Enjoy the fantastical dreamy set, musical accompaniment, and wonderful performances by ALL cast and crew! Tonight, Friday at 7: It is only with these funds that we are able to bring you outstanding dramatic productions.
Over the past several years, we have become more keenly aware of the pervasive nature of opportunity and achievement gaps in many of the schools serving our most vulnerable students.
The challenge for principals is to ensure each and every student has the opportunity to engage in a quality education experience. To meet this challenge, both equity and excellence must be driving forces in the leadership of schools.
Principals must be equity-centered instructional leaders. The achievement gap has been a nationally visible concern since the Coleman Report era of It represents disproportionately disparate opportunities and learning outcomes between and among students of color and poverty with their wealthier counterparts, many of whom are white.
It also reflects disparities between English Language Learners ELLspecial needs students and other groups of students. Additionally, there is a disparity between the academic performance of many students and the academic expectations established by the new, more rigorous state standards.
And, there is the gap between our U. Most of us will acknowledge that the vast majority of teachers work hard at their craft, are fully committed to student learning, and willingly engage in their own continuous learning.
As we know, however, the students with the greatest needs academically too often have less experienced or less skilled teachers.
Those taught by teachers in the bottom quartile of effectiveness, lose, on average, five percentile points, compared with their peers.
Moreover, these effects are cumulative. The same study suggested that if all black students were assigned to four highly effective teachers in a row, this would be sufficient to close the average black-white achievement gap.
These kinds of learning experiences can result in disparities in outcomes both in test scores and in the level of educational attainment for different groups of students whenever they exit our systems.
The economic and social impacts of the opportunity and achievement gaps, coupled with the moral challenges, should give all of us — educators, parents, the business community, politicians, lawmakers — reason for serious concern. While schools cannot do this work alone, they have a legal and moral responsibility to ensure that every student exits our systems with the knowledge, skills, competence, confidence, creativity, curiosity, tenacity, support, sense of advocacy and efficacy to access and succeed in college, careers and society.
I have been an urban educator since the days of court-ordered desegregation. I have served as a teacher, a staff developer, a counselor to students with severe discipline issues, a high school principal, assistant superintendent, chief academic officer, and a number of other academic roles.
I have also worked outside of education in the private sector and at the university level, working side-by-side with school leaders supporting their efforts to transform their school systems in order to educate all students well.
I have seen many students of color and those living in poverty survive and even thrive in our public schools. But I have seen far too many who did not survive our school systems and instead, fell onto pathways of limited- or under-employment, poverty and even more destructive lifestyles of drugs, crime and incarceration.
I realized years ago that my passion lies with the education of this vulnerable population of students and that my calling as a teacher is to work with and support the adults, the leaders who are charged with educating students in school systems.
The research remains clear: To ensure excellence, equity and a quality learning experience for every child, in every classroom, every day, and to close these gaps, the principal, and other school leaders, working alongside families, must demonstrate equity-centered instructional leadership.
I address two essential questions in this article: What is the work of an equity-centered instructional leader in the improvement of instructional practice in order to improve student achievement, eliminate opportunity gaps and close achievement gaps?
How do we build the capacity and expertise of principals to equip them to be equity-centered instructional leaders of schools that ensure equity so that every student experiences excellence in their learning and achieves at high levels?
Note these results from the Metlife Survey of the American Teacher: Collaborating for Student Success ED Most teachers 84 percent said they could enable all of their students to succeed academically; yet only 36 percent strongly agreed that all of their students have the ability to succeed academically.
Inhalf of secondary school teachers said that their classes had become so mixed in terms of student learning abilities they could not teach students effectively.
Unfortunately, some educators can come to accept mediocre student performance or even failure as normal, inevitable and outside their control. Back to Top Unfortunately, some educators can come to accept mediocre student performance or even failure as normal, inevitable and outside their control.
We see this phenomenon particularly in schools serving our most vulnerable students, students of color, students living in poverty and growing numbers of English Language Learners ELLs. The improvement of instructional practice is perhaps the most important task of the school principal.
This research also suggests that some of the work principals do lacks the instructional focus needed to improve teaching and learning.Published: Mon, 5 Dec According to situational leadership models in general, leaders should adopt different leadership approaches depending on the situations that they encounter.
ering school leadership, on topics ranging from how principals are trained to how they are leadership approaches by principals.4 School leaders determined to do it all themselves were the principal resembled the middle manager suggested in William Whyte’s ’s.
The effect of principal’s leadership style on school environment and outcome Eissa Al-Safran Kuwait University Principals’ leadership style, School Outcome, TIMSS, Kuwait What types of school environments are created . a comparison of teachers’ perceptions of the leadership styles of middle school principals and instructional leaders and their relationship to teachers’ perceptions of school climate.
contents 1 introduction 3 critical elements of an effective reading program in elementary school 11 critical tasks for principals as literacy leaders.
Kimberly Avenue New Haven, CT Phone: Fax: Grade Levels: 5- 8 School Population: approx. Hours: AM to PM.