychological climate of the classroom should set the emotional tone for effective reading and learning. This can be accomplished by creating a mood that makes students eager to grasp several learning concepts (Renner, 2021).
Student Characteristics
My 23 kindergarten students are aged from 5- 6 years old. They have different learning styles and capabilities, which affect their overall performance. 2 of the students have IEPs, 4 students attend speech therapy due to low reading skills. Variations in learning competencies often arise from different factors such as their racial, ethnic, and cultural backgrounds. Learning style is also viewed as a potentially useful indicator of the ways in which individual differences may affect the effectiveness of distributed learning. Various conceptual constructs can be used to gain insights into each learner’s needs and personality with the purpose of fine-tuning the instructional envir ...
Sample 2 writing - charfauros, e. Copyright 2013 Edward F. T. Charfauros. R...Edward F. T. Charfauros
This is one of many of my University of Phoenix writing essay papers for achieving my Bachelor Science of Business Administraion (concentraion in Management) degree~
Edward F. T. Charfauros, inspiring author, assists fellow students with their presentation for a successful grade. He also blogs upon his own inspiring blog, where you'll discover life changing stuff. Sign up for his blog by sending him an email~
Copyright 2013 Edward F. T. Charfauros. Reference, www.YourBlogorResume.net.
1. I
t’s early September, and Leslie Moore, superintendent of a high-perform-
ing, affluent school district outside New York City, contemplates how she
will meet the goal her school board gave her — to land more graduating
seniors into Ivy League institutions and other highly selective colleges.
In a nearby middle-income district where 98 percent of graduates enroll
in postsecondary studies but only 40 percent complete a college degree
within five years of leaving high school, Doug George, the superintendent
and a 35-year educator, is thinking about how he can dramatically improve
those outcomes.
Likewise, Keith Francis, an assistant superintendent for curriculum and
instruction in a nearby district, wonders how he and his colleagues can reach
the growing number of students from low-income families who believe col-
lege is an unattainable goal.
These real-life scenarios (the superintendents’ names are pseudonyms
because of their part in a recent research study) reflect the challenges leaders
face when contemplating how to educate students and families about the full
range of postsecondary options. How can they support teachers’ and admin-
istrators’ efforts to promote and enable these options? In particular, they
wonder how they can leverage their respective districts’ guidance director to
reach the stated goals.
Counseling
Leadership
in College Readiness
Leveraging this districtwide capacity varies
among schools’ socioeconomic profiles
BY STANTON L . BROWN
August 2016 SCHOOL ADMINISTRATOR 29
2. Researching Roles
From my 2013 study of the district guidance
director’s role in creating and sustaining a college-
readiness culture at three small school districts
located in the vicinity of New York City, I found
district guidance leaders tailor the way a college-
readiness process is developed and managed to
account for socioeconomic profiles and students’
social and cultural capital.
Social capital refers to the who you know and
how information is communicated within social
circles. Cultural capital is the what you know and
how that knowledge is transferred from families
to students.
Though located within close proximity, the
three K-12 districts had distinct and disparate
levels of social/cultural capital and student
demographics. The low-income district of 3,000
students has pockets of dire poverty in a com-
munity where the median household income was
$81,000. Working class families predominated,
and about 30 percent of students qualified for the
federal lunch program. About half of the student
body was white, and 40 percent were Hispanic or
African American.
The middle-class district had 1,200 students
in a community of about 4,000 residents. Fewer
than 15 percent of students qualified for lunch
support. About 19 percent were Hispanic or
black, and another 7 percent were Asian.
The affluent school district served more than
5,000 students in a community of 40,000.
Median household income was $120,000. About
10 percent of the students were Asian and fewer
than 4 percent were Hispanic or black. On stu-
dent test measures, it had the highest achieve-
ment levels of the three by a significant margin.
Defining the Role
District guidance leaders played a critical leader-
ship role in building and sustaining a college-
readiness culture in seven areas: administrator/
supervisor, program facilitator, data aggregator,
strategic planner/innovator, relationship builder/
manager, advocator and other (miscellaneous).
These distinct but related tasks supported the
work of the school district’s guidance office.
A critical part of preparing students and
families for postsecondary options is providing
them with information about the preparation
process. The school counseling leader can enable
the exchange of this information and manage the
learning process around how students and their
families understand this information.
In my analysis, two overarching role-types
described what school counseling leaders do in
regard to college readiness: (1) they act as insti-
tutional information agents and (2) they serve as
navigators for students, families, administrators
and faculty.
Information and Navigation
Students and their families generally rely on
the guidance office for college preparedness.
District counselor leaders manage this process.
They create the master schedule of classes that
place students in the appropriate sequence of
courses, including prerequisite college courses.
They organize financial aid workshops and man-
age relationship protocols between families and
school counselors and teachers to ensure quality
advising.
The counselor’s role of institutional informa-
tion agent was more critical in a low-income
district. The deficit of social and cultural capital,
relating to students’ motivation for pursuing col-
lege and their knowledge of college preparation,
was more prevalent. Students who received little
insight about college preparation from their fam-
ily or social circles had a limited understanding of
what was required to be ready for college or how
to access this information.
District leaders in all three districts noted this
distinction about families’ or social circles’ access
to the best information about preparing for col-
lege admission.
In the role of navigator for college readiness,
the district counseling leader influenced how
students and parents were steered through a
complex process. The leader designed processes
to shepherd students in middle and high school
PHOTOBYVALERIETHOMSON
Stanton Brown
SCHOOL ADMINISTRATOR August 201630