Take Heed To The Voices of our Children: African American Males' Beliefs Regarding the Academic Achievement Gap and Disciplinary Referral Gap
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1) The document discusses research on the academic achievement gap and disciplinary referral gap between African American males and other groups from the perspective of African American males' own beliefs. 2) It presents African American male students' self-reported beliefs about academics, their teachers, and discipline, finding that most believe they earn their grades and their teachers treat students fairly. 3) The document suggests implications for various groups to work as a team to help close the gaps, such as parents reinforcing education, churches offering tutoring, and teachers setting high expectations.
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This document discusses working with and supporting black boys in educational settings. It notes that black boys are often disproportionately targeted for discipline and outlines some of the cultural, teacher bias, and institutional factors that contribute to this. The document provides guidance on building relationships with students, using culturally responsive teaching strategies, and addressing misbehavior in constructive ways. It emphasizes the importance of having high expectations, viewing student behaviors through a strengths-based lens, and drawing on research and community resources to best serve black male students.
Six Steps to Success: Effective Identification Procedures
Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
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Bullying in schools can take overt or covert forms. Overt bullying includes physical acts like hitting while covert bullying involves social exclusion and rumors. Bullies typically have high self-esteem and seek power, often coming from homes with harsh discipline. Victims are often insecure with low self-esteem. Adults often dismiss bullying as harmless, but it causes long-term harm like depression. Schools should implement anti-bullying policies, curriculum, and programs to address this issue.
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This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University Puyallup Campus in fall 2014. It includes:
- Contact information for the course director, Ailene M. Baxter
- Topics that will be covered like leadership, supervision of instruction, culturally responsive teaching
- Course objectives, assignments, expectations
- Readings from authors like Glickman and Ginsberg on related subjects
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The document provides guidance for school administrators on preventing bullying. It discusses the administrator's role in detecting and addressing bullying, including implementing a 10-step program. Administrators are advised to demonstrate leadership, be aware of legal mandates around bullying, improve parental involvement, and utilize evidence-based resources and tools to address bullying on their campuses. Key responsibilities include making anti-bullying policies clear, investigating all reported incidents, and working with teachers to incorporate anti-bullying lessons.
Culturally responsive pbis (8) (2)
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
Effective leadership
The document discusses the characteristics of effective leadership and the role of the principal as a culturally responsive leader. It outlines nine key roles of the principal, including being aware of student culture, keeping parents informed, communicating high expectations, and reshaping the curriculum. It also discusses the importance of professional development models for teachers that focus on real needs, case studies, and building online communities. Motivation factors for teachers include praise, appreciation, recognition, teambuilding, and setting clear consequences.
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6 classroom observation
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Edad 516 wsup
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
Effective leaderships
1. Effective school principals hire qualified teachers, promote collaboration, quickly address issues, and respect the community.
2. It is important for principals to understand the culture and ensure culturally responsive teaching. They should also seek to understand parents' perspectives.
3. Retaining good teachers requires effective professional development focused on real needs, technology use, online communities, models/mentors, and case studies.
SABStudent Training.pptx
The document discusses the objectives and roles of a Student Advisory Board (SAB) in a school. The key objectives of the SAB are to be the representative voice of the student body, develop a sense of ownership in students by designing and managing school activities, inculcate 21st century skills in students, and provide opinions to help with decision making. The roles and responsibilities of the SAB include playing a role in student governance, elevating student voices, taking ownership of activities like student culture and assemblies, leading school events and projects, and modeling good behavior for other students.
School Site Volunteer Orientation - Volunteer MPS
This orientation provides information to new volunteers at Southwest High School, including school policies, procedures, and strategies for working effectively with students. Volunteers will learn about building student self-esteem, managing behaviors, having safe conversations, and the MPS volunteer policies. The orientation focuses on developing students' competence, character, connections, confidence, and contribution through academic support and relationship building.
Robert Peters' TASA Presentation 2013-06-24
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Relationship building and_hope
Warm student-teacher relationships are strongly correlated with better student performance in thinking, language, and math skills. The quality of these relationships is the most important factor for classroom management and student achievement. However, only 20% of students feel positively about themselves by 5th grade. Building relationships requires understanding students' cultures and circumstances, maintaining authority while showing students your lighter side, and discovering the true intent behind disruptive behaviors in order to offer effective solutions. Relationship building and instilling a sense of hope in students are stronger indicators of academic success than test scores. Maximum results come from focusing on hunger, hope, commitment and actions through the power of positive relationships.
2009 Portfolio
Talecia Stephens shares her journey to becoming an effective educator through her experiences teaching pre-K and 3-year-olds. She gained knowledge of subject matter and effective teaching strategies through her academic studies and field experiences. She utilized technology, multiple assessments, and a multicultural perspective in her lessons. She also gained experience teaching special populations. Her reflective practice and positive relationships with students, parents, and colleagues helped strengthen her skills. Her future plans are to continue her education and teaching career.
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