Principal Miller Case Study

In order to address ongoing disproportionate outcomes amidst an increasingly diverse student population, DMPS is engaged in a district wide effort to speak with a common language and understanding around Cultural Proficiency.

comprehensive assessment has not been successfully carried out. ! Cultural awareness in the 3-D Puzzle Model described by Schim et al. (2007) highlights the

A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential. This includes not only increasing test scores, but also classroom motivation and excitement. Schools should be truly committed to the expanded opportunities available to each of its students while continuing to evolve academic and personal growth.

To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds. Teaching this respect have to be foremost duty of all teachers training curriculum. She relates the incident of who speaks Spanish, a Mexican American girl brought up in the Southwest whose life was initially a bit problematical. Her multicultural school they faced a lack of tolerance for nonmainstream societies that led to incidents of disrespect. (the Effects of Racism in School). However, it was only when a new teacher saw her potential over and above her color and encouraged her academic progress which eventually made her a renowned public

2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners.

The issue the author presents in chapter nine focuses on who should receive special education services and how should educators identify which students are to receive special education services.

Janet Oleszek is a Democratic candidate running for the Board of Supervisors for the Braddock district of Fairfax County. She has been living in Fairfax County since 1973, is an education advocate, and former School Board member (2003-2007). In 2003, she set a recorded in Fairfax County by winning 87,759 votes, which is the height so far achieved. Some of her opponents for the Board of Supervisors include the Republican John Cook who is the incumbent Supervisor. Some of the key issues she plans to tackle if elected are the environment, education, and transportation and Land Use Planning.

Tailor the school climate and atmosphere around multiculturalism based on the socio-economic environment of the school to help promote pride in the accomplishments of people from different cultures.

Assess the role of 4 aspects taken from the scenario (i.e. one to one communication/ cultural differences etc). Explain why communication is so important and how this may impact on effective communication and interpersonal interaction at Happy Valley Special School. Make sure that you make links to theories of communication.

Critical Race theory includes concepts of color blindness, unmarked whiteness, segregation, white supremacy and many other sub-categories that may be seen as a marginalization to people of color. Christopher Riley and Nancy Ettlinger conducted a study in Columbus, Ohio correlating to the Critical Race Theory. Klaeido High School in Ohio proved to be the ideal site because initially this school was predominantly black and white. New job opportunities arose in this community through policies changes that aided refugees with job placements. The community therefore had an influx of new residents such as and El Salvadorans; Mexicans and Samoans. This created a lot of tension in the school showing a program was needed to address multiculturalism. An after school program was created to teach the students about the different cultures. Later these program was included as part of history class due to low participation in the after school program.

Ms. Vasquez was the newest member of the first grade team at Westside Elementary School. She, along with three other teachers, made up the first grade teaching staff. Three years before Sally’s employment began, the first grade staff “adopted academic progress and social development criteria for determining whether students should be retained in grade” (Kowalski, pg. 59). While Sally was uncomfortable with retaining students, she was not yet confident enough in her position to challenge the veteran teachers. During her schooling, “Sally had been told that the negative aspects of retaining students far outweighed the benefits-a contention that was supported by several research articles she was required to read” (Kowalski, pg. 59). Ms. Vasquez

People who come from different ethnic backgrounds, for example, children of immigrants, can be viewed as not ‘truly French’, regardless of their nationality and whether they were born in France.

A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement. (pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students.

Language: the language that teachers use has to be high level, which conveys a sense of professionalism that is honourable, moral and dignified.

All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum. For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: